FLIPPED-BASED LEARNING FOR EFL STUDENTS: ENHANCING CLASSROOM INTERACTION AND AUTONOMY IN THE PANCASILA STUDENT PROFILE STRENGTHENING PROJECT (P5)
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Abstract
This study investigates the impact of flipped learning on classroom interaction and student autonomy among secondary school EFL students involved in the Pancasila Student Profile Strengthening (P5) project. A mixed-methods design was used, integrating both quantitative and qualitative data to gain a deeper understanding of the research questions. Data were collected through a survey and interviews. The survey, completed by 536 students, assessed students’ perceptions of flipped learning using the adapted Technology Acceptance Model (TAM). Data analysis was conducted using Rasch analysis, which helped identify outliers and assess the reliability of the survey instrument. Qualitative data, gathered from interviews with 10 students, were analyzed thematically to explore how flipped learning influenced students’ classroom interaction and autonomy. The findings indicate that flipped learning improves both classroom interaction and student autonomy, although challenges related to technology access and adapting to independent learning were noted. These insights offer valuable guidance for educators and curriculum developers aiming to implement flipped learning effectively in secondary education.
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How to Cite
Fassya, I. F., Zulaiha, S., Mulyono, H., & Rosita, R. (2025). FLIPPED-BASED LEARNING FOR EFL STUDENTS: ENHANCING CLASSROOM INTERACTION AND AUTONOMY IN THE PANCASILA STUDENT PROFILE STRENGTHENING PROJECT (P5). English Review: Journal of English Education, 13(1), 81-92. https://doi.org/10.25134/erjee.v13i1.10689
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References
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Implementation of online learning during the covid-19 epidemic in Indonesia: Assessment of higher education students’ use and implementation of online learning technology. Universal Journal of Educational Research, 8(10), 4514–4519. https://doi.org/10.13189/ujer.2020.081019 Hinojo Lucena, F. J., López Belmonte, J., Fuentes Cabrera, A., Trujillo Torres, J. M., & Pozo Sánchez, S. (2019). Academic effects of the use of flipped learning in physical education. International Journal of Environmental Research and Public Health, 17(1), 276. https://doi.org/10.3390/ijerph17010276 Holilah, M., Nur, M., Hardianti, R. A., & Aulia, Q. (2024). Implementation of digital teaching material containing local wisdom values for strengthening Pancasila Student Profile Project (P5) of independent curriculum in social studies learning. The Innovation of Social Studies Journal, 5(2), 121. https://doi.org/10.20527/issj.v5i2.11876 Hsiao, I.-C. V., Hung, S.-T. A., & Huang, H.-T. D. (2023). The flipped classroom approach in an English for specific purposes (ESP) course: A quasi-experimental study on learners’ selfefficacy, study process, and learning performances. Journal of Research on Technology in Education, 55(3), 507–526. https://doi.org/10.1080/15391523.2021.197632 9 Izadpanah, S. (2022). The impact of flipped teaching on EFL students’ academic resilience, selfdirected learning, and learners’ autonomy. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.981844 Ji, W. (2023). A study on mobile learning in English speaking of Chinese junior high school students. International Journal of New Developments in Education, 5(19), 152–161. https://doi.org/10.25236/ijnde.2023.051924 Jiang, M. Y., Jong, M. S., Lau, W. W., Chai, C., Liu, K. S., & Park, M. (2022). A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model. Computer Assisted Language Learning, 35(5–6), 1218–1249. https://doi.org/10.1080/09588221.2020.178917 1 Kausar, A., Maryono, D., & Aristyagama, Y. (2021). Effective use of blended learning flipped classroom type reviewed from student learning outcomes in digital simulation subjects at smk negeri 3 surakarta. Journal of Informatics and Vocational Education, 3(3). https://doi.org/https://doi.org/10.20961/joive.v3i 3.47248 Kim, J.