The Role of The Flipped Classroom in Promoting Multidimensional Learning Outcomes at Physics Subject: Evidence from Inferential Statistics, Structural Equation Modeling, and Rasch Analysis

Masta, Ngia and Batuah, Dara Bato and Sianturi, Manogari and Simorangkir, Melda Rumia Rosmery and Soeharto, Soeharto The Role of The Flipped Classroom in Promoting Multidimensional Learning Outcomes at Physics Subject: Evidence from Inferential Statistics, Structural Equation Modeling, and Rasch Analysis. [Teaching Resource]

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Abstract

To meet 21st century educational demands, the flipped classroom fosters multidimensional physics learningoutcomes by relocating direct instruction outside the classroom and emphasizing cognitive, affective, andpsychomotor engagement during in-class activities. This study investigates the role of the flipped classroom inpromoting multidimensional physics learning outcomes among high school students, comprehensively in threedomains: cognitive, affective, and psychomotor. The research employed 2x3 factorial quasi experimental tocompare student’s learning outcomes from flipped classroom and traditional lectured based method (control).Data were collected from 72 high school student in science major at SMAN 39 Jakarta and analyzed to captureboth latent constructs and item-level measurement precision by integrate inferential statistics, Partial LeastSquares-Structural Equation Modelling (SEM-PLS) and Rasch model. The n-gain scores indicate that theflipped classroom significantly enhances cognitive (0,74), affective (0,71) and psychomotor domains (0,83).Inferential analyses through independent t-test demonstrate significant differences between flipped classroomand control group (p < 0.001) in all learning outcome domains. The SEM-PLS analysis revealed that thepsychomotor domain exerted the strongest interaction effect on learning outcomes (β = 2.519), followed by thecognitive (β = 2.420) and affective domains (β = 1.333). The affective domain also exhibited indirect effectsthrough its impact on the other two domains. The SEM-PLS also confirm significant p-valui on all thoserelationship. Rasch analysis further validates the measurement instrument and provides the differences ofmeasurement level of each person in before-after treatment in flipped classroom intervention group. Theseresults offer robust empirical support for the implementation of flipped classroom as an effective pedagogicalstrategy to foster holistic student learning outcomes in high school.

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