Development of the Inkit Application Using the Flipped Classroom Model to Enhance Self-Directed Learning and Student Achievement in Economics
DOI:
https://doi.org/10.65310/tkq05v11Keywords:
Flipped Classroom, INKIT Application, Learning Achievement, Economics Education, Self Directed Learning.Abstract
This study aimed to develop the INKIT application integrated with the flipped classroom model and examine its feasibility, practicality, and effectiveness in enhancing students’ self directed learning and learning achievement in economics education. The research employed a Research and Development approach using the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages. The participants involved 71 eleventh grade students of SMA Negeri 9 Tasikmalaya divided into experimental and control groups through purposive sampling. Data were collected using validation sheets, observations, interviews, questionnaires, and pretest posttest assessments. The findings indicated that the application achieved feasible criteria based on material expert validation of 79 percent and media expert validation of 75 percent. Practicality testing also showed highly positive responses from teachers and students. Inferential statistical analysis revealed significant differences between the experimental and control groups, with a Partial Eta Squared value of 0.559 indicating substantial effectiveness. The N Gain results demonstrated moderate improvement in self directed learning and learning achievement among students using the INKIT application integrated with flipped classroom learning.
Downloads
References
Adrianzén Olano, I. (2026). Influence of the flipped classroom on autonomous learning at the university level: A systematic review. JOTSE: Journal of Technology and Science Education, 16(1), 315-332. http://dx.doi.org/10.3926/jotse.3799
Ardiyansah, T. Y., & Choirunisa, F. (2022). Integration of videos in flipped classroom learning model at University of Muhammadiyah Gresik. DIDAKTIKA: Jurnal Pemikiran Pendidikan. https://doi.org/10.30587/didaktika.v28i2.4137
Bich, N. T., Thuy, K. P., Thi, V., Huong, M., & Binh, P. T. (2025). Investigation of the factors affecting students' self-directed learning readiness in the blended learning model. International Journal of Evaluation and Research in Education, 14(2), 1340–1350. https://doi.org/10.11591/ijere.v14i2.31398
Bui, T. T. H., Kaur, A., & Hung, T. V. (2022). A flipped classroom to personalise learning for engineering students. International Journal of Learning Technology, 17(2), 97-114. https://doi.org/10.1504/IJLT.2022.125082
Chikeme, P. C., Ihudiebube-Splendor, C. N., Ogbonnaya, N. P., Mbadugha, C. J., & Elodi, L. O. (2024). Flipped classroom model versus conventional teaching method: Effects on nursing students’ self-directed learning readiness in a research methodology course. The Pan African Medical Journal, 47, 70. https://doi.org/10.11604/pamj.2024.47.70.38359
Elhilal, A. (2025). Cracking the math code: the impact of flipped classroom on problem-solving, digital fluency and self-directed learning. Cogent Education, 12(1), 2580767. https://doi.org/10.1080/2331186X.2025.2580767
Fatmawati, K., Saputri, M. C., & Munawaroh, F. (2025). Flipped Classroom: A Learning Method to Enhance Students’ Learning Independence. Genderang Asa: Journal of Primary Education, 6(2), 15-25. https://doi.org/10.47766/jga.v6i2.6040
Hasibuan, A. A., & Ponidi, P. (2025). Effectiveness of flipped classroom model in improving students’ learning. Inovasi Kurikulum, 22(4), 2133-2144. https://doi.org/10.64014/jik.v22i4.178
Haval, A. M., & Afzal, M. (2026, January). IoT based flipped classroom modelling with an intelligent learning model. In AIP Conference Proceedings (Vol. 3345, No. 1, p. 020007). AIP Publishing LLC. https://doi.org/10.1063/5.0298167
Hsieh, H. M., & Maritz, A. (2023). Effects of flipped teaching on entrepreneurship professional student’learning motivation, self-directed learning, and learning outcome. https://doi.org/10.26181/24239026
Hushin, H. (2025). Increasing global access to education with digital technology. International Journal of Education and Digital Learning (IJEDL), 3(4), 167–176. https://doi.org/10.47353/ijedl.v3i4.259
Izadpanah, S. (2022). The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy. Frontiers in Psychology, 13, 981844. https://doi.org/10.3389/fpsyg.2022.981844
Knowles, M. S. (1975). Self directed learning: A guide for learners and teacher. Follett Publishing Company.