-Y. (2018). A study of students’ perspectives on a flipped learning model and associations among personality, learning styles and satisfaction. Innovations in Education and Teaching International, 55(3), 314–324. https://doi.org/10.1080/14703297.2017.128699 8 Li, S., Liao, X., Burdick, W., & Tong, K. (2020). The effectiveness of flipped classroom in health professions education in China: A systematic review. Journal of Medical Education and Curricular Development, 7. https://doi.org/10.1177/2382120520962838 Lin, H. C., Hwang, G. J., Chou, K. R., & Tsai, C. K. (2022). Fostering complex professional skills with interactive simulation technology: A virtual reality-based flipped learning approach. British Journal of Educational Technology, 54(2), 622–641. https://doi.org/https://doi.org/10.1111/bjet.1326 8 Linacre, J. M. (2010). When to stop removing items and persons in Rasch misfit analysis? Rasch Measurement Transactions, 23(4), 1241. Linacre, J. M. (2021). Winsteps Help for Rasch Analysis. Mai, X., & Liu, L. (2021). Obstacles and improvement strategies in implementing flipped classroom in colleges: From the perspective of selfdetermination theory. Advances in Applied Sociology, 11(10), 513–521. https://doi.org/10.4236/aasoci.2021.1110045 Mastmeyer, A. (2020). Quantitative and qualitative evaluation of transforming to flipped-classroom from instruction teaching using micro feedback. Zenodo. https://doi.org/10.5281/zenodo.4001034 Mulyono, H., Suryoputro, G., & Jamil, S. R. (2021). The application of WhatsApp to support online learning during the COVID-19 pandemic in Indonesia. Heliyon, 7(8), e07853. https://doi.org/https://doi.org/10.1016/j.heliyon. 2021.e07853 Muniandy, B. K., & Ping, P. F. (2023). Challenges to engage medical assistant students in 5E flipped learning environment. Research and Development in Education (Raden), 3(2), 8899. https://doi.org/10.22219/raden.v3i2.25191 Poth, C. (2018). The contributions of mixed insights to advancing technology-enhanced formative assessments within higher education learning environments: an International illustrative Journal of example. Educational 91 p-ISSN 2301-7554, e-ISSN 2541-3643 https://journal.uniku.ac.id/index.php/ERJEE Technology in Higher Education, 15(1), 9. https://doi.org/10.1186/s41239-018-0090-5 Pratiwi, D. I., & Waluyo, B. (2023). Autonomous learning and the use of digital technologies in online English classrooms in higher education. Contemporary Educational Technology, 15(2), ep423. https://doi.org/10.30935/cedtech/13094 Romanyshyn, I., & Freiuk, I. (2024). Implementing learner autonomy in english as a foreign language classroom through a flipped classroom pedagogical approach. Journal of Vasyl Stefanyk Precarpathian National University, 11(3), 26–35. https://doi.org/10.15330/jpnu.11.3.26-35 Sofya, R., Hayati, A. F., & Syofyan, R. (2020). Flipped learning as a strategy to improve students higher order thinking: (A quasi experiment). Proceedings of the 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). https://doi.org/10.2991/assehr.k.200824.036 Subiyantoro, S. (2023). Analysis of teachers’ perceptions of the benefits and challenges of adopting the flipped learning model. Indonesian Journal of Instructional Media and Model, 5(2), 96–103. https://doi.org/10.32585/ijimm.v5i2.4787 Suhardi. (2022). Analisis penerapan pendidikan agama Islam dalam demensi Profil Pancasila. JourneyLiaison Academia and Society, 1(1), 468–476. https://j-las.lemkomindo.org/index.php/BCoPJLAS Torres-Martín, C., Acal, C., El-Homrani, M., & Mingorance-Estrada, Á. C. (2022). Implementation of the flipped classroom and its longitudinal impact on improving academic performance. Educational Technology Research and Development, 70(3), 