Enhancing Vocational Higher Education Lecturers’ Pedagogical Competence through a Digital Platform-Based Flipped Classroom
Keywords:
Digital Learning, Flipped Classroom Model, Learning Management System, Teaching PracticesAbstract
This study aims to analyse the effectiveness of implementing the flipped classroom model using the Moodle and Google Classroom learning management systems in enhancing pedagogical competence and learning management skills. This model is implemented through pre-class, during-class, and post-class learning stages facilitated by digital materials, interactive forums, and automatic evaluation mechanisms on the platform. The research method used a one-group pretest–posttest design with 37 lecturers in the Faculty of Engineering as subjects. Data analysis was performed using a paired sample t-test, one-sample t-test, and N-Gain calculation to assess competency improvement after the intervention. The results showed a significant increase in lecturers' initial and final competencies after participating in the flipped classroom model, as evidenced by a significant value of (p = .00 < .05). The N-Gain value of (.502) was in the moderate category, reflecting a consistent improvement in lecturers' abilities in the aspects of learning design, digital technology utilisation, and feedback provision through the platform. The integration of technology also strengthened the efficiency of classroom management and enabled lecturers to implement more adaptive, collaborative, and vocationally-oriented learning. This research implies that the flipped classroom model can be used as a strategy for developing lecturers’ professional skills in instructional design, the use of digital media, and interactive classroom management, and can serve as a basis for vocational higher education institutions to systematically integrate digital platforms to drive a transformation towards more effective teaching practices.
Downloads
References
Sarwa, Rosnelli, W. Triatmojo, and M. Priyadi, “Implementation of flipped classroom on experiences in online learning during pandemic Covid-19 for a project-based vocational learning guide,” J. Phys. Conf. Ser., vol. 1842, no. 1, e012019, Mar. 2021, doi: 10.1088/1742-6596/1842/1/012019. DOI: https://doi.org/10.1088/1742-6596/1842/1/012019
C. Chukusol and P. Piriyasurawong, “Development of flipped classroom using cloud-based learning and board games model to enhance critical thinking skills,” TEM J., vol. 11, no. 1, pp. 94–103, 2022, doi: 10.18421/TEM111-11. DOI: https://doi.org/10.18421/TEM111-11
S. Houshmand, R. Fong, E. Sainidis, and H. Jahankhani, “Strategic decision-making for pedagogical course planning using NLP in social media data,” in AI, Blockchain and Self-Sovereign Identity in Higher Education, H. Jahankhani, A. Jamal, G. Brown, E. Sainidis, R. Fong, and U. J. Butt (eds), Cham: Springer Nature Switzerland, 2023, pp. 105–124. doi: 10.1007/978-3-031-33627-0_5. DOI: https://doi.org/10.1007/978-3-031-33627-0_5
Y. F. Chan, N. A. Aziz, G. K. Sidhu, S. J. Yoon, and A. F. Zulkifli, “Junior Lecturers’ Perspectives of Emerging Technologies as a Viable Teaching and Learning Tool in Higher Learning Institutes,” in 2023 IEEE 12th International Conference on Engineering Education (ICEED), Aug. 2023, pp. 75–78. doi: 10.1109/ICEED59801.2023.10264006. DOI: https://doi.org/10.1109/ICEED59801.2023.10264006
A. M. Msomi, “Lecturers’ experiences in the integration of technology in teaching and learning in the context of an ICT-challenged environment: The case of a South African University of Technology,” in Online Teaching and Learning in Higher Education, Cham: Springer Nature Switzerland, 2024, pp. 11–30. doi: 10.1007/978-3-031-56953-1_2. DOI: https://doi.org/10.1007/978-3-031-56953-1_2
A. Rutkienė et al., “The impact of flipped learning on students’ engagement and satisfaction development: A cross-country action research study,” Pedagogika, vol. 147, no. 3, pp. 253–281, Dec. 2022, doi: 10.15823/p.2022.147.12. DOI: https://doi.org/10.15823/p.2022.147.12
R. Azahar and V. L. Hariyanto, “Pengembangan model pembelajaran flipped classroom terintegrasi green skills pada elemen gambar teknik di SMK,” Universitas Negeri Yogyakarta, 2025.
