The Effect of Flipped Classroom Model and Learning Styles on Improving Students' Conceptual Understanding: An Experimental Study
Main Article Content
Abstract
Objective: This research aims to explain the influence of the flipped classroom learning model along with learning styles on students' conceptual understanding. Method: This study uses a quasi-experimental method with a 2x2 factorial pretest-posttest non-equivalent control group design involving students from PGRI University Jombang at the undergraduate level. Results: The research results reflect that the flipped classroom has a better impact compared to conventional learning. The difference between verbal and visual learning styles is not significant to conceptual understanding. Overall, the use of flipped learning is effective for all types of learning styles in this study in improving conceptual understanding. In practice, the flipped classroom is highly recommended for application in concept comprehension learning with implementation on an LMS and effective discussion features. Novelty: The novelty of this research lies in the integrative flipped learning model combined with learning styles, which has not been extensively studied for enhancing conceptual understanding.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Agbokou, K. (2023). On the Nature of Elasticity Function: An Investigation and a Kernel Estimation. Journal of Applied Mathematics, 2023. https://doi.org/10.1155/2023/1346602
Ajayi, I. H., Iahad, N. A., Ahmad, N., & Yusof, A. F. (2017). A conceptual model for flipped classroom: Influence on continuance use intention. International Conference on Research and Innovation in Information Systems, ICRIIS. https://doi.org/10.1109/ICRIIS.2017.8002523
Annajmi, A., & Dedi Kuswandi. (2024). Flipped Classroom; Inovasi Pengaturan Lingkungan Belajar dalam Pembelajaran Matematika . DIAJAR: Jurnal Pendidikan Dan Pembelajaran, 3(1 SE-Articles), 116–124. https://doi.org/10.54259/diajar.v3i1.2227
Atikah, N., Akriani, W., & Isran, D. (2022). Pengaruh Metode Pembelajaran Flipped Classroom Terhadap Pemahaman Konsep Matematika Mahasiswa. Jurnal Pendidikan Islam Al-Affan, 3, 12–18. https://doi.org/10.69775/jpia.v3i1.88
Atwa, Z., Sulayeh, Y., Abdelhadi, A., Jazar, H. A., & Eriqat, S. (2022). Flipped Classroom Effects on Grade 9 Students’ Critical Thinking Skills, Psychological Stress, and Academic Achievement. International Journal of Instruction, 15(2), 737–750. https://doi.org/10.29333/iji.2022.15240a
Aveiro-Róbalo, T. R. (2022). Distance learning and its relation to medical education in the present times. Seminars in Medical Writing and Education, 1. https://doi.org/10.56294/mw202210
Awini, G., Mensah, K., Majeed, M., Mahmoud, M. A., & Braimah, S. M. (2024). The use of innovative pedagogies in attaining un sustainable development goal 4: Quality education for learning outcomes in emerging markets. In Digital Analytics Applications for Sustainable Training and Education (pp. 257–274). https://www.scopus.com/inward/record.uri?eid=2-s2.0-85200925364&partnerID=40&md5=064b6b6971f10d3183b8753a72c3cc13
Barber, W. (2015). Building community in flipped classrooms: A narrative exploration of digital moments in online learning. In W. C. (Ed.), Proceedings of the International Conference on e-Learning, ICEL (Vols. 2015-January, pp. 24–30). Academic Conferences Limited. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84940661894&partnerID=40&md5=4d6a0a7e1111b7fd0274d2295da0d389
Berti, A. E. (2016). Sketching a possible learning progression for the cognitive component of financial education in the broader context of economic education. In International Handbook of Financial Literacy (pp. 515–530). Springer Singapore. https://doi.org/10.1007/978-981-10-0360-8_33
Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: student-centered strategies for academic and personal growth. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1518602
Caser, A. L., Paleb, J. G. C., Briones, M. C. A., & Patacsil, F. F. (2025). Exploring Student Perspectives on Effective Visual Materials, Associated Challenges, and Coping Strategies Using Text Analytics. International Journal of Pedagogy and Curriculum, 32(1), 237–255. https://doi.org/10.18848/2327-7963/CGP/v32i01/237-255
Chelnokova, E. A., Shobonova, L. Y., Kuznetsova, S. N., Kuznetsov, V. P., & Potashnik, Y. S. (2022). Paradigm of Formation of Economic Competence of a Teacher of Professional Training in the Economic Profile. In Advances in Science, Technology and Innovation (pp. 171–175). https://doi.org/10.1007/978-3-030-90324-4_28
Chen, X., & Wang, Y. (2021). The application of multimedia technology in english teaching in senior middle schools in the computer age. ACM International Conference Proceeding Series, 762–765. https://doi.org/10.1145/3482632.3483012
Dahlan, D., Budiwati, N., & Kurniawati, S. (2014). Pengembangan Model Kurikulum Pendidikan Ekonomi Untuk Menyiapkan Guru Profesional Di Sekolah Bertaraf Internasional. PARAMETER: Jurnal Pendidikan Universitas Negeri Jakarta, 25, 56–61. https://doi.org/10.21009/parameter.252.01
Danim, S. (2024). Teori Belajar dan Pembelajaran di Perguruan Tinggi. Wawasan Ilmu.
