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The Effect of Flipped Classroom on Students’ Learning Style, Intrinsic Motivation and Learning Achievement

Journal of Language Education and Educational Technology (JLEET) · Vol. 7 No. 2 (2022) · pp. 19–32

DOI
10.33772/jleet.v7i2.6971
ISSN
2502-3306
Published
2022-10-21
Publisher
Halu Oleo University
Language
eng

Abstract

The main objective of the study was to examine the effect of flipped classroom on students' learning styles, intrinsic motivation and learning outcomes. The sample consisted of 37 students enrolled in the Teacher Training Faculty, Halu Oleo University during the 2018/2019 academic years, recruited through a purposive sampling technique. The study employed the VAK learning style questionnaire consisting of 30 questions and the intrinsic motivation questionnaire, based on the Self-Determination Theory comprising 17 questions. Learning achievement was measured using a learning achievement test consisting of 35 questions. The instruments were administered twice: a pre-test to determine students' prior learning style, intrinsic motivation, and achievement, and a post-test to assess whether changes occurred. The results showed significant changes in students' learning style, as demonstrated by the two-tailed score of the Pearson correlation test (p 0.05). The analysis also revealed a significant effect of the flipped classroom on students' intrinsic motivation, with a two-tailed significance score of 0.045. Paired sample t-tests indicated a significant effect of the flipped classroom on students' learning achievement, as evidenced by changes in scores from pre- to post-test. In conclusion, this study demonstrated that the flipped classroom model has a significant effect on students' learning style, intrinsic motivation, and learning achievement.

Keywords

Collaboration network of the authors

40 authors · 85 co-authorship links · 2 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Halu Oleo
  • Institut Agama Islam Negeri Kendari
  • Universitas Merdeka Malang
  • Institut Teknologi Sepuluh Nopember
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Amri TanduklangiUniversitas Halu Oleo4
Hilaluddin HanafiAffiliation unknown4
Kamaluddin KamaluddinUniversitas Merdeka Malang4
Sahlan SahlanAffiliation unknown3
Tambunan TambunanAffiliation unknown3
Hanna HannaUniversitas Halu Oleo3
La Ode NggawuUniversitas Halu Oleo2
Muhammad YazidInstitut Teknologi Sepuluh Nopember2
Sitti AgustinaAffiliation unknown2
Nurshiyam HanrolanAffiliation unknown1
Samsuddin SamsuddinAffiliation unknown1
Nur Evi HamiruAffiliation unknown1
Asri Nova RamaAffiliation unknown1
Amiruddin RahimAffiliation unknown1
Suriani SurianiAffiliation unknown1
Suharmin SuharminAffiliation unknown1
Herlindayana HerlindayanaAffiliation unknown1
Nurhajatin NurhajatinAffiliation unknown1
Yun Angraeni SaputriAffiliation unknown1
Asyarifullah RamliAffiliation unknown1
La KookoAffiliation unknown1
Vill Janna NingziAffiliation unknown1
M. Yazid A.R.G.Affiliation unknown1
Muhammad AzanAffiliation unknown1
Haderaerani HaderaeraniAffiliation unknown1
La InoUniversitas Halu Oleo1
Elsa Silvia NasrulAffiliation unknown1
Asruni AsruniAffiliation unknown1
Anita RezkiInstitut Agama Islam Negeri Kendari1
Zalili SailanAffiliation unknown1
Carlina AmriAffiliation unknown1
Muhammad KurniawanAffiliation unknown1
Riskawati RiskawatiAffiliation unknown1
Sulfajriyani IndahAffiliation unknown1
Risma Fitria Uky YandiniAffiliation unknown1
Siti Rahmawati KaharAffiliation unknown1
Risnawati RisnawatiInstitut Agama Islam Negeri Kendari1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://ojs.uho.ac.id/index.php/JLEET/oai, first harvested 30 Okt 2026, last seen 30 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">The Effect of Flipped Classroom on Students’ Learning Style, Intrinsic Motivation and Learning Achievement</dc:title>
	<dc:creator>Sepriani, Ni Kadek</dc:creator>
	<dc:creator>Alberth, Alberth</dc:creator>
	<dc:creator>Nurnia, Nurnia</dc:creator>
	<dc:subject xml:lang="en-US">Flipped Classroom, Learning Style; Intrinsic Motivation and Learning Achievement</dc:subject>
	<dc:description xml:lang="en-US">The main objective of the study was to examine the effect of flipped classroom on students' learning styles, intrinsic motivation and learning outcomes. The sample consisted of 37 students enrolled in the Teacher Training Faculty, Halu Oleo University during the 2018/2019 academic years, recruited through a purposive sampling technique. The study employed the VAK learning style questionnaire consisting of 30 questions and the intrinsic motivation questionnaire, based on the Self-Determination Theory comprising 17 questions. Learning achievement was measured using a learning achievement test consisting of 35 questions. The instruments were administered twice: a pre-test to determine students' prior learning style, intrinsic motivation, and achievement, and a post-test to assess whether changes occurred. The results showed significant changes in students' learning style, as demonstrated by the two-tailed score of the Pearson correlation test (p  0.05). The analysis also revealed a significant effect of the flipped classroom on students' intrinsic motivation, with a two-tailed significance score of 0.045. Paired sample t-tests indicated a significant effect of the flipped classroom on students' learning achievement, as evidenced by changes in scores from pre- to post-test. In conclusion, this study demonstrated that the flipped classroom model has a significant effect on students' learning style, intrinsic motivation, and learning achievement.</dc:description>
	<dc:publisher xml:lang="en-US">Halu Oleo University</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2022-10-21</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://ojs.uho.ac.id/index.php/JLEET/article/view/6971</dc:identifier>
	<dc:identifier>10.33772/jleet.v7i2.6971</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Language Education and Educational Technology (JLEET); Vol 7, No 2 (2022): Journal of Language Education and Educational Technology; 19-32</dc:source>
	<dc:source>2502-3306</dc:source>
	<dc:source>10.33772/jleet.v7i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ojs.uho.ac.id/index.php/JLEET/article/view/6971/17818</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Journal of Language Education and Educational Technology (JLEET)</dc:rights>
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