THE DEVELOPMENT OF LEARNING ACHIEVEMENT USING A FLIPPED CLASSROOM MODEL TO MANAGE LEARNING IN CONJUNCTION WITH LECTURE-BASED TEACHING IN CRIMINAL LAW 1

Abstract

Abstract

This research article aims to 1) compare the academic achievement of students before and after using the flipped classroom model combined with lecture-based teaching, 2) develop the learning management of the flipped classroom model combined with lecture-based teaching, and 3) to evaluate students' satisfaction with the teaching and learning management using the flipped classroom model combined with lecture teaching. The target group for this research is second-year undergraduate law students enrolled in Criminal Law 1, Semester 1, Academic Year 2023, totaling 44 students, selected through cluster random sampling. The research design involves a one-group pretest-posttest design, and the research instruments include a learning plan and learning activity management in Criminal Law 1 using the flipped classroom model combined with lecture teaching, a pretest and posttest achievement test in Criminal Law 1, and a student satisfaction assessment regarding the learning activities. Data analysis is conducted using mean, standard deviation (S.D.), and comparison of pretest and posttest

achievement differences using an independent samples t-test.

The study found that the comparison of students' academic performance after using the flipped classroom model combined with lectures in Criminal Law 1 showed that post-test scores were significantly higher than pre-test scores at the 0.05 level. Additionally, students' satisfaction with the teaching management using the flipped classroom model combined with lectures was at a high level.