909–929. https://doi.org/10.1007/s11423-022-10095-y Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5–6), 590–606. https://doi.org/10.1080/09588221.2019.158411 7 Vattøy, K. D., & Gamlem, S. M. (2020). Teacherstudent interactions and feedback in English as a foreign language classrooms. Cambridge Journal of Education, 50(3), 371–389. https://doi.org/10.1080/0305764X.2019.170751 2 Wang, C., Omar Dev, R. D., Soh, K. G., Mohd Nasirudddin, N. J., Yuan, Y., & Ji, X. (2023). Blended learning in physical education: A systematic review. Frontiers in Public Health, 11. https://doi.org/https://doi.org/10.3389/fpubh.20 23.1073423 Wittmann, S., & Wulf, T. (2023). Effects of flipped classes on student learning: The role of positively perceived instructor attitude towards students. The International Journal of Management Education, 21(1), 100735. https://doi.org/https://doi.org/10.1016/j.ijme.20 22.100735 Xu, L., Duan, P., Padua, S. A., & Li, C. (2022). The impact of self-regulated learning strategies on academic performance for online learning during COVID-19. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1047680 Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3). https://doi.org/https://doi.org/10.19173/irrodl.v1 7i3.2274 Zulaiha, S., & Mulyono, H. (2020). Exploring junior high school EFL teachers’ training needs of assessment literacy. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.177294 3 Zulaikah, Z., Nurwahidin, M., & Yulianti, D. (2023). Strategi pembelajaran flipped classroom untuk meningkatkan keterampilan civic disposition siswa. Jurnal Teknologi Pendidikan Jurnal Penelitian Dan Pengembangan Pembelajaran, 8(2), 318. https://doi.org/10.33394/jtp.v8i2.6444
Davis, F. D. (1989). Perceived sefulness, Perceived Ease of Use, and User Acceptance of Information Technology. JSTOR, 13(3), 319340. https://doi.org/10.5962/bhl.title.33621 Du, Z., & Su, J. (2021). Analysis of the practice path of the flipped classroom model assisted by big data in English Programming, teaching. 2021, Scientific 1–12. https://doi.org/10.1155/2021/1831892 Ertesvåg, S. K., Sammons, P., & Blossing, U. (2021). Integrating data in a complex mixed‐methods classroom interaction study. British Educational Research Journal, 47(3), https://doi.org/10.1002/berj.3678 654–673. Fan, X. (2022). The development of EFL learners’ willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1001283 Fathi, J., & Rahimi, M. (2022). Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students. Computer Assisted Language Learning, 35(7), 1668–1706. https://doi.org/10.1080/09588221.2020.182509 7 Fatimah Abd Rahman, S., Md Yunus, M., & Hashim, H. (2019). An Overview of Flipped Learning Studies in Malaysia. Arab World English Journal, 10(4), 194–203. https://doi.org/10.24093/awej/vol10no4.15 Ferrer, J. M. C., & Martínez, P. M. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 Pandemic. Humanities and Social Sciences Communications, 8(1). https://doi.org/10.1057/s41599-021-00860-4 Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Education, Computers 68(246016), and 429–439. https://doi.org/10.1016/j.compedu.2013.06.005 Goedhart, N. S., Blignaut-van Westrhenen, N., Moser, C., & Zweekhorst, M. B. M. (2019). The flipped classroom: supporting a diverse group of students in their learning. Learning Environments Research, 22(2), 297–310. https://doi.org/10.1007/s10984-019-09281-2 Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2019). Impact of flipped classroom on EFL learners’ appropriate use of refusal: achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261–293. https://doi.org/10.1080/09588221.2018.150408 3 Hardiyanto, F. D., Atmaja, H. T., & Arsal, T. (2023). Habitus in the implementation of Pancasila Student Profile Strengthening Project Through entrepreneurship project at school. Journal of Educational Social Studies, 12(1), 45–54. https://doi.org/10.15294/jess.v12i1.65747 Havik, T., & Westergård, E. (2020). Do