The Effect of Self-Directed Learning and TikTok Utilization on Student Learning Engagement through Technological Capabilities in Flipped Learning

Abstract

This study aims to determine the influence of Self-Directed Learning (SDL) and the use of TikTok on student learning engagement through technological capabilities in Flipped Learning. The research was conducted using a quantitative approach and the Structural Equation Modeling–Partial Least Squares (SEM-PLS) method, using a sample of 100 students from the Faculty of Economics and Business, State University of Jakarta. The results of the study showed that SDL had a positive and significant effect on learning engagement and technological ability. However, the use of TikTok does not have a significant effect on learning engagement or technological ability. Technological capabilities also do not mediate the relationship between SDL and learning engagement, nor between TikTok utilization and learning engagement. The main conclusion of this study is that student learning engagement in Flipped Learning is more strongly influenced by the ability to learn independently (SDL) than the intensity of social media use such as TikTok. Therefore, a learning strategy is needed that strengthens students' learning independence, especially in the context of digital and flipped learning.