Dennis, M., & Montagnino, C. (2025). Student-centric policies in higher education: TEAMS model and other solutions. In Student-Centric Policies in Higher Education: TEAMS Model and Other Solutions. IGI Global. https://doi.org/10.4018/979-8-3693-7635-5
Diningrat, S. W. M., Setyosari, P., Ulfa, S., & Widiati, U. (2023). The Effect of an Extended Flipped Classroom Model for Fully Online Learning and its interaction with Working Memory Capacity on Students’ Reading Comprehension. Journal of New Approaches in Educational Research, 12(1), 77–99. https://doi.org/10.7821/naer.2023.1.1073
Doshi, V. P., & Roy, B. (2016). Realizing Students’ Understanding through Rule Based Reasoning. In R. M.S.V.S.B., R. S.V., G. D., & R. K.R.P. (Eds.), Proceedings - 6th International Advanced Computing Conference, IACC 2016 (pp. 56–61). Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.1109/IACC.2016.21
Drissi, S., & Amirat, A. (2016). An experimental study to evaluate learning style personalisation in web-based adaptive e-learning systems. International Journal of Innovation and Learning, 20(1), 1–25. https://doi.org/10.1504/IJIL.2016.076669
Florence, E. A., & Kolski, T. (2021). Investigating the Flipped Classroom Model in a High School Writing Course: Action Research to Impact Student Writing Achievement and Engagement. TechTrends, 65(6), 1042–1052. https://doi.org/10.1007/s11528-021-00662-0
Fuentes-Penna, A., Cárdenas, R. G., & Rascón, A. C. (2025). Quality education and inclusive education. In Machine and Deep Learning Solutions for Achieving the Sustainable Development Goals (pp. 63–78). IGI Global. https://doi.org/10.4018/979-8-3693-8161-8.ch004
Goh, K. S., & Tan, L. F. (2015). Comparing teachers’ and students’ perception of flipped classroom in Singapore. In L. Y-J., S. H.-Y., Y. C., O. H., C. W., J. M.-F., M. S., W. Y.-T., K. S.C., G. X., K. B., M. Y., S. N., W. Y., L. C.P., C. C.H.C., L. J., N. M., R. M.M.T., … Z. L. (Eds.), Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015 (pp. 172–177). Asia-Pacific Society for Computers in Education. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85039898354&partnerID=40&md5=31bf939e89fb6001584e28b14d5b7ebf
Greig, A., & Priddle, J. (2019). Mapping students’ development in response to sustainability education: A conceptual model. Sustainability (Switzerland), 11(16). https://doi.org/10.3390/su11164324
Handayani, S., Hussin, M., & Norman, H. (2024). Evaluating teaching readiness using the TPACK model: factor, reliability and validity analyses for Indonesian economics teacher candidates. Perspektivy Nauki i Obrazovania, 68(2), 679–698. https://doi.org/10.32744/pse.2024.2.41
Hanif, M., Mustaji, M., & Arianto, F. (2025). A Systematic Review of the Impact of Flipped Learning on the Emotional Attributes of College Students. Journal of Learning for Development, 12(2), 386–402. https://doi.org/10.56059/jl4d.v12i2.1495
Hasanudin, C., & Fitrianingsih, A. (2019). Analisis Gaya Belajar Mahasiswa Pada Pembelajaran Flipped Classroom. Jurnal Pendidikan Edutama, 6, 31. https://doi.org/10.30734/jpe.v6i1.364
Johnson, G. M. (2007). Learning style under two web-based study conditions. Educational Psychology, 27(5), 617–634. https://doi.org/10.1080/01443410701309159
Juniantari, M., Pujawan, I. G. N., & Widhiasih, I. D. A. G. (2019). Pengaruh Pendekatan Flipped Classroom Terhadap Pemahaman Konsep Matematika Siswa Sma. Journal of Education Technology, 2(4 SE-Articles), 197–204. https://doi.org/10.23887/jet.v2i4.17855
