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


  • Cecep Kustandi Educational Technology, Faculty of Education Science, Universitas Negeri Jakarta
  • Hirmana Wargahadibrata Universitas Negeri Jakarta
  • Dini Nur Fadhillah Universitas Sebelas Maret
  • Suprayekti Suprayekti Universitas Negeri Jakarta
  • Kunto Imbar Nursetyo Universitas Negeri Jakarta




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


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.




How to Cite

Kustandi, C., Wargahadibrata, H., Fadhillah, D. N., Suprayekti, S., & Nursetyo, K. I. (2020). Flipped Classroom for Improving Self-Regulated Learning of Pre-Service Teachers. International Journal of Interactive Mobile Technologies (iJIM), 14(09), pp. 110–127. https://doi.org/10.3991/ijim.v14i09.11858