teachers matter? Students’ perceptions of classroom interactions and student engagement. Scandinavian Journal of Educational Research, 64(4), 488–507. https://doi.org/10.1080/00313831.2019.157775 4 Hidayati, D. (2020). Implementation of online learning during the covid-19 epidemic in Indonesia: Assessment of higher education students’ use and implementation of online learning technology. Universal Journal of Educational Research, 8(10), 4514–4519. https://doi.org/10.13189/ujer.2020.081019 Hinojo Lucena, F. J., López Belmonte, J., Fuentes Cabrera, A., Trujillo Torres, J. M., & Pozo Sánchez, S. (2019). Academic effects of the use of flipped learning in physical education. International Journal of Environmental Research and Public Health, 17(1), 276. https://doi.org/10.3390/ijerph17010276 Holilah, M., Nur, M., Hardianti, R. A., & Aulia, Q. (2024). Implementation of digital teaching material containing local wisdom values for strengthening Pancasila Student Profile Project (P5) of independent curriculum in social studies learning. The Innovation of Social Studies Journal, 5(2), 121. https://doi.org/10.20527/issj.v5i2.11876 Hsiao, I.-C. V., Hung, S.-T. A., & Huang, H.-T. D. (2023). The flipped classroom approach in an English for specific purposes (ESP) course: A quasi-experimental study on learners’ selfefficacy, study process, and learning performances. Journal of Research on Technology in Education, 55(3), 507–526. https://doi.org/10.1080/15391523.2021.197632 9 Izadpanah, S. (2022). The impact of flipped teaching on EFL students’ academic resilience, selfdirected learning, and learners’ autonomy. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.981844 Ji, W. (2023). A study on mobile learning in English speaking of Chinese junior high school students. International Journal of New Developments in Education, 5(19), 152–161. https://doi.org/10.25236/ijnde.2023.051924 Jiang, M. Y., Jong, M. S., Lau, W. W., Chai, C., Liu, K. S., & Park, M. (2022). A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model. Computer Assisted Language Learning, 35(5–6), 1218–1249. https://doi.org/10.1080/09588221.2020.178917 1 Kausar, A., Maryono, D., & Aristyagama, Y. (2021). Effective use of blended learning flipped classroom type reviewed from student learning outcomes in digital simulation subjects at smk negeri 3 surakarta. Journal of Informatics and Vocational Education, 3(3). https://doi.org/https://doi.org/10.20961/joive.v3i 3.47248 Kim, J.-Y. (2018). A study of students’ perspectives on a flipped learning model and associations among personality, learning styles and satisfaction. Innovations in Education and Teaching International, 55(3), 314–324. https://doi.org/10.1080/14703297.2017.128699 8 Li, S., Liao, X., Burdick, W., & Tong, K. (2020). The effectiveness of flipped classroom in health professions education in China: A systematic review. Journal of Medical Education and Curricular Development, 7. https://doi.org/10.1177/2382120520962838 Lin, H. C., Hwang, G. J., Chou, K. R., & Tsai, C. K. (2022). Fostering complex professional skills with interactive simulation technology: A virtual reality-based flipped learning approach. British Journal of Educational Technology, 54(2), 622–641. https://doi.org/https://doi.org/10.1111/bjet.1326 8 Linacre, J. M. (2010). When to stop removing items and persons in Rasch misfit analysis? Rasch Measurement Transactions, 23(4), 1241. Linacre, J. M. (2021). Winsteps Help for Rasch Analysis. Mai, X., & Liu, L. (2021). Obstacles and improvement strategies in implementing flipped classroom in colleges: From the perspective of selfdetermination theory. Advances in Applied Sociology, 11(10), 513–521. https://doi.org/10.4236/aasoci.2021.1110045 Mastmeyer, A. (2020). Quantitative and qualitative evaluation of transforming to flipped-classroom from instruction teaching using micro feedback. Zenodo. https://doi.org/10.5281/zenodo.4001034 Mulyono, H., Suryoputro, G., & Jamil, S. R. (2021). The application of WhatsApp to support online learning during the COVID-19 pandemic in Indonesia. Heliyon, 7(8), e07853. https://doi.org/https://doi.org/10.1016/j.heliyon. 