Kaviza, M. (2018). Kesan Penggunaan Teknik Peer Instruction dengan Pendekatan Kelas Flipped terhadap Pencapaian Pemahaman Konsep Sejarah. Journal of ICT in Education, 5 SE-Art, 14–26. https://doi.org/10.37134/jictie.vol5.3.2018
Khamparia, A., & Pandey, B. (2017). Impact of interactive multimedia in E-learning technologies: Role of multimedia in E-learning. In Enhancing Academic Research With Knowledge Management Principles (pp. 199–227). https://doi.org/10.4018/978-1-5225-2489-2.ch007
Kinteki, R., Setyosari, P., & Ulfa, S. (2019). The effect of flipped classroom models and self efficacy on students concept understanding and application of the hydrology. Ecology, Environment and Conservation, 25, S115–S121.
Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. Sustainability (Switzerland), 11(21). https://doi.org/10.3390/su11216104
Kurniawati, I. L., Setyosari, P., Dasna, I. W., & Praherdhiono, H. (2022). Problem-Based Flipped Classroom Dalam Pembelajaran Sains. Deepublish. https://books.google.co.id/books?id=F7NNEQAAQBAJ
Kwon, O. Y. (2021). Flipped learning: an alternative pedagogical approach in the untact age. Journal of Exercise Rehabilitation, 17(4), 22–225. https://doi.org/10.12965/jer.2142296.148
Liu, T. (2021). Convolutional Neural Network-Assisted Strategies for Improving Teaching Quality of College English Flipped Class. Wireless Communications and Mobile Computing, 2021. https://doi.org/10.1155/2021/1929077
Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179–200. https://doi.org/10.1007/s12528-016-9119-8
Milaszewicz, D., & Zakrzewska, M. (2017). Nature of case study as the accelerator for transmission of economic knowledge and entrepreneurship. Balkan Region Conference on Engineering and Business Education, 3(1), 115–120. https://doi.org/10.1515/cplbu-2017-0016
Moos van Wyk, M. (2015). Teaching Economics. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (pp. 83–88). https://doi.org/10.1016/B978-0-08-097086-8.92072-5
Moreno, M. S., & Martínez, A. M. (2022). Analysis of the Flipped Classroom Model as a Proposal for Teaching Innovation. Journal of Higher Education Theory and Practice, 22(10), 30–37. https://doi.org/10.33423/jhetp.v22i10.5385
Mukhametzyanov, I. (2022). Distance Learning during the Pandemic. Organizational and Managerial Problems. Proceedings - 2022 2nd International Conference on Technology Enhanced Learning in Higher Education, TELE 2022, 245–247. https://doi.org/10.1109/TELE55498.2022.9801008
Naldi, F., & Susanti, A. (2018). Pengaruh Model Pembelajaran Co-op Co-op terhadap Pemahaman Konsep Ditinjau dari Gaya Belajar Visual, Audio, Kinestetik Siswa Kelas VIII SMPN 43 Merangin. Edumatica : Jurnal Pendidikan Matematika, 8(1 SE-Articles), 23–35. https://doi.org/10.22437/edumatica.v8i01.4115
Newman, P. (2018). Elasticity. In The New Palgrave Dictionary of Economics, Third Edition (pp. 3573–3576). https://doi.org/10.1057/978-1-349-95189-5_144
Nurlia, S., Nurrahmah, A., & Rosa, N. M. (2021). Peran Gaya Belajar Terhadap Kemampuan Pemahaman Konsep Matematika Siswa Kelas XI SMK Al-Khairiyah 2. Prosiding Diskusi Panel Nasional Pendidikan Matematika. https://proceeding.unindra.ac.id/index.php/DPNPMunindra/article/view/5541
