ENHANCING SELF-REGULATED LEARNING THROUGH A CULTURE-INTEGRATED STEM FLIPPED CLASSROOM APPROACH
DOI:
https://doi.org/10.24127/ajpm.v15i2.14992Keywords:
Flipped classroom, local culture, self-regulated learning, STEM EducationAbstract
This study was prompted by the challenge of low student autonomy in traditional education and the urgent need to foster self-regulated learning (SRL) through contextually relevant methods. It examined the effectiveness of a Culture-Integrated STEM–Flipped Classroom model in improving students’ SRL. Using a quasi-experimental, pretest-posttest non-equivalent control group design, students from intact classes were assigned to an experimental group receiving the culture-integrated STEM–Flipped intervention and a control group receiving conventional instruction. SRL was measured before and after the intervention, and improvement was evaluated through gain score analysis. Results showed that the experimental group achieved a substantially higher gain (M=13.28) than the control group (M=5.44). The magnitude of the intervention effect, calculated using Cohen’s d, was d=0.88, indicating a large effect. These findings demonstrate that integrating cultural values within a STEM-based flipped learning environment can significantly enhance students’ ability to plan, monitor, and regulate their learning processes. The study concludes that combining culturally meaningful learning contexts with structured pre-class preparation and active in-class STEM problem solving provides a powerful approach for strengthening SRL.
References
Anyichie, A. C., & Butler, D. L. (2017). A culturally responsive self-regulated learning framework. Paper Presented at the 2017 Annual Meeting of the American Educational Research Association. https://doi.org/10.302/1177974
Anyichie, A. C., Butler, D. L., Perry, N. E., & Nashon, S. M. (2023). Examining Classroom Contexts in Support of Culturally Diverse Learners’ Engagement: An Integration of Self-Regulated Learning and Culturally Responsive Pedagogical Practices. Frontline Learning Research, 11(1). https://doi.org/10.14786/flr.v11i1.1115
Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers and Education, 128. https://doi.org/10.1016/j.compedu.2018.09.013
Azano, A. P., & Stewart, T. T. (2015). Exploring Place and Practicing Justice : Preparing Pre-Service Teachers for Success in Rural Schools. Journal of Research in Rural Education, 30(9).
Blahuš, P., Brown, B. L., Bunderson, C. V., & Olsen, J. A. (2026). Psychometrics, Test Theory, and the Latent Factors Model. Wiley.
Borenstein, M. (2023). How to understand and report heterogeneity in a meta-analysis: The difference between I-squared and prediction intervals. Integrative Medicine Research, 12(4). https://doi.org/10.1016/j.imr.2023.101014
Cohen, J. (2013). Statistical Power Analysis for the Behavioral Sciences. Routledge. https://doi.org/10.4324/9780203771587
English, L. D. (2016). STEM education K-12: perspectives on integration. International Journal of STEM Education, 3(3), 1-8. https://doi.org/10.1186/s40594-016-0036-1
Field, A., Miles, J., & Field, Z. (2025). Discovering Statistics Using R and RStudio. SAGE Publications.
Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press
Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2020). On Computational Thinking and STEM Education. In Journal for STEM Education Research, 3(2). https://doi.org/10.1007/s41979-020-00044-w
Liu, L., Hew, K. F., & Du, J. (2024). Design principles for supporting self-regulated learning in flipped classrooms: A systematic review. International Journal of Educational Research, 124. https://doi.org/10.1016/j.ijer.2024.102319
Mouboua, P. D., Atobatele, F. A., & Akintayo, O. T. (2024). Bridging STEM and linguistic gaps: A review of multilingual teaching approaches in science education. Open Access Research Journal of Multidisciplinary Studies, 7(2). https://doi.org/10.53022/oarjms.2024.7.2.0030
Ocholla, A. A., Aurah, C., & Ongunya, R. (2025). Boosting Physics’ Engagement: Electronics Practical Workbench versus Traditional Practical Methods. Jumuga Journal of Education, Oral Studies, and Human Sciences, 8(1), 1–10. https://doi.org/10.35544/jjeoshs.v8i119
Ohta, R., Katsube, T., & Sano, C. (2023). Psychological safety and self-regulated learning through near-peer learning for the sustainability of rural community-based medical education: grounded theory approach. Rural and Remote Health, 23(4). https://doi.org/10.22605/RRH8488
Panadero, E. (2020). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422
Peeters, W., & Mynard, J. (2023). Supporting self-regulated language learning skills online: awareness raising approaches for computer-supported collaboration. Language Awareness, 32(1). https://doi.org/10.1080/09658416.2021.2018447
Qazdar, A., Qassimi, S., Hassidi, O., Hafidi, M., Abdelwahed, E. H., & Melk, Y. (2022). Learning Analytics for Tracking Student Progress in LMS. ResearchSquare. https://doi.org/10.21203/rs.3.rs-1505417/v1
Salami, O. O. (2024). A Flipped Classroom Applied: Undergraduate Students’ Perception in Mathematics. Mathematics Education Journal, 8(1). https://doi.org/10.22219/mej.v8i1.29636
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30. https://doi.org/10.1016/j.edurev.2020.100314
Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation. British Journal of Educational Technology, 48(3). https://doi.org/10.1111/bjet.12444
Susilawati, S., Sofyan, H., Ridha, S., Wahyuni, S., & Ilhamsyah, Y. (2024). Integrating STEM Education With Local Culture in Indonesia: Teachers’ Perspective and Practice. The Asian Conference on Education 2023: Official Conference Proceedings. https://doi.org/10.22492/issn.2186-5892.2024.173
Tan, Y., Xu, W., Li, S., & Chen, K. (2022). Augmented and Virtual Reality (AR/VR) for Education and Training in the AEC Industry: A Systematic Review of Research and Applications. Buildings. https://doi.org/10.3390/buildings12101529
Trilling, B., & Fadel, C. (2022). 21st Century Skills: Learning for Life in Our Times. San Francisco: Jossey-Bass.
Van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2020). Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers and Education, 158. https://doi.org/10.1016/j.compedu.2020.104000
Weyant, E. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th Edition. Journal of Electronic Resources in Medical Libraries, 19(1–2), 54–55. https://doi.org/10.1080/15424065.2022.2046231
Yuan, K. H., & Zhang, Z. (2025). Parameterizing the LISREL Model as a Correlation Structure Model for More Efficient Parameter Estimates and More Powerful Statistical Tests. Structural Equation Modeling, 32(3). https://doi.org/10.1080/10705511.2025.2450323
Downloads
Published
Issue
Section
License
Copyright (c) 2026 AKSIOMA: Jurnal Program Studi Pendidikan Matematika
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with AKSIOMA: Jurnal Program Studi Pendidikan Matematika agree to the following terms:
Creative Commons License
AKSIOMA: Jurnal Program Studi Pendidikan Matematika is licensed under a Creative Commons Attribution 4.0 International License.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. AKSIOMA offers all authors of journal articles allows their research openly available, free access and time restrictions.
All articles published Open Access will be immediately and permanently free for everyone to read and download. Under the CC-BY license, authors retain ownership of the copyright for their article, but authors grant others permission to use the content of publications in AKSIOMA in whole or in part provided that the original work is properly cited. Users (redistributors) of AKSIOMA are required to cite the original source, including the author's names, AKSIOMA as the initial source of publication, year of publication, volume number and DOI (if available).
.png)
.png)
