STUDENT PREFERENCE FOR ONLINE LEARNING MEDIA IN PRACTICAL COURSES FLIPPED LEARNING

Nirmala Adhi Yoga Pambayun, Muhkamad Wakhid

Abstract


Purpose – The purpose of this study is to determine students' preferences for online learning media and the features of the learning management system (LMS) used in the flipped learning practical course.

Methodology – This quantitative descriptive research involved 75 students majoring in automotive engineering education at Universitas Negeri Yogyakarta (UNY), Indonesia, as respondents. Data were collected by questionnaire and analyzed using conjoint analysis to identify student preferences.

Findings – The results of this study showed that student preferences for learning media to support practical course flipped learning are, 1) video: practical tutorial video with duration between 5-10 minutes and use Indonesian instruction; 2) documents:  modules with Indonesian instruction; 3) test:  multiplechoice test; 4) the submission of practical learning assignment and reports is collected through besmart, but for discussion forums students prefer to use whatsapp group.  

Contribution – This study contributes empirical evidence on student-centered design of flipped learning in vocational practical courses by identifying prioritized LMS media and features using conjoint analysis. The findings provide a data-driven framework for optimizing the selection of instructional media to enhance learning effectiveness and practical readiness in engineering education

Keywords


Student preferences; Conjoint analysis; Online learning media; Learning management system

Full Text:

PDF

References


Abdurrahman, I. S., & Mahmudah, F. N. (2023). Development of a Digital-Preneurship Measurement Instrument: Alignment Approach Through Project-Based Learning. International Journal of Educational Methodology, 9(1), 283–295. https://doi.org/10.12973/IJEM.9.1.283

Adedoyin, O. B., & Soykan, E. (2020). COVID-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 0(0), 1–13. https://doi.org/10.1080/10494820.2020.1813180

Ahmed, E. (2024). Student Performance Prediction Using Machine Learning Algorithms. Applied Computational Intelligence and Soft Computing, 2024. https://doi.org/10.1155/2024/4067721

Ajayi, P. O., & Idusogie, V. O. (2020). Analysis of item writing flaws (IWFs) evident in objective format examination questions in the Federal College of Education (Technical). Journal of Educational Research in Developing Areas, 1(3), 181–191. https://doi.org/10.47434/JEREDA

Alharthi, M. A. (2026). The Synergy of Augmented Reality with the Flipped Classroom Structure and Its Impact on Learning Engagement Among Higher Education Students. International Journal of Technology in Education, 9, 326–342. https://doi.org/10.46328/ijte.7001

Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., Huang, R., & Burgos, D. (2021). A systematic review of systematic reviews on blended learning: Trends, gaps and future directions. In Psychology Research and Behavior Management (Vol. 14, pp. 1525–1541). Dove Medical Press Ltd. https://doi.org/10.2147/PRBM.S331741

Chaves-yuste, B., Medio, A., Management, K., International, E. A., Km, J., Candel, C., & Digital, E. (2026). Digital game-based learning : Does it improve university students ’ learning in an online context ? Elena Carrión Candel. Recommended citation : Digital game-based learning : Does it improve university students ’ learning in an online context ? Beatriz Chaves-Yuste * Elena Carrión Candel. Knowledge Management & E-Learning: An International Journal. 18(1), 39–59. https://doi.org/10.34105/j.kmel.2026.18.003

Chen, L., Songsiengchai, S., & Buachan, S. (2025). The Effects of Short Video-Based Instruction on Enhancing Financial Management Ability Among Students at Fuzhou Software Vocational and Technical College. 18(6), 149–163. https://doi.org/10.5539/ies.v18n6p149

Dengiz, G. (2020). Conjoint Analysis Of Attitudes Of Psychological. European Journal of Education Studies. 254–272. https://doi.org/10.5281/zenodo.3759818

Dewi, E., Nafasari, A., & Rahayu, D. P. (2025). The Effectiveness of Using Besmart E-Learning on the Ease of Learning for Science Education Students at UNY. Jurnal Ilmiah WUNY.7(2), 78–88. https://doi.org/10.21831/jwuny.v7i2.70535

