Fostering self-regulated learning skills through flipped learning strategy projects: an exploration of pre-service teachers' experiences in Indonesia
Authors:   Universitas Negeri Padang, Alfurqan  , Fakhruddin Agus ,   Universitas Negeri Padang, Narulita Sari ,   Universitas Negeri Padang, Handrianto Ciptro ,   Universitas Negeri Padang
Published: January 2025

Introduction. Developing self-regulated learning (SRL) skills is essential today as it enables students to take control
of their learning, fosters critical thinking, and equips them to meet the evolving demands of modern education. This
study explored the perceptions, challenges, and SRL skill acquisition of pre-service Islamic Studies teachers at the State
University of Padang, Indonesia, who implemented flipped learning strategy (FLS) projects during their early field practice.
Study participants and methods. Eighty-five students at the Faculty of Social Science, State University of Padang,
participating in the graduation project in teaching Islamic Studies Course were involved in this study. A mixed-methods
approach was employed, utilizing a questionnaire, unstructured interviews, and written reflections. Descriptive statistics,
including means, standard deviations, and ranks, were used to summarize questionnaire responses. Inferential statistics,
such as reliability analysis with Cronbach's alpha, were applied to measure internal consistency. Additionally, SPSS was
used for data analysis, including coding qualitative data from interviews and reflections.
Results. The findings revealed overwhelmingly positive perceptions towards FLS implementation, with participants
acknowledging its potential for enhancing technological skills, effective time management, and learner engagement.
However, challenges such as learner resistance to out-of-class assignments and subject-specific barriers were identified.
Qualitative data analysis highlighted the development of multifaceted SRL skills, including cognitive engagement,
metacognitive knowledge, resource management, and motivational beliefs. Participants demonstrated proficiency in
rehearsal, elaboration, organization, critical thinking, planning, monitoring, peer learning, time management, and intrinsic
drive cultivation. The quantitative analysis supported these findings, revealing that the implementation of the Flipped
Learning Strategy (FLS) significantly improved various aspects of the participants' teaching practices. Key indicators
included a high mean score (M = 4.74, SD = 0.59) for the importance of technological proficiency and meticulous
planning, as well as substantial improvements in technological skills (M = 4.51, SD = 0.75), professional development
(M = 4.25, SD = 0.96), and promotion of higher-level thinking skills (M = 4.25, SD = 0.83). Overall, the quantitative data
underscored the positive impact of FLS on enhancing pre-service teachers' competencies and fostering a supportive and
interactive learning environment.
Conclusion. The study underscores the transformative potential of FLS projects in fostering SRL skills and innovative
pedagogical practices in Islamic Studies teacher education programs. Both qualitative and quantitative analyses revealed
significant improvements in technological skills, professional development, and higher-level thinking skills among
participants. Despite challenges like learner resistance to out-of-class assignments, the findings advocate for integrating
FLS in teacher education to better prepare future educators.