Effectiveness of Flipped Classroom Model

Abstract

The Industrial Revolution 4.0 has forced teachers and lecturers to take creative strategies for students' learning. Therefore, this study aims to reveal the effect of flipped learning strategies on (1) students' self-directed learning readiness, (2) students' positive attitude toward engine management system practical learning in an automotive engineering educational program. This research is a quasi-experiment with a randomized control-group post-test only design. The experiment and control class members were determined randomly. One group of students was taught using the flipped learning strategies on practical learning, whereas the other group was taught using traditional instruction strategies. A questionnaire and checklist were used to collect the data. The result of this study shows that (1) there is a significant difference in self-directed learning readiness between the students who followed flipped learning strategy and those who followed direct instruction strategy, (2) there is significant difference in positive attitudes between the students who followed flipped learning strategy and those who followed direct instruction strategy.