Esi, R. (2021). The use of the learning management system ( LMS ) Moodle in the midst of the COVID-19 pandemic : Students ’ perspective. Journal of Educational Technology and Online Learning. 4(3), 418–431. https://doi.org/10.31681/jetol.934730

Ghilay, Y. (2025). Comparison of the Effectiveness of Distance Learning for Software Courses in Higher Education : Videos vs Texts. 15(1), 30–40. https://doi.org/10.5539/hes.v15n1p30

Gudono. (2017). Analisis Data Multivariat. BPFE-Yogyakarta.

Haloho, A. A., Pardjono, S., I. N., S., & Ariwibowo, B. (2023). Implementation of Green Skills in Vocational Education: Perceptions about Students’ and Teachers’ Behavioral Activities. Jurnal Pendidikan Dan Pengajaran, 56(1), 65–79. https://doi.org/10.23887/jpp.v56i1.57990

Hamdu, G., Fuadi, F. N., Yulianto, A., & Akhirani, Y. S. (2020). Items Quality Analysis Using the Rasch Model To Measure Elementary School Students’ Critical Thinking Skill on STEM Learning. JPI (Jurnal Pendidikan Indonesia), 9(1), 61. https://doi.org/10.23887/jpi-undiksha.v9i1.20884

Kaleci, D. (2025). Integration and application of artificial intelligence tools in the Moodle platform : A theoretical exploration. Journal of Educational Technology & Online Learning, 8(1), 100–111. https://doi.org/10.31681/jetol.1595079

Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411. https://doi.org/10.1111/bjet.12548

Kopp, M., Gröblinger, O., & Adams, S. (2019). Five Common Assumptions That Prevent Digital Transformation in Higher Education Institutions. INTED2019 Proceedings, 1(March), 1448–1457. https://doi.org/10.21125/inted.2019.0445

Kulshreshtha, K., & Sharma, G. (2021). Conjoint analysis : the assumptions, applications, concerns, remedies, and future research direction. International Journal of Quality & Reliability Management. 40 (20): 607-627 https://doi.org/10.1108/IJQRM-07-2021-0199

Leszczyński, P., Charuta, A., Łaziuk, B., Gałązkowski, R., Wejnarski, A., Roszak, M., & Kołodziejczak, B. (2018). Multimedia and interactivity in distance learning of resuscitation guidelines: a randomized controlled trial. Interactive Learning Environments, 26(2), 151–162. https://doi.org/10.1080/10494820.2017.1337035

Ling, S. E., Kit, M., Chan, Y., Khalid, S., Ling, S. C., & Engkamat, A. (2024). Identifying Issues of Video Conferencing Tools for Teaching and Learning Using the PACT Framework. The Electronic Journal of e-Learning. 22(5), 91–102. https://doi.org/10.34190/ejel.22.5.3543

Listiqowati, I., Budijanto, Sumarmi, & Ruja, I. N. (2022). The Impact of Project-Based Flipped Classroom (PjBFC) on Critical Thinking Skills. International Journal of Instruction, 15(3), 853–868. https://doi.org/10.29333/iji.2022.15346a

Liu, D., Carter, L., & Lin, J. (2024). Towards Connectivism: Exploring Student Use of Online Learning Management Systems During the COVID-19 Pandemic. Online Learning Journal, 28(2). https://doi.org/10.24059/olj.v28i2.4047

Maria Sofa, F., Suryani, N., & Dyah Rahmawati, F. (2020). The Influence of Industrial Work Practice (Internship), Corporate World Information, and Motivation of Entering the Corporate World towards Working Readiness of Students at Class XII Office Administration Department in SMK Negeri 2 Temanggung 2018/2019. KnE Social Sciences, 2020, 702–719. https://doi.org/10.18502/kss.v4i6.6637

