The effect of integrated flipped classroom with local cultural values on character building in higher education

Abstract

This study aimed to investigate the effect of Integrated Flipped Classroom with Local Cultural Values (FCLCV) on student character. This quasi-experiment used a pretest-posttest non-equivalent control group design. It involved 102 students from Universitas Negeri Makassar, Indonesia. The data of the study were obtained through observations and analyzed using descriptive and inferential statistics (One-Way ANCOVA). The statistical analyses showed that FCLCV had an effect on student character, where the mean score achieved by students in the FCLCV group was higher than those achieved by students in the Flipped Classroom (FC) and Conventional (Direct Learning) groups. Therefore, local cultural values can be integrated into a technology-based instructional model to foster and enhance student character.