M. Ivan, M. Ulfah, A. Awalludin, N. Novarita, R. Nilawijaya, and D. Fitriyyah, “An exploration into the Impact of the flipped classroom model on cadets’ problem-solving skills: A mixed-method study,” Int. J. Educ. Methodol., vol. 9, no. 4, pp. 745–759, Nov. 2023, doi: 10.12973/ijem.9.4.745. DOI: https://doi.org/10.12973/ijem.9.4.745
M. C. P. O. Okojie and Y. Sun, “Foundations of adult education, learning characteristics, and instructional strategies,” in Research Anthology on Adult Education and the Development of Lifelong Learners, IGI Global, 2021, pp. 1–33. doi: 10.4018/978-1-7998-8598-6.ch001. DOI: https://doi.org/10.4018/978-1-7998-8598-6.ch001
S. W. Schmidt, J. Dickerson, and E. Kisling, “From pedagogy to andragogy: Transitioning teaching and learning in the information technology classroom,” in Integrating Adult Learning and Technologies for Effective Education, IGI Global, 2010, pp. 63–81. doi: 10.4018/978-1-61520-694-0.ch004. DOI: https://doi.org/10.4018/978-1-61520-694-0.ch004
A. Fathi, A. Benabid, and I. El Imadi, “The impact of digital platforms on higher education through the flipped classroom and ICT,” in Personalized Learning Through Adaptive Systems and Intelligent Tutoring, IGI Global, 2025, pp. 115–136. doi: 10.4018/979-8-3373-0740-4.ch004. DOI: https://doi.org/10.4018/979-8-3373-0740-4.ch004
A. Pardo, D. Gasevic, J. Jovanovic, S. Dawson, and N. Mirriahi, “Exploring student interactions with preparation activities in a flipped classroom experience,” IEEE Trans. Learn. Technol., vol. 12, no. 3, pp. 333–346, Jul. 2019, doi: 10.1109/TLT.2018.2858790. DOI: https://doi.org/10.1109/TLT.2018.2858790
G. P. Waang, “Maximizing the potential of multimedia in Indonesia: Enhancing engagement, accessibility, and learning outcomes,” Acad. Soc. Appropr. Technol., vol. 9, no. 3, pp. 235–245, Dec. 2023, doi: 10.37675/jat.2023.00409. DOI: https://doi.org/10.37675/jat.2023.00409
R. Mulenga and H. Shilongo, “Hybrid and blended learning models: Innovations, challenges, and future directions in education,” Acta Pedagog. Asiana, vol. 4, no. 1, pp. 1–13, Nov. 2024, doi: 10.53623/apga.v4i1.495. DOI: https://doi.org/10.53623/apga.v4i1.495
A. Meliala, Y. A. A. Sumiwi, C. T. Nuryana, S. Sunarti, and P. Narwidina, “Flipped classroom implementation on the mechanism of nutrient handling to facilitate a multiple perspective approach,” J. Pendidik. Kedokt. Indones. Indones. J. Med. Educ., vol. 12, no. 4, pp. 454-464, Dec. 2023, doi: 10.22146/jpki.85078. DOI: https://doi.org/10.22146/jpki.85078
O. Oknaryana et al., “Improving students’ higher-order thinking skills: A comparison between flipped learning and traditional teaching approach,” Eur. J. Educ. Res., vol. 14, no. 4, pp. 1245–1257, Aug. 2025, doi: 10.12973/eu-jer.14.4.1245. DOI: https://doi.org/10.12973/eu-jer.14.4.1245
L. Wahyuni, S. Salingkat, R. H. A. Tamagola, H. Palayukan, I. Haidar, and J. W. Sitopu, “Analisis keberhasilan implementasi model flipped classroom dalam pembelajaran matematika tingkat perguruan tinggi,” J. Educ., vol. 6, no. 4, pp. 18954–18964, May 2024, doi: 10.31004/joe.v6i4.5877. DOI: https://doi.org/10.31004/joe.v6i4.5877
