THE EFFECT OF FLIPPED CLASSROOM AND METACOGNITIVE KNOWLEDGE TO IMPROVE LEARNING OUTCOMES: IN VOCATIONAL SCHOOLS

Abstract

The flipped classroom is a learning approach that combines pre-class learning and in-class activities. The use of a flipped classroom challenges vocational school students to think quickly in problem-solving, especially during car service contests. The purpose of the study was to investigate the impact of the flipped classroom on the learning outcomes of car chassis maintenance. They used a 2x2 experimental method with a flipped classroom as the independent variable, metacognitive knowledge as the attribute variable, and learning outcomes of car chassis maintenance as the dependent variable. This finding makes a positive contribution to educators who are considering the adoption of problem-based learning in flipped classrooms. Further research is needed to explore this implementation at the student level and broader educational programs.