The Relationship of Self-Regulated Learning with Student Learning Outcomes on Acid Base Topic: An Exploration of Flipped Classroom Learning Model Maria Paristiowati (a*), Arif Rahman (a), Sukro Muhab (a), Fatasya Kamal (a), Rinaldi Idroes (b)
a) Department of Chemistry Education, Universitas Negeri Jakarta
Jl. Rawamangun Muka, Jakarta 13220, Indonesia
*maria.paristiowati[at]unj.ac.id
b) Department of Chemistry, Universitas Syiah Kuala
Kopelma Darussalam, Banda Aceh 23111, Indonesia
Abstract
Self-regulated learning plays an important role in students’ learning to organize their own learning activities to improve academic achievement. This study aimed is to analyze the relationship between self-regulated learning and students’ academic achievement through flipped classroom in acid-base learning. The study employed quantitative methods of correlational associations. The research sample of 51 students was selected by simple random sampling technique. The analysis prerequisite test shows normally distributed data with non-homogeneous variants. Hypothesis testing was employed by the non-parametric Spearman Rank correlation analysis. Correlation coefficient values obtained r = 0.416, which indicates that the moderate level of the correlation coefficient. Therefore, there is a positive relationship between self-regulated learning and students’ learning outcomes through a flipped classroom in acid-base learning. The determinant coefficient value is 17.3%, which shows that 17.3% of student learning outcomes are determined by self-regulated learning. This study also found that there was an increase in students self-regulated learning scores before and after learning with the flipped classroom. Based on a paired sample t test, the value of t count <t table was obtained. As a result, there is a correlation between self-regulated learning of students’ achievement in acid base learning with flipped classroom. Therefore, the flipped classroom can improve students self-regulated learning abilities.
