An Exploration of FCM's Impact on Students' Perceptions of Support, Self-regulated Learning, and Critical Thinking

Abstract

The flipped classroom model (FCM) has become a popular and most effective approach to implementing educational technology reforms. This study aims to 1) determine students’ perceptions of support, self-regulated learning, and critical thinking skills in interventions using FCM; 2) determine the relationship between students’ perceptions of support, self-regulated learning, and critical thinking skills; and 3) determine students’ general perceptions of FCM learning. This type of research is quantitative with a pre-experimental design, One-Shot Case Study. The data analysis technique used is descriptive data analysis and correlation analysis. Results showed that first the quantitative descriptive results showed that students’ critical thinking skills, SRL, and perceptions of support were quite good after being given the FCM intervention. Second, there is a relationship between students’ perceptions of support, self-regulated learning, and critical thinking skills. The general perspective of students about FCM shows that most agree with FCM. This study shows that during FCM learning, educators can provide students with several types of support and easy access to them and ensure smooth communication. Furthermore, teachers are encouraged to take on the role of learning facilitators to strengthen students’ self-regulation and thinking skills.