Hendrikus Midun, I Nyoman S. Degeng, Dedi Kuswandi, Saida Ulfa
Research on inverted or flipped classrooms concludes that the inverted classroom learning model is more effective than traditional learning. However, many researchers have not revealed that the inverted classroom is influenced by student conditions, such as self-regulation and self-efficacy. This study examines the effect of inverted classrooms on conceptual cognitive learning outcomes, by attending to self-regulated learning (SRL). This study is quasi-experimental research with pre-test / post-test control group design. There were 78 Indonesian Catholic University students participating in the research. The experimental class (39 students) used scaffolding, while the control class (39 students) was without scaffolding. We collected research data using questionnaires and tests. The data was analysed by two-ways ANOVA. The results concluded that inverted classroom and SRL affected conceptual cognitive learning outcomes positively, although neither had an interaction effect on learning achievement. © Primrose Hall Publishing Group.
State University of Malang, Indonesia and Saint Paul Indonesian Catholic, University of Ruteng, Indonesia; State University of Malang, Indonesia