Pirzado, A., Sahito, Z., & Abbasi, M. K. (2024). Teaching-learning through the distance education system an exploration of what, why, and how possibilities in the era of industry 4.0. In Innovative Pedagogical Practices for Higher Education 4.0: Solutions and Demands of the Modern Classroom (pp. 193–209). https://doi.org/10.1201/9781003400691-12
Prakoso, A. F., Fitrayati, D., Pamungkas, H. P., Dewi, R. M., Ginanjar, A. E., & Irawan, N. (2025). The Bumpy Road In Improving Students’ Learning Performance During Blended Learning. Journal of Educators Online, 22(4). https://doi.org/10.9743/JEO.2025.22.4.13
Prakoso, A. F., Subroto, W. T., Andriansyah, E. H., Sari, V. B. M., Ginanjar, A. E., & Srisuk, P. (2025). How do anxiety and self-efficacy affect the problem-solving skills of undergraduate economics students as prospective teachers in Indonesia? The role of metacognition as a mediating variable. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2521160
Prasetya, J. D., Purnamasari, D. I., Dwinagara, B., Cahyadi, T. A., & Ardian, A. (2025). The Regulation of the Minister of Higher Education, Science, and Technology No. 39/2025: Harmonization of the Internal Quality Assurance System Instruments at UPN “Veteran” Yogyakarta. In RSF Conference Series : Business, Management and Social Sciences (Vol. 5, Issue 2, pp. 347–355). Research Synergy Foundation PP - Bandung. https://doi.org/https://doi.org/10.31098/bmss.v5i2.986
Pratama, W., Putra, A. E., Sanjaya, J. L. V., Kartolo, J. R., Dean, T. A., & Ningsih, R. Y. (2024). Pengaruh Gaya Belajar terhadap Pemahaman Mata Kuliah Algorithm And Programming pada Mahasiswa . Jurnal Basicedu, 8(6 SE-Articles), 4786–4796. https://doi.org/10.31004/basicedu.v8i6.9053
Pujianto, A. A., Degeng, I. N. S., & Sugito, S. (2020). Pengaruh penggunaan aplikasi Plantnet dan gaya belajar terhadap hasil belajar. Jurnal Inovasi Teknologi Pendidikan, 7(1 SE-Articles), 12–22. https://doi.org/10.21831/jitp.v7i1.31365
Rahayu, S., Setyosari, P., Hidayat, A., & Kuswandi, D. (2022). The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students’ Creative Thinking Skills of Online Physics Educational Learning. Jurnal Pendidikan IPA Indonesia, 11(4), 649–656. https://doi.org/10.15294/jpii.v11i4.39709
Reinoso, R., Delgado-Iglesias, J., & Fernández, I. (2021). Effect of flipped teaching on the performance and perceptions of pre-service teachers on a biology course. Information and Learning Science, 122(1–2), 82–102. https://doi.org/10.1108/ILS-07-2020-0173
Rosalina Eka Permatasari, Utiya Azizah, Mitarlis, & Findiyani Ernawati Asih. (2025). Improving Student Understanding and Edupreneurship Based on Analytical Chemistry Student Activity Sheets (SAS) Closed Case Study. Proceeding of International Joint Conference on UNESA, 3(1 SE-Articles). https://proceeding.unesa.ac.id/index.php/pijcu/article/view/7127
Ruspayandi, T., Bantacut, T., Arifin, B., & Fahmi, I. (2022). Market-Approach-Based Policy to Achieve Rice Price Stability in Indonesia—Can It Be a Complement? Economies, 10(12). https://doi.org/10.3390/economies10120296
Santoso, W. I., Zuhri, N. M., Khamdi, A., Puspita, N., Ayomi, N. M. S., & Kusuma, M. I. (2025). Price transmission analysis of premium rice in indonesia after the Covid-19 pandemic. IOP Conference Series: Earth and Environmental Science, 1471(1). https://doi.org/10.1088/1755-1315/1471/1/012042
Scott, B., & Fox, M. E. (2023). Cases on economics education and tools for educators. In Cases on Economics Education and Tools for Educators. IGI Global. https://doi.org/10.4018/978-1-6684-7583-6
