Fatin Nadifa Tarigan, Roswita Lumban Tobing, Kastam Syamsi, Siti Aminah Hasibuan
In a variety of educational contexts, flipped classrooms have gained popularity as a pedagogical strategy due to the increased interest in active learning strategies. This meta-analysis investigates the effect of flipped classroom model on writing skills. A comprehensive search of academic databases, including Google Scholar, Scopus, and ERIC, was conducted for research published between 2020 and 2023. The analysis focused on studies employing experimental or quasi-experimental designs that met the inclusion criteria for teaching writing through the flipped classroom paradigm. Ultimately, 10 studies were selected, encompassing a total sample size of over 805 students. The findings indicate that the majority of these studies report consistent positive outcomes, thereby supporting the effectiveness of the flipped classroom approach in enhancing writing achievement. This evidence underscores the potential of flipped instruction to foster improved writing skills among students across diverse educational settings. © 2026 Authors.
Faculty of Languages, Arts, and Culture, Yogyakarta State University, Indonesia; Faculty Of Teacher Training and Education, Universitas Pembinaan Masyarakat Indonesia, Medan, Indonesia
Research at a Glance
Register to unlock
Topics & SDG Alignment
Register to unlock
Collaboration
Register to unlock
Author Profile (Selected)
Register to unlock
References Overview
Register to unlock
Journal & Source
Register to unlock
Metadata & Integrity
Register to unlock