ENHANCING SELF-REGULATED LEARNING THROUGH A CULTURE-INTEGRATED STEM FLIPPED CLASSROOM APPROACH
DOI:
https://doi.org/10.24127/ajpm.v15i2.14992Kata Kunci:
local culture, flipped classroom, self-regulated learning, STEM educationAbstrak
This study aims to analyze the effectiveness of integrating local cultural values into STEM learning through a Flipped Classroom model to enhance students’ self-regulated learning. This approach was developed to address the need for culturally relevant and innovative instructional designs that foster independent learning skills in the demands of 21st-century education. A quasi-experimental design was employed involving secondary school students who engaged with culturally grounded STEM materials learned independently through pre-class videos and reinforced through collaborative in-class activities. Self-regulated learning was measured using a standardized questionnaire and analyzed quantitatively. The results indicate a significant improvement in students’ planning, self-monitoring, strategy regulation, and self-evaluation after participating in the intervention. These findings suggest that integrating local cultural values into STEM learning through a Flipped Classroom model not only enhances the contextual relevance of instruction but also contributes meaningfully to the development of students’ self-regulated learning abilities.
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