Mazlan, R., Mahamod, Z., Jamaludin, K. A., & Info, A. (2025). Comprehensive structured review of implementing flipped classroom approaches in education. 19(3), 1651–1661. https://doi.org/10.11591/edulearn.v19i3.22655

Natalia, V. E. D., Pratama, A. O., & Astuti, M. D. (2021). Implementation of Pancasila Values in Character Education: A Literature Review. International Journal Pedagogy of Social Studies, 6(1), 35–44. https://doi.org/10.17509/ijposs.v6i1.32569

Nugroho, Y. S., Bourguet, M., Soyel, H., & Mareschal, I. (2025). Avatars vs Video Presence : Effects of Instructor Presence on Cognitive Load in Video-Based Learning, Electronic Journal of e-Learning, 23(3), 79–91. https://doi.org/10.34190/ejel.23.3.3964.

Pelzer, E. (2019). The Potential of Conjoint Analysis for Communication Research. Communication Research Reports, 36(2), 136–147. https://doi.org/10.1080/08824096.2018.1559138

Purwantini, M., Dianastiti, F. E., Nindyaningrum, F. W., & Ardiasri, A. (2025). Evaluation of digital teaching materials in the Be-Smart course on Indonesian Language and Literature Learning Strategy. The Journal of Linguistic and Literacy Science. 12(01), 57–65. https://doi.org/10.26499/bebasan.v12i1.280

Santhanasamy, C. (2022).A Systematic Review of the Flipped Learning Approach in Improving Speaking Skills. European Journal of Educational Research. 11(1), 127–139. https://doi.org/10.12973/eu-jer.11.1.127

Sharma, S. K., Dwivedi, Y. K., Misra, S. K., Nripendra, P., Kumar, S., Dwivedi, Y. K., Misra, S. K., & Rana, N. P. (2024). Conjoint Analysis of Blockchain Adoption Challenges in Government Conjoint Analysis of Blockchain Adoption Challenges in Government. Journal of Computer Information Systems, 64(2), 173–186. https://doi.org/10.1080/08874417.2023.2185552

Siburian, J., Tohiri, D. M., & Mataniari, R. (2022). Implementasi Model Project-Based Learning Berbasis Flipped Classroom Terhadap Problem-Solving Skills Siswa. Jurnal Pendidikan Biologi, 13(2), 113. https://doi.org/10.17977/um052v13i2p113-120

Songsiengchai, S., & Damnil, J. (2025). The Development of Grammar Achievement by using a Flipped Classroom through a 3D Virtual Classroom with Metaverse Spatial. International Journal of Education & Literacy Studies. 13 (3), 543–551. http://dx.doi.org/10.7575/aiac.ijels.v.13n.2p.543

Suharni, S., S. B. B., & Hussein, N. H. B. (2024). Conceptualizing Intercultural Literacy: Narratives from English Language Teachers. Jurnal Arbitrer, 11(3), 334–347. https://doi.org/10.25077/ar.11.3.334-347.2024

Supriyadi, E., Indro, H. Y., Priyanto, E., & Surwi, F. (2020). Students’ evaluation of teaching in vocational and technical schools. International Journal of Instruction, 13(2), 621–636. https://doi.org/10.29333/iji.2020.13242a

Vieyra, M. G. Q., & González, L. F. M. (2023). Platforms for Online Learning: A Product Specification. European Journal of Education, 6(2), 33–42. https://doi.org/10.2478/ejed-2023-0014

Zhang, W., Jiang, M., Zhao, W., Li, S., Li, F., Feng, F., Wang, Y., Li, Y., & Liu, L. (2024). Evaluation of the effectiveness of using the flipped classroom in puncture skills teaching. BMC Medical Education, 24(1), 1–11. https://doi.org/10.1186/s12909-024-05132-8




DOI: https://doi.org/10.36987/jes.v13i4.9038

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Nirmala Adhi Yoga Pambayun, Muhkamad Wakhid

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Lisensi Creative Commons
Jurnal Eduscience (JES) by LPPM Universitas Labuhanbatu is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY - NC - SA 4.0)