Retno Kinteki, Punaji Setyosari, Sumarmi, Saida Ulfa
Flipped classroom learning model based on computer technology provides many advantages to students.Students already have material supplies obtained through the learning process at home before attending class. Therefore, the achievement of learning outcomes is better. The present studyinvestigates the effect of a flipped classroom model based on technology and studentsself-efficacy onconceptual understanding and application of hydrology.The research aims: (1) to determine the effect of flipped classroom models on conceptual understanding and hydrology application, (2) to determine the effect of self-efficacy on understanding and applying hydrological concepts, and (3) to determine the interaction offlipped classroom model on conceptual understanding and hydrology application. The research subjects were undergraduate students of the Geography Education study program at Faculty of Social Sciences State University of Malang. This researchemployed a quasi-experimentaldesign, using a pretest-posttest control group design. Theresult of researchare: (1) the flipped classroom learning model has a significant effect on conceptual understanding and hydrology application; (2) there wasa significant difference of high and low self-efficacy on both students conceptual understanding and application. and (3) There isan interaction between flipped classroom model and self-efficacy on learning outcomes for the ability to apply the hydrological concept, but there is no interaction on the ability to understand the concept of hydrology. © EM International.
State University of Malang, Malang, Indonesia
