Effectiveness of Flipped Classroom Model
Its Effect on Student’s Self-Directed Learning Readiness and Positive Attitudes Towards Practical Lesson in Automotive Vocational Education
- DOI
- 10.2991/assehr.k.220129.021How to use a DOI?
- Keywords
- flipped classroom; positive attitude; practical lesson; student directed learning readiness
- 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.
- Copyright
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Tafakur AU - Afri Yudantoko PY - 2022 DA - 2022/01/31 TI - Effectiveness of Flipped Classroom Model BT - Proceedings of the 5th International Conference on Current Issues in Education (ICCIE 2021) PB - Atlantis Press SP - 115 EP - 120 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220129.021 DO - 10.2991/assehr.k.220129.021 ID - 2022 ER -