2021.e07853 Muniandy, B. K., & Ping, P. F. (2023). Challenges to engage medical assistant students in 5E flipped learning environment. Research and Development in Education (Raden), 3(2), 8899. https://doi.org/10.22219/raden.v3i2.25191 Poth, C. (2018). The contributions of mixed insights to advancing technology-enhanced formative assessments within higher education learning environments: an International illustrative Journal of example. Educational 91 p-ISSN 2301-7554, e-ISSN 2541-3643 https://journal.uniku.ac.id/index.php/ERJEE Technology in Higher Education, 15(1), 9. https://doi.org/10.1186/s41239-018-0090-5 Pratiwi, D. I., & Waluyo, B. (2023). Autonomous learning and the use of digital technologies in online English classrooms in higher education. Contemporary Educational Technology, 15(2), ep423. https://doi.org/10.30935/cedtech/13094 Romanyshyn, I., & Freiuk, I. (2024). Implementing learner autonomy in english as a foreign language classroom through a flipped classroom pedagogical approach. Journal of Vasyl Stefanyk Precarpathian National University, 11(3), 26–35. https://doi.org/10.15330/jpnu.11.3.26-35 Sofya, R., Hayati, A. F., & Syofyan, R. (2020). Flipped learning as a strategy to improve students higher order thinking: (A quasi experiment). Proceedings of the 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). https://doi.org/10.2991/assehr.k.200824.036 Subiyantoro, S. (2023). Analysis of teachers’ perceptions of the benefits and challenges of adopting the flipped learning model. Indonesian Journal of Instructional Media and Model, 5(2), 96–103. https://doi.org/10.32585/ijimm.v5i2.4787 Suhardi. (2022). Analisis penerapan pendidikan agama Islam dalam demensi Profil Pancasila. JourneyLiaison Academia and Society, 1(1), 468–476. https://j-las.lemkomindo.org/index.php/BCoPJLAS Torres-Martín, C., Acal, C., El-Homrani, M., & Mingorance-Estrada, Á. C. (2022). Implementation of the flipped classroom and its longitudinal impact on improving academic performance. Educational Technology Research and Development, 70(3), 909–929. https://doi.org/10.1007/s11423-022-10095-y Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5–6), 590–606. https://doi.org/10.1080/09588221.2019.158411 7 Vattøy, K. D., & Gamlem, S. M. (2020). Teacherstudent interactions and feedback in English as a foreign language classrooms. Cambridge Journal of Education, 50(3), 371–389. https://doi.org/10.1080/0305764X.2019.170751 2 Wang, C., Omar Dev, R. D., Soh, K. G., Mohd Nasirudddin, N. J., Yuan, Y., & Ji, X. (2023). Blended learning in physical education: A systematic review. Frontiers in Public Health, 11. https://doi.org/https://doi.org/10.3389/fpubh.20 23.1073423 Wittmann, S., & Wulf, T. (2023). Effects of flipped classes on student learning: The role of positively perceived instructor attitude towards students. The International Journal of Management Education, 21(1), 100735. https://doi.org/https://doi.org/10.1016/j.ijme.20 22.100735 Xu, L., Duan, P., Padua, S. A., & Li, C. (2022). The impact of self-regulated learning strategies on academic performance for online learning during COVID-19. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1047680 Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3). https://doi.org/https://doi.org/10.19173/irrodl.v1 7i3.2274 Zulaiha, S., & Mulyono, H. (2020). Exploring junior high school EFL teachers’ training needs of assessment literacy. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.177294 3 Zulaikah, Z., Nurwahidin, M., & Yulianti, D. (2023). Strategi pembelajaran flipped classroom untuk meningkatkan keterampilan civic disposition siswa. Jurnal Teknologi Pendidikan Jurnal Penelitian Dan Pengembangan Pembelajaran, 8(2), 318. https://doi.org/10.33394/jtp.v8i2.6444