M. F. Mahmud, M. A. Aripin, N. H. Junaifi, N. H. Noh Seth, and A. A. M. Sultan, “Perspectives of Malaysian academics on the preparation of the fourth industrial revolution for the construction technology program,” Int. J. Eval. Res. Educ., vol. 12, no. 1, pp. 114-120, Mar. 2023, doi: 10.11591/ijere.v12i1.24092. DOI: https://doi.org/10.11591/ijere.v12i1.24092
S. W. Saputri, I. Yuliasri, Suwandi, and H. J. Yulianto, “From classroom to curriculum: Teacher perspectives on developing a coe-based English textbook for vocational high schools,” Engl. Rev. J. Engl. Educ., vol. 13, no. 3, pp. 1067–1080, Oct. 2025, doi: 10.25134/6n2b0j65. DOI: https://doi.org/10.25134/6n2b0j65
R. Pilu, B. Jabu, and I. Sulaiman, “Flipped learning and its challenges: Understanding students’ struggles in Indonesian EFL contexts from teachers’ viewpoint,” Front. Educ., vol. 10, e1575385, Jun. 2025, doi: 10.3389/feduc.2025.1575385. DOI: https://doi.org/10.3389/feduc.2025.1575385
A. Sadiku, “The application of digital technology solutions and their impact on learning effectiveness: A pedagogical challenge,” J. Educ. Train. Stud., vol. 14, no. 1, pp. 226-237, Dec. 2026, doi: 10.11114/jets.v14i1.8139. DOI: https://doi.org/10.11114/jets.v14i1.8139
G. Bintz, J. Barenberg, and S. Dutke, “Components of the flipped classroom in higher education: Disentangling flipping and enrichment,” Front. Educ., vol. 9, e1412683, Aug. 2024, doi: 10.3389/feduc.2024.1412683. DOI: https://doi.org/10.3389/feduc.2024.1412683
M. Mawardi, “Designing the implementation of model and instructional media,” Sch. J. Pendidik. Kebud., vol. 8, no. 1, pp. 26–40, Jan. 2018, doi: 10.24246/j.js.2018.v8.i1.p26-40. DOI: https://doi.org/10.24246/j.js.2018.v8.i1.p26-40
H. Mujianto and U. Suryadhianto, “Transformation of learning systems with a hybrid approach based on information technology,” Santhet (J. Sej. Pendidik. Hum.), vol. 9, no. 1, pp. 94–104, Feb. 2025, doi: 10.36526/santhet.v9i1.5007. DOI: https://doi.org/10.36526/santhet.v9i1.5007
N. R. I. Khusnul and A. Suharyadi, “Strategi dosen dalam manajemen e-learning guna meningkatkan hasil belajar mahasiswa di perguruan tinggi,” Kelola J. Manaj. Pendidik., vol. 8, no. 1, pp. 34–48, Jun. 2021, doi: 10.24246/j.jk.2021.v8.i1.p34-48. DOI: https://doi.org/10.24246/j.jk.2021.v8.i1.p34-48
M. H. Thowfeek and S. S. Nawaz, “Readiness of resources for flipped classroom,” in Proceedings of the 2019 8th International Conference on Educational and Information Technology, New York, NY, USA: ACM, Mar. 2019, pp. 92–96. doi: 10.1145/3318396.3318412. DOI: https://doi.org/10.1145/3318396.3318412
A. Kaw et al., “On building and implementing adaptive learning platform lessons for pre-class learning in a flipped course,” ASEE CoED - Comput. Educ., vol. 14, no. 2, pp. 1–23, Dec. 2024, doi: 10.18260/B259-8F-13373. DOI: https://doi.org/10.18260/B259-8F-13373
E. G. Rincon-Flores et al., “Improving the learning-teaching process through adaptive learning strategy,” Smart Learn. Environ., vol. 11, no. 1, pp. 1–27, Jun. 2024, doi: 10.1186/s40561-024-00314-9. DOI: https://doi.org/10.1186/s40561-024-00314-9
R. M. Fauzan, K. Sujaya, and I. Yusuf, “Analisis penggunaan media e-learning mata kuliah kewirausahaan terhadap motivasi belajar mahasiswa di Universitas Pendidikan Indonesia,” EDUKATIF J. Ilmu Pendidik. Pendidik., vol. 6, no. 3, pp. 1899–1908, May 2024, doi: 10.31004/edukatif.v6i3.6537. DOI: https://doi.org/10.31004/edukatif.v6i3.6537
