Flipped Classroom Effect on Students’ Self-Regulated Learning

Abstract

The Covid-19 pandemic around the world has changed the education system. The implementation of learning has changed by reducing the number of face-to-face meetings so that it requires students’ self-regulated learning. The teacher must choose a suitable model so that student learning achievement remains optimal even though studying independently. The Flipped Classroom model is an alternative solution to increase students’ self-regulated learning. This research aims to examine the effectiveness of the Flipped Classroom model on students’ self-regulated learning. This research was conducted through quasi-experimental research with the pretest-posttest nonequivalent control group design at one of the State Islamic Junior High Schools in Kerinci, Jambi. Data was collected through a self-regulated learning questionnaire. The hypothesis was tested using the t-test. The study results show that the Flipped Classroom model has high effectiveness in increasing students’ self-regulated learning in mathematics subject. The Flipped Classroom model is very suitable to be applied sustainably in the future at all levels of education.