The Effect of Flipped Classroom Learning Model on Psychomotor Learning Outcomes in Prototype Design for Class X Students at SMK Negeri 1 Sawit Boyolali
DOI:
https://doi.org/10.20961/ijolii.v4i01.3651Keywords:
Canva, Flipped Classroom, Prototype Design, Psychomotor Learning Outcomes, SMKAbstract
This study examines the effect of the Flipped Classroom learning model on psychomotor learning outcomes (prototype design skills) of Class X Automotive Engineering students at SMK Negeri 1 Sawit Boyolali. This research employed a quasi-experimental method with a nonequivalent control group design. The sample consisted of 71 students: Class X TO 2 (n=35) as the experimental group receiving Flipped Classroom instruction, and Class X TO 4 (n=36) as the control group using Guided Discovery. Data were collected through performance assessment using a rubric covering five aspects of prototype design: tools usage, layout, element selection, innovation, and theme suitability. Data analysis included descriptive statistics, normality and homogeneity tests, Independent Sample t-Test, and Cohen's d effect size. Results indicated that the experimental group achieved a higher average post-test score (78.57) and N-Gain (0.391) compared to the control group (76.81; N-Gain 0.334). However, the Independent Sample t-Test yielded t = 0.675 (p = 0.502 > 0.05), indicating no statistically significant difference. Cohen's d = 0.160 revealed a small effect size. Despite this, descriptive analysis showed that the Flipped Classroom model produced more evenly distributed improvements, with 54.29% of experimental students achieving moderate N-Gain compared to only 30.5 6% in the control group. This study concludes that although the Flipped Classroom model has not produced statistically significant differences, it demonstrates promising potential in enhancing the quality and equity of psychomotor learning outcomes in vocational education.
References
Ambrose, G., & Harris, P. (2010). Design Thinking. AVA Publishing.
Andrian, D. R., Huda, A., & Mursyida, L. (2023). Rekayasa Aplikasi Media Pembelajaran Perangkat Komputer Berbasis Augmented Reality dalam Mata Pelajaran Informatika Kelas X SMKN 1 Tanjung Raya. JAVIT: Jurnal Vokasi Informatika, 124–132. https://doi.org/10.24036/javit.v3i3.159
Anggraeni, & Khaerunnisa. (2025). Penerapan Flipped Classroom Berbantuan Media Interaktif terhadap Keterampilan Menulis Teks Eksposisi. Jurnal Pendidikan Bahasa Indonesia, 14(2), 120–132.
Arends, R. I. (2012). Learning to Teach (9th ed.). McGraw-Hill.
Arikunto, S. (2019). Prosedur Penelitian: Suatu Pendekatan Praktik (8th ed.). Rineka Cipta.
Baharuddin, F. R., Hasim, M., Supardi, R., & Setialaksana, W. (2025). Pelatihan Praktikum Digital untuk Employability Skill Siswa SMK. Jurnal Pendidikan Vokasi, 3, 1–7.
Bai, J., & Li, H. (2022). Research on Project-Driven Flipped Classroom Practice Teaching Mode Based on Third-Party Platform. Proceedings of SSHA 2022, 653, 466–471. https://doi.org/10.2991/assehr.k.220401.087
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. ISTE.
Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. ASEE National Conference Proceedings, 1–18.
Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Longmans, Green and Co.
Camburn, B., Sng, K. H., Perez, K. B., Otto, K., Wood, K. L., Jensen, D. D., & Crawford, R. H. (2015). The Way Makers Prototype: Principles of DIY Design. Proceedings of ASME IDETC. https://doi.org/10.1115/DETC2015-46295
Campbell, D. T., & Stanley, J. C. (1963). Experimental and Quasi-Experimental Designs for Research. Houghton Mifflin.
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Lawrence Erlbaum.
Corsín Jiménez, A. (2018). Prototyping. In Introduction to Design Thinking for UX Beginners. SPIE. https://doi.org/10.1117/3.796330.ch7
Creswell, J. W. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE.
Dave, R. H. (1970). Developing and Writing Behavioral Objectives. Educational Innovators Press.
Fauzi, A. (2023). Implementasi Model Flipped Classroom Berbasis Teknologi terhadap Hasil Belajar Siswa. Jurnal Teknologi Pendidikan, 25(1), 45–56.
Field, A. (2009). Discovering Statistics Using SPSS (3rd ed.). SAGE.
Flipped Learning Network (FLN). (2014). The Four Pillars of F-L-I-P™: Flipped Learning Network Framework.
Fosnot, C. T. (2013). Constructivism: Theory, Perspectives, and Practice (2nd ed.). Teachers College Press.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to Design and Evaluate Research in Education (10th ed.). McGraw-Hill.
Gagné, R. M. (1985). The Conditions of Learning and Theory of Instruction (4th ed.). Holt, Rinehart and Winston.
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596
Guilford, J. P. (1956). Fundamental Statistics in Psychology and Education (3rd ed.). McGraw-Hill.
Gündüzalp, S. (2021). 21st Century Skills for Sustainable Education: Prediction Level of Teachers' Information Literacy Skills on Their Digital Literacy Skills. Discourse and Communication for Sustainable Education, 12(1), 85–101. https://doi.org/10.2478/dcse-2021-0007
Hake, R. R. (1999). Analyzing Change/Gain Scores. Unpublished manuscript.