Selvakumar, P., Babitha, B. S., Varalakshmi, S., Mishra, B. R., Bhaskar, P., & Manjunath, T. C. (2025). Learning methods: Techniques for disadvantaged learners. In Mitigating Learner Disadvantages in Teaching and Learning (pp. 207–230). IGI Global. https://doi.org/10.4018/979-8-3693-8623-1.ch008
Shaffitri, L. R., Suryana, E. A., & Sinuraya, J. F. (2024). Market integration and rice price transmission in Indonesia. BIO Web of Conferences, 119. https://doi.org/10.1051/bioconf/202411902007
Sirait, E. (2018). Pengaruh Gaya dan Kesiapan Belajar terhadap Pemahaman Konsep Matematika Siswa. Formatif: Jurnal Ilmiah Pendidikan MIPA, 7. https://doi.org/10.30998/formatif.v7i3.2231
Siregar, T. M., Panjaitan, A. M., Mawarni, D., Pratisia, G., & Siregar, S. S. D. (2023). Analisis Pemahaman Persoalan Matematika Ekonomi Mengenai Elastisitas Permintaan Mahasiswa-Mahasiswi Unand International Accounting Class 2022. Innovative: Journal Of Social Science Research, 3(2 SE-Articles), 6060–6067. https://j-innovative.org/index.php/Innovative/article/view/1064
Sivakami, N., & Gunasekaran, S. (2025). Innovative Instructional Strategies for The Digital Age: A Study on Multimedia-Enhanced Writing Pedagogy In English Language Classrooms. International Journal of Basic and Applied Sciences, 14(2), 721–728. https://doi.org/10.14419/m63na081
Solomon, B., & Felder, R. (1999). Index of Learning Styles.
Strelan, P., Osborn, A., & Palmer, E. (2020). Student satisfaction with courses and instructors in a flipped classroom: A meta-analysis. Journal of Computer Assisted Learning, 36(3), 295–314. https://doi.org/10.1111/jcal.12421
Surjono, H. D., & Mahmudi, A. (2023). The Effect of Flipped Classroom Learning Model on Students’ Understanding of Mathematical Concepts and Higher-Order Thinking Skills. International Journal of Information and Education Technology, 13(12), 2014–2022. https://doi.org/10.18178/ijiet.2023.13.12.2016
Talbert, R., & Bergmann, J. (2023). FLIPPED LEARNING: A Guide for Higher Education Faculty. In Flipped Learning: a Guide for Higher Education Faculty. https://doi.org/10.4324/9781003444848
Torriti, J. (2019). Elasticity. In Energy Fables: Challenging Ideas in the Energy Sector (pp. 48–56). Taylor and Francis. https://doi.org/10.4324/9780429397813-6
Umezawa, K., Ishida, T., Aramoto, M., Kobayashi, M., Nakazawa, M., & Hirasawa, S. (2016). A method based on self-study log information for improving effectiveness of classroom component in flipped classroom approach. In Blended Learning: Concepts, Methodologies, Tools, and Applications (Vol. 4, pp. 1818–1834). IGI Global. https://doi.org/10.4018/978-1-5225-0783-3.ch086
Wang, R., & Liu, C. (2019). The relation of dental students’ learning styles to their satisfaction with traditional and inverted classroom models. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1749-x
Wong, K., & Chu, D. W. K. (2014). Is the flipped classroom model effective in the perspectives of students’ perceptions and benefits? Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 8595 LNCS, 93–104. https://doi.org/10.1007/978-3-319-08961-4_10
Yonata, B., & Azizah, U. (2024). Shifting students’ conceptions of the catalyst concept by carrying out discussion activities as reinforcement of STEM learning. AIP Conference Proceedings, 3116(1). https://doi.org/10.1063/5.0210435