Koong Lin, H. C., Tsai, M. C., Wang, T. H., & Lu, W. Y. (2025). Application of WSQ (watch-summary-question) flipped teaching in affective conversational robots: impacts on learning emotion, self-directed learning, and learning effectiveness of senior high school students. International Journal of Human–Computer Interaction, 41(7), 4319-4336. https://doi.org/10.1080/10447318.2024.2351708
Kurniawati, I. L., Setyosari, P., Dasna, I. W., & Praherdhiono, H. (2025). Integrating PBL and flipped classroom to enhance students' argumentation and self-directed learning. JPBI (Jurnal Pendidikan Biologi Indonesia), 11(1), 360-369. https://doi.org/10.22219/jpbi.v11i1.37430
Mosquera, J. M. L., Suarez, C. G. H., & Guerrero, V. A. B. (2023). Effect of flipped classroom and automatic source code evaluation in a CS1 programming course according to the Kirkpatrick evaluation model. Education and Information Technologies, 28(10), 13235–13252. https://doi.org/10.1007/s10639-023-11678-9
Murniati, C. T., Hartono, H., Nugroho, A. C., & Info, A. (2023). The challenges, supports, and strategies of self-directed learning among college students. Journal of Education and Learning (EduLearn), 17(3), 365–373. https://doi.org/10.11591/edulearn.v17i3.20744
Mustafidatul, A., Retno, H., Pertiwi, A., & Puspita, I. (2025). Development of Google Sites-based learning media to increase student learning interest. IJCER, 9, 166. https://doi.org/10.20885/ijcer.vol9.iss2.art6
Mustika, M. I., Yanti, A. W., & Inayah, N. (2025). Efektivitas model pembelajaran flipped classroom berbasis video interaktif terhadap kemampuan metakognitif siswa pada materi bumi dan tata surya. Jurnal Kajian Pendidikan IPA. https://doi.org/10.52434/jkpi.v6i1.43178
Nsyengula, S., Emmanuely Haule, J., Mhagama, W., & Okello, J. W. U. (2024). Enhancing competency-based learning through flipped classroom approach. Journal of Classroom Action Research, 3(2), 36-48. https://doi.org/10.52622/jcar.v3i2.248
Oknaryana, Zona, M. A., Hayati, A. F., Marna, J. E., Handayani, D. F., Zulvia, Y., Syofyan, R., & Kurniawan, H. (2025). A decade of flipped learning research in Indonesia: Bibliometric insights. Cogent Education, 12(1), 1–17. https://doi.org/10.1080/2331186X.2025.2488158
Purba, S. E. E. (2025). Flipped Classroom: A Pathway to Increase Self-Regulated Learning. Jambura Economic Education Journal, 7(2), 586-597. https://doi.org/10.37479/jeej.v7i2.28397
Setiawan, H., Ramadhan, A., & Kristhiani, M. (2025). Integrating Flipped Learning Approach to Foster Students Self-Directed Learning in Science Learning. Equator Science Journal, 3(3), 137-145. https://doi.org/10.61142/esj.v3i3.255
Yao, Q., Zhu, P., Yu, X., Cheng, Y., Cui, W., & Liu, Q. (2025). The effectiveness of the student‐centered flipped classroom approach in medical anatomy teaching: a quasi‐experimental study. Clinical Anatomy, 38(4), 496-504. https://doi.org/10.1002/ca.24267
Zhu, Q., Jamaludin, K. A., Nasri, N. M., & Li, J. (2025). Flipped classroom for music theory course in Chinese universities: a conceptual framework of practice. Cogent Education, 12(1), 2498146. https://doi.org/10.1080/2331186X.2025.2498146
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Arini Aryanti, Ali Muhson (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