Harrow, A. J. (1972). A Taxonomy of the Psychomotor Domain. David McKay.
Herlambang, A. D., & Rachmadi, A. (2024). The flipped-classroom effect on vocational high school students' learning outcomes. International Journal of Evaluation and Research in Education, 13(3), 1807–1815. https://doi.org/10.11591/ijere.v13i3.26757
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(38). https://doi.org/10.1186/s12909-018-1144-z
Joyce, B., Weil, M., & Calhoun, E. (2015). Models of Teaching (9th ed.). Pearson.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi RI. (2022). Digitalisasi pendidikan era Merdeka Belajar melalui pemanfaatan teknologi informasi dan komunikasi di sekolah.
Kerlinger, F. N., & Lee, H. B. (2006). Foundations of Behavioral Research (4th ed.). Wadsworth.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43. https://doi.org/10.1080/00220480009596759
Lauer, D. A., & Pentak, S. (2012). Design Basics (8th ed.). Wadsworth Cengage Learning.
Lee, B. Y. H. (2020). Prototyping: The Dual Actions. Cubic Journal, 3(1), 24. https://doi.org/10.31182/CUBIC.2020.3.024
Lidwell, W., Holden, K., & Butler, J. (2010). Universal Principles of Design. Rockport Publishers.
Liu, K. (2025). Impact of Flipped Classroom Instruction on Brain-Mediated Motor Skill Performance in University Students: A Systematic Review and Meta-Analysis.
Norman, D. A. (2013). The Design of Everyday Things (Revised ed.). Basic Books.
Nurfadhila. (2025). Penerapan Model Flipped Classroom terhadap Keterampilan Berbicara Peserta Didik Madrasah Aliyah. Jurnal Pendidikan Bahasa, 15(1), 55–66.
Nurhaliza, S., Effendi, N., & Farida, F. (2025). Kodular-based learning media in vocational high school Informatics. Journal of Computer-Based Instructional Media, 3(1), 1–15. https://doi.org/10.58712/jcim.v3i1.133
OECD. (2019). Future of Education and Skills 2030.
Pasaribu, & Purbojo. (2024). Pengaruh Model Flipped Classroom terhadap Keterampilan Berpikir Kritis dan Kolaborasi Siswa SMA. Jurnal Inovasi Pendidikan, 16(3), 201–214.
Piaget, J. (1972). The Psychology of the Child. Basic Books.
Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223–231.
Prosser, C. A., & Quigley, T. H. (1950). Vocational Education in a Democracy. American Technical Society.
Putri, & Nurkhamidah. (2025). Efektivitas Model Flipped Classroom dalam Meningkatkan Keterampilan Membaca Siswa SMA. Jurnal Pendidikan Bahasa dan Sastra, 17(1), 89–101.
Republik Indonesia. (2022). Peraturan Presiden RI No. 68 Tahun 2022 tentang Revitalisasi Pendidikan Vokasi dan Pelatihan Vokasi.
Roza, W., Guspita Sari, Y., Eka Putra, B., & Eka Putri, D. A. (2023). Pemanfaatan TIK sebagai Media Pembelajaran di Dunia Pendidikan. Jurnal Binagogik, 10(2), 89–98. https://doi.org/10.61290/pgsd.v10i2.426
Salsabela, W. (2025). Inovasi Pembelajaran di Sekolah Dasar: Penerapan Model Flipped Classroom untuk Meningkatkan Keterlibatan Siswa. Jurnal Pendidikan, 9, 18802–18808.
Simpson, E. J. (1972). The Classification of Educational Objectives in the Psychomotor Domain. Illinois Teacher of Home Economics, 10(4), 110–144.
Slavin, R. E. (2018). Educational Psychology: Theory and Practice (12th ed.). Pearson.
Sugiyono. (2022). Metode Penelitian Kuantitatif, Kualitatif, dan R&D (3rd ed.). Alfabeta.
Taylor, D. (2020). Digital Literacy and 21st-century Skills: Preparing Students for the Future. Journal of Arts, Society, and Education Studies, 2(1), 1–10.
Wang, Q., Li, X., Chen, Y., Zhang, L., & Liu, J. (2022). Effects of flipped classroom on nursing psychomotor skill instruction for active and passive learners. Journal of Professional Nursing, 39, 146–155. https://doi.org/10.1016/j.profnurs.2022.01.013
Yanuarti, R., & Rusman, R. (2019). Pemanfaatan TIK oleh guru di sekolah penerima Universal Service Obligation (USO). Jurnal Penelitian Ilmu Pendidikan, 11(2), 69–83. https://doi.org/10.21831/jpipfip.v11i2.19441
Zulaikah, Nurwahidin, & Yulianti. (2023). Pengaruh Model Flipped Classroom terhadap Civic Disposition Siswa SMA. Jurnal Pendidikan Kewarganegaraan, 13(2), 145–156.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Lucky Alexander Darmawan, Fatma Sukmawati, Rahma Alya Radisty
This work is licensed under a Creative Commons Attribution 4.0 International License.
