PENGARUH MODEL FLIPPED CLASSROOM BERBANTUAN MOODLE TERHADAP HASIL BELAJAR DAN SELF REGULATED LEARNING SISWA PADA MATERI FRAMEWORK DI SMK

Abstract

Abstract: The low level of students’ Self-Regulated Learning (SRL) and the limited availability of computer facilities in school laboratories have become obstacles in coding instruction on framework materials. These conditions have contributed to low learning outcomes and less effective practical learning activities. This study aimed to investigate the effect of a Moodle-assisted flipped classroom model on students’ learning outcomes and Self-Regulated Learning. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The population consisted of 102 eleventh-grade students in the Software Engineering (RPL) program, while the sample comprised 58 students. The research instruments included a cognitive learning achievement test, an SRL questionnaire, a student response questionnaire, and observation sheets. Data were analyzed using the Independent Samples t-test, Mann–Whitney U test, Wilcoxon Signed-Rank test, and N-Gain analysis. The results revealed a significant difference in learning outcomes between the experimental and control groups, with a significance value of 0.0001 (< 0.05). In addition, students’ SRL in the experimental class showed a significant improvement, as indicated by the Wilcoxon test result with a significance value of 0.00002 (< 0.05). The N-Gain score of the experimental class was 71.64%, which falls into the high category, while students’ responses to the learning model reached 87.2%, categorized as very good. Therefore, the Moodle-assisted flipped classroom model was proven take effect in improving students’ learning outcomes and self-regulated learning in framework learning at vocational high schools.

Keyword:Flipped Classroom, Moodle, Self-Regulated Learning, Learning Outcomes, Coding.

Abstrak: Rendahnya tingkat Self-Regulated Learning (SRL) siswa serta keterbatasan fasilitas komputer di laboratorium sekolah menjadi kendala dalam pembelajaran koding pada materi framework. Kondisi tersebut berdampak pada rendahnya hasil belajar siswa dan kurang optimalnya praktik pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh model flipped classroom berbantuan Moodle terhadap hasil belajar dan Self-Regulated Learning siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain penelitian nonequivalent control group design. Populasi dalam penelitian ini sejumlah 102 siswa kelas XI di jurusan RPL, dengan sampel penelitian 58 siswa. Instrumen yang digunakan meliputi tes hasil belajar kognitif, angket SRL, angket respons siswa, dan lembar observasi. Analisis data dilakukan menggunakan uji independent sample t-test, Mann-Whitney U, Wilcoxon, dan N-Gain. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan terhadap hasil belajar antara kelas eksperimen dan kelas kontrol dengan nilai signifikansi 0,0001 (< 0,05). Selain itu, terjadi peningkatan SRL siswa pada kelas eksperimen yang ditunjukkan oleh hasil uji Wilcoxon dengan nilai signifikansi 0,00002 (< 0,05). Nilai N-Gain hasil belajar kelas eksperimen sebesar 71,64% berada pada kategori tinggi, sedangkan respons siswa terhadap pembelajaran mencapai 87,2% dengan kategori sangat baik. Dengan demikian, model flipped classroom berbantuan Moodle terbukti berpengaruh dalam meningkatkan hasil belajar dan self-regulated learning siswa pada materi framework di SMK.

Kata Kunci: Flipped Classroom, Moodle, Self Regulated Learning, Hasil Belajar, Framework