Evaluation of the effectiveness of flipped learning in constructivism to improve concept understanding in information and computer engineering education

This research focuses on evaluating the effectiveness of flipped learning in enhancing concept comprehension among students of the Informatics and Computer Engineering Education Study Program at Invada Institute of Education and Languages. Utilizing a constructivist framework, this study adopts a quasi-experimental approach to compare two groups of students: an experimental group that utilized flipped learning and a control group that followed traditional learning methods. Data were obtained through pre- and post-test measurements to assess concept comprehension before and after the intervention. In flipped learning, learning content is delivered outside of class via digital media such as videos, allowing class time to be used for interactive discussions and problem-solving. This method aligns with constructivist principles advocating active and collaborative learning. The study results reveal a significant improvement in students’ concept comprehension in the experimental group compared to the control group. The experimental group showed a higher average post-test score, proving the effectiveness of the flipped learning strategy in deepening understanding of course material. These findings affirm that flipped learning not only increases student engagement but also strengthens their cognitive abilities in comprehending complex material. Furthermore, the implications of this research suggest that the implementation of flipped learning in the context of engineering education positively contributes to the quality of higher education, especially in the fields of engineering and technology. Thus, the results of this study encourage educators in higher education institutions to adapt the flipped learning approach as a strategic tool for developing more effective curricula. These findings support the importance of innovation in teaching methods to improve student learning outcomes and concept mastery skills.