A SYSTEMATIC LITERATURE REVIEW OF FLIPPED CLASSROOM ASSISTED BY MICROLEARNING AND SELF-EFFICACY ON LEARNING OUTCOMES
Abstract
Low learning outcomes reported in conventional teacher-centered instructional settings have motivated researchers to explore technology-enhanced and student-centered learning approaches. This study aims to synthesize empirical evidence regarding the relationship between flipped classroom implementation, microlearning design, self-efficacy, and students’ learning outcomes.
A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework. Literature searches were performed in Scopus, Web of Science, ERIC, SINTA/Garuda, and Google Scholar for publications between 2016 and 2025. The search process identified 1,321 records, and 42 empirical studies were included after applying the predefined eligibility criteria. Data were analyzed using thematic analysis and narrative synthesis, with reported effect sizes compared descriptively across studies.
The findings indicate that flipped classroom implementation is generally associated with positive learning outcomes across the reviewed studies, although the magnitude of effects varies depending on educational level, discipline, and implementation design. Studies incorporating microlearning elements suggest that short, focused, and structured pre-class materials may enhance student engagement and learning performance; however, the evidence remains heterogeneous and does not support statistical aggregation. Self-efficacy consistently emerges as an important psychological factor associated with students’ participation, self-regulation, and academic achievement, although direct evidence supporting its mediating role remains limited.
Keywords
References
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DOI: https://doi.org/10.17509/e.v25i3.105326
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