Metta Mariam, Herman Dwi Surjono, Bernardus Sentot Wijanarka, Indra Maulana
In the digital age, e-learning has become a cornerstone of modern education. However, challenges persist in maintaining student engagement and achieving optimal learning outcomes due to limited interaction and motivation. This study explores the integration of a constructivist-based flipped classroom model within an e-learning environment to enhance cognitive, emotional, and behavioral engagement among students. Employing a quasiexperimental quantitative approach, the study involved 83 university students from an Information Technology program in Indonesia, divided into experimental (n=42) and control (n=41) groups. The experimental group engaged with interactive preclass materials and collaborative in-class activities rooted in constructivist principles, while the control group followed conventional e-learning methods. Data were collected using engagement questionnaires, learning outcome tests, and classroom observations, then analyzed through normality tests, homogeneity tests, and Two-Way ANOVA. The findings revealed that the constructivist-based flipped classroom model significantly improved both student engagement and learning outcomes. The model accounted for 74.2% of the variance in learning performance (R2 = 0.742), indicating strong predictive power. The main effects of class grouping (F = 88.909, p < 0.001) and constructivist learning design (F = 8.984, p < 0.001) were both statistically significant, demonstrating their independent contributions to improved outcomes. However, no significant interaction effect was found between the two factors, suggesting that each contributes separately without synergy. These results indicate that the model effectively enhances learning by promoting active participation, critical thinking, and meaningful engagement. The constructivist flipped classroom offers an innovative solution for addressing the motivational and interactional deficits often found in traditional e-learning. These findings highlight the model’s effectiveness in fostering deeper learning and student participation in digital settings. The study provides empirical support for adopting pedagogically informed e-learning strategies and suggests broader implications for integrating constructivist models in higher education globally. © Copyright (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Technology and Vocational Education, Universitas Negeri Yogyakarta, Indonesia; Faculty of Engineering, Universitas Negeri Yogyakarta, Indonesia; Informatics and Computer Engineering Education, Institut Prima Bangsa, Indonesia
