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

Cecep Kustandi, Hirmana Wargahadibrata, Dini Nur Fadhillah, Suprayekti Suprayekti, Kunto Imbar Nursetyo


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.


flipped classroom, blended learning, e-learning, self-regulated

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International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923
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