Significant Improvement of Students' Conceptual Understanding in Indonesian Language Learning through the Flipped Classroom Model

Almendo Thio Lindra; Andrean Emaputra; Adinda Daniel Tetrawan

doi:10.51276/edu.v7i3.1449

Authors

Almendo Thio Lindra Universitas Negeri Yogyakarta
Andrean Emaputra Universitas AKPRIND Indonesia
Adinda Daniel Tetrawan Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.51276/edu.v7i3.1449

Keywords:

Conceptual Understanding, Flipped Classroom , Indonesian Language , Quasi-Experimental , Student-Centered Learning

Abstract

This study examines the effectiveness of the flipped classroom model in improving students’ conceptual understanding in Indonesian language learning. A quantitative quasi-experimental study with a non-equivalent control group design was conducted among 50 eleventh-grade students at a private senior high school in Tangerang, Indonesia. Twenty-five students participated in the flipped classroom group, while 25 received conventional instruction. Data were collected through pre-test and post-test assessments developed to measure the application, analysis, and interpretation of Indonesian language concepts. The findings showed that the experimental group’s mean score increased from 63.84 to 84.00, whereas the control group increased from 63.68 to 69.48. An independent-samples t-test indicated a significant post-test difference between groups (t = 10.012, df = 48, p < 0.001), with a mean difference of 14.52. The findings indicate that the flipped classroom model provides a promising student-centered strategy for strengthening conceptual understanding in Indonesian language learning.

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Author Biographies

Almendo Thio Lindra, Universitas Negeri Yogyakarta

He is an educator and postgraduate student specializing in Educational Technology at Universitas Negeri Yogyakarta (UNY). He earned his bachelor's degree in education and is currently pursuing a master's degree at UNY. His academic interests include educational innovation, instructional technology, digital learning, and curriculum development in contemporary education.

Andrean Emaputra, Universitas AKPRIND Indonesia

He is an academic in Industrial Engineering. He earned both his Bachelor’s and Master’s degrees in Industrial Engineering from Gadjah Mada University (UGM). His academic activities encompass community service, research, and scientific publications. His scholarly contributions have received citations, reflecting their impact on the advancement of industrial engineering.

Adinda Daniel Tetrawan, Universitas Negeri Yogyakarta

He earned his Bachelor’s degree in Education and Master’s degree in Psychology from Universitas Negeri Yogyakarta. His academic interests include educational psychology, human development, mental health, and the application of psychological principles to education, learning, and student well-being across diverse educational settings.

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