Technology-Based Flipped Classroom for Developing Students’ Learning Independence

Abstrak

Students’ learning independence remains persistently low level in conventional instruction, where students tend to rely on teachers’ explanations and demonstrate limited initiative in preparing for learning independently. This study aims to describe the implementation of the flipped classroom, identify the teacher’s role, analyze changes in students’ learning autonomy, and examine supporting and inhibiting factors at SMPIT Khaldun Panambangan. A qualitative case study approach was employed, with data collected through observations, in-depth interviews, and documentation involving teachers and students. Data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data presentation, and conclusion drawing. The findings indicate that the flipped classroom was implemented through three interconnected phases: pre-class, in-class, and post-class activities, with teachers serving as instructional designers, facilitators, and mentors. Its implementation was associated with the development of students’ learning independence, particularly in taking initiative, assuming responsibility for learning tasks, managing study time, accessing and utilizing learning resources, and engaging in self-reflection. However, these developments varied among students and were influenced by their motivation, access to technology, teacher digital competence, and support from schools and parents. Conceptually, the findings suggest that the integration of pre-class preparation, interactive in-class engagement, and post-class reinforcement and reflection provides a connected learning framework through which students can gradually assume greater responsibility for their own learning, although sustained pedagogical guidance and an enabling learning environment remain essential.

Kata kunci

• case study
• flipped classroom
• learning independence
• qualitative