Cecep Kustandi, Hirmana Wargahadibrata, Dini Nur Fadhillah, Suprayekti, Kunto Imbar Nursetyo
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 Learning Theory 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. © 2020, International Association of Online Engineering.
Universitas Negeri Jakarta, Jakarta, Indonesia; Civics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Solo, Indonesia
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