Abstract
<p class="0abstract">This study aims to describe the use of the flipped classroom for improving the self-regulated learning of pre-service teachers. This explanatory mixed-method collected the information related to the characteristics of students who take Theory Learning courses through e-learning. This research collaborated with students of 2018 which included 30 students and 7 lecturers of Theory Learning courses from 7 study programs at the Faculty of Education Science, Universitas Negeri Jakarta. The results show by a one-tailed test at a significant level 0,05 with n-1 = 29 is 2,045, so tcount (5,843) &gt; ttable (2,045), means an increase after the use of flipped classroom learning outcomes in Theory Learning courses. And also improving self-regulated students. It can be concluded that in general the learning independence of the students of the Faculty of Education Science of Universitas Negeri Jakarta in the indicators has self-confidence categorized as positive<strong>.</strong></p>
Highlights
In the digital era, we often found the widespread use of electronic devices in almost every human activity[1]
Under flipped classroom according to Bergmann and Sams is learning that is usually done in the class conducted by students at home, and questions that are usually used as homework discussed and worked on in class[11]
This was shown by Galway and Cameron in their study entitled online learning flipping in public health graduate education [14]
Summary
We often found the widespread use of electronic devices in almost every human activity[1]. The benefits offered are more towards the nature of saving travel costs and the flexibility of implementing learning It integrates classroom teaching with online experience and combines a variety of media to strengthen interaction and direct contact with students in the classroom, which provides meaningful and motivating learning [8]. Some recent reviews focus on the use of flipped classrooms in professional health education which shows that flipped classrooms can have a positive impact on student learning outcomes and student satisfaction and give instructors more opportunities to get involved [13] This was shown by Galway and Cameron in their study entitled online learning flipping in public health graduate education [14]. This method can be applied to pre-service teachers as a basis for mastering to use e-learning
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