FLIPPOBAL

Abstract

The integration of twenty-first-century competencies into civic education necessitates instructional innovations that foster both critical thinking and self-regulated learning. This study developed and validated the FLIPPOBAL model, an integrated approach combining flipped classroom and problem-based learning (PBL), to enhance these competencies among senior high school students in Indonesian Pancasila Education (Pendidikan Pancasila). Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design framework, the research involved 120 students from two schools in West Sumatra representing urban and semi-rural contexts, using a quasi-experimental pretest–posttest control group design. Five expert validators assessed the model products using Aiken’s V and Intraclass Correlation Coefficients (ICC), confirming strong validity and reliability across all instruments. Both instruments demonstrated satisfactory internal consistency. Practicality assessments from teachers and students indicated a high level of practical usability across both urban and semi-rural schools. Effectiveness analyses revealed that experimental groups made substantially greater gains than controls on both critical thinking and self-regulated learning, with large effect sizes. The two outcome constructs, while positively related, were confirmed as empirically distinguishable. These findings demonstrate that systematically integrating flipped and problem-based approaches, grounded in Vygotsky’s Zone of Proximal Development, produce meaningful benefits for cultivating twenty-first-century competencies in civic education contexts. The FLIPPOBAL model, thus, offers a structured, replicable framework for implementing student-centered learning within the Indonesian Merdeka Curriculum.