Moodle-Integrated Flipped Classroom: Fostering Self-Directed Learning and Academic Achievement in Physics Mechanics
DOI:
10.29303/jppipa.v12i7.15920Published:
2026-08-06Downloads
Abstract
This study investigates the effect of the Flipped Classroom model assisted by Moodle on student learning independence and academic outcomes in physics, specifically regarding Newton's Laws. A quasi-experimental design with a pretest-posttest control group was employed, involving 75 tenth-grade students. The experimental group utilized the Moodle-integrated flipped approach, while the control group received conventional instruction. Data were analyzed using MANOVA, normalized gain, and Pearson correlation. The results indicate that the integrated model significantly improves both variables. The experimental group achieved a moderate increase in learning independence (normalized gain = 33%) and a high increase in learning outcomes (normalized gain = 73%), outperforming the control group (15% and 63%, respectively). Furthermore, a moderate positive correlation was found between learning independence and academic achievement. In conclusion, leveraging Moodle within a flipped classroom framework effectively fosters student autonomy and enhances cognitive mastery in physics education.
Keywords:
Flipped Classroom Moodle Learning Independence Learning Outcome Newton LawReferences
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