E. D. Muhlisoh, A. Santihastuti, and E. Wahjuningsih, “Students’ perceptions of flipped approach in EFL classroom: A survey research,” JETL - J. Educ. Teach. Learn., vol. 5, no. 2, pp. 393-400, Sep. 2020, doi: 10.26737/jetl.v5i2.1728. DOI: https://doi.org/10.26737/jetl.v5i2.1728
J. Jia, J. Yang, and L. Xue, “Teaching effect evaluation of flipped classroom in engineering management colleges,” Int. J. Emerg. Technol. Learn., vol. 18, no. 20, pp. 72–82, Oct. 2023, doi: 10.3991/ijet.v18i20.43875. DOI: https://doi.org/10.3991/ijet.v18i20.43875
M. Sablić and A. Mirosavljević, “Implementing flipped classroom in the digital learning environment,” Educ. Self Dev., vol. 19, no. 1, pp. 38–49, Mar. 2024, doi: 10.26907/esd.19.1.04. DOI: https://doi.org/10.26907/esd.19.1.04
A. Hase and P. Kuhl, “Teachers’ use of data from digital learning platforms for instructional design: a systematic review,” Educ. Technol. Res. Dev., vol. 72, no. 4, pp. 1925–1945, Aug. 2024, doi: 10.1007/s11423-024-10356-y. DOI: https://doi.org/10.1007/s11423-024-10356-y
A. Murzatayeva, E. Sarsembayeva, A. Makhadiyeva, I. Aspanova, and M. Dmitriy, “The use of dual training technology in the formation of professional competencies of teachers,” World J. Educ. Technol. Curr. Issues, vol. 14, no. 4, pp. 1120–1132, Jul. 2022, doi: 10.18844/wjet.v14i4.7673. DOI: https://doi.org/10.18844/wjet.v14i4.7673
C.-J. Sui, M.-H. Yen, and C.-Y. Chang, “Teachers’ perceptions of teaching science with technology-enhanced self-regulated learning strategies through the DECODE model,” Educ. Inf. Technol., vol. 29, no. 17, pp. 22813–22839, Dec. 2024, doi: 10.1007/s10639-024-12715-x. DOI: https://doi.org/10.1007/s10639-024-12715-x
E. Susilawati and I. Khaira, “Implementasi e-learning flipped classroom sebagai upaya peningkatan kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak,” J. Teknol. Pendidik., vol. 14, no. 1, pp. 1–9, Apr. 2021, doi: 10.24114/jtp.v14i1.24105. DOI: https://doi.org/10.24114/jtp.v14i1.24105
H. Syakdiyah, B. Wibawa, and Z. Syahrial, “Flipped classroom learning innovation as an attempt to strengthen competence and competitiveness of students in the 4.0 industrial revolution era,” Form. J. Ilm. Pendidik. MIPA, vol. 9, no. 4, pp. 1–14, Jan. 2020, doi: 10.30998/formatif.v9i4.2929. DOI: https://doi.org/10.30998/formatif.v9i4.2929
Z. Zainuddin, “First-year college students’ experiences in the EFL flipped classroom: A case study in Indonesia,” Int. J. Instr., vol. 10, no. 01, pp. 133–150, Jan. 2017, doi: 10.12973/iji.2017.1019a. DOI: https://doi.org/10.12973/iji.2017.1019a
B. Bahar, B. Wibawa, and R. Situmorang, “Using problem-based learning to teach software modeling in information technology colleges in Indonesia,” Unnes Sci. Educ. J., vol. 8, no. 2, pp. 1–10, Jul. 2019, doi: 10.15294/usej.v8i2.32051. DOI: https://doi.org/10.15294/usej.v8i2.32051
N. Azid, A. H. B. Nur, R. Md-Ali, and Z. C. Isa, “Conceptualizing case-based simulation framework: Evidence from electrical technology in TVET case study,” Int. J. Instr., vol. 16, no. 1, pp. 1079–1098, Jan. 2023, doi: 10.29333/iji.2023.16159a. DOI: https://doi.org/10.29333/iji.2023.16159a
Published
How to Cite
Issue
Section
Copyright (c) 2026 Sarwa, Riansyah Putra , Ahmad Zulfikar , Liana Atika, Mita Dwi Putri , Ridho Azahar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
