Retno Kinteki, Punaji Setyosari, Sumarmi and Saida Ulfa
Abstract
Flipped classroom learning model based on computer technology provides many advantages to students.Students already have material supplies obtained through the learning process at home before attendingclass. Therefore, the achievement of learning outcomes is better. The present study investigates the effect ofa flipped classroom model based on technology and students self-efficacy on conceptual understandingand application of hydrology. The research aims: (1) to determine the effect of flipped classroom models onconceptual understanding and hydrology application, (2) to determine the effect of self-efficacy onunderstanding and applying hydrological concepts, and (3) to determine the interaction of flipped classroommodel on conceptual understanding and hydrology application. The research subjects were undergraduatestudents of the Geography Education study program at Faculty of Social Sciences State University of Malang.This research employed a quasi-experimentaldesign, using a pretest-posttest control group design. Theresult of researchare: (1) the flipped classroom learning model has a significant effect on conceptualunderstanding and hydrology application; (2) there was a significant difference of high and low self-efficacyon both students conceptual understanding and application. and (3) There is an interaction between flippedclassroom model and self-efficacy on learning outcomes for the ability to apply the hydrological concept,but there is no interaction on the ability to understand the concept of hydrology.