The interactive effect of flipped digital classrooms and student engagement on learning outcomes in social science education

  • Zelhendri Zen 
    Universitas Negeri Padang
    Indonesia
  • Reflianto Reflianto
    Universitas Negeri Padang
    Indonesia
  • Farida Ariani
    Institut Agama Islam Sumatera Barat
    Indonesia
  • Joni Indra Wandi
    Institut Agama Islam Sumatera Barat
    Indonesia
  • Nora Afnita
    Institut Agama Islam Sumatera Barat
    Indonesia

Abstract

This study evaluates the effectiveness of the Flipped Digital Classroom (FDC) method in enhancing social science education by integrating digital-based learning through Google Classroom, Zoom Meeting, and social media. Using a quasi-experimental design, the study compares the FDC group, which received technology-based flipped learning, with a control group that followed a conventional lecture approach. The results indicate that the FDC method significantly improves students' social science learning outcomes, with an average score of 73.49 compared to 67.72 in the control group (p = 0.0). Student engagement, measured through behavioral, emotional, and cognitive aspects, also positively contributes to learning outcomes, particularly among students with high engagement levels. These findings confirm that FDC has the potential to revolutionize social science education by enhancing student engagement and achievement. Therefore, it is recommended that educators implement FDC and that schools support it with adequate training and technological infrastructure.

Keywords
  • Flipped digital classroom
  • Student engagement
  • Learning outcome
Lisensing Information
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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