Flipped Classroom for Improving Self-Regulated Learning of Pre-Service Teachers

Flipped Classroom for Improving Self-Regulated Learning of Pre-Service Teachers

flipped classroom

blended learning

e-learning

self-regulated

This study aims to describe the use of the flipped classroom for improving the self-regulated learning of pre-service teachers. This explanatory mixed-method collected the information related to the characteristics of students who take Theory Learning courses through e-learning. This research collaborated with students of 2018 which included 30 students and 7 lecturers of Theory Learning courses from 7 study programs at the Faculty of Education Science, Universitas Negeri Jakarta. The results show by a one-tailed test at a significant level 0,05 with n-1 = 29 is 2,045, so tcount (5,843) > ttable (2,045), means an increase after the use of flipped classroom learning outcomes in Theory Learning courses. And also improving self-regulated students. It can be concluded that in general the learning independence of the students of the Faculty of Education Science of Universitas Negeri Jakarta in the indicators has self-confidence categorized as positive.

Kustandi, Cecep

Wargahadibrata, Hirmana

Fadhillah, Dini Nur

Suprayekti, Suprayekti

Nursetyo, Kunto Imbar

International Journal of Interactive Mobile Technologies (iJIM); Vol. 14 No. 09 (2020); pp. 110-127

1865-7923

International Association of Online Engineering (IAOE), Vienna, Austria

2020-06-17

Copyright (c) 2020 Cecep Kustandi, Hirmana Wargahadibrata

application/pdf

eng

info:eu-repo/semantics/article

info:eu-repo/semantics/publishedVersion

Peer-reviewed Article