FLIPPED CLASSROOM IN HIGHER EDUCATION: HOW DOES IT IMPACT STUDENT ENGAGEMENT AND LEARNING SATISFACTION

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Muhammad Syauqi Mubarok*, Muhamad Taufik, Muhammad Farhan Mubarok, Adi Rosadi, Yufi Mohammad Nasrullah, Ceceng Salamudin, Husnan Sulaiman, Arumugam Raman, Edi Setiawan

This study aims to investigate the effect of FC towards student engagement and satisfaction in learning activities at the university level through experimental research with a random control trial for 10 weeks. Participants were allocated to FC (n = 20) and the control group (n = 20). There were main findings in this study. First, for male students, there were differences value in behavior engagement (p = 0.001, d = 0.81), emotional engagement (p <.001, d = 0.97), cognitive engagement (p < .001, d = 0.95) and satisfaction in teaching method (p <.001, d = 0.89), facilities in university (p < .001, d = 0.95) in the FC group at the pre-test and post-test. Whereas, in the control group, significant differences occurred in satisfaction towards facilities in university (p <.001, d = 0.98) but no difference found for other aspects. Second, for female students, there were differences value in behavior engagement (p = 0.003, d = 0.78), emotional engagement (p <.001, d = 0.88), cognitive engagement (p = 0.002, d = 0.73) and satisfaction in teaching method (p < .001, d = 0.93), facilities in university (p = 0.005, d = 0.72) in FC group at the pre-test and post-test stages. Whereas in the control group a significant difference occured in the behavior engagement (p < .001, d = 0.92) and satisfaction towards facilities in university (p = 0.002, d = 0.79). Thus, we emphasize that FC has proven effective in increasing the engagement and satisfaction of students at the university level.