Analyzing the Impact of Flipped Learning and Learning Motivation on Academic Achievement Through Learning Independence in Modern Education

Abstrak

Abstract. This research aims to analyze the impact of flipped learning and learning motivation on academic achievement with learning independence as a mediating variable among university students in the era of modern education. A quantitative approach with a survey method was used involving 100 active students at Universitas Negeri Jakarta selected by simple random sampling. Data were collected using a 5-point Likert scale questionnaire and analyzed using Smart PLS 4. Results show that flipped learning (p = 0.999) and motivation (p = 0.948) did not have direct effects on academic achievement. However, both significantly influenced learning independence (p = 0.033 for flipped learning, p = 0.000 for motivation). Learning independence had a strong impact on academic achievement (p = 0.000; path coefficient = 0.852), indicating a full mediation effect. The model’s predictive capability was high, with an R-square of 73.2% for academic achievement. This research underscores the importance of cultivating self-regulated learning to enhance academic outcomes in modern education.

Keywords: Flipped Learning, Learning Motivation, Learning Independence, Academic Achievement, Modern Education