Changes in SKJ student gymnastics learning outcomes following an audiovisual-based flipped classroom in vocational high school students

Abstract

Background:  Low student engagement and learning outcomes in SKJ Student Gymnastics remain a challenge in physical education, particularly when instruction is dominated by teacher-centered approaches.
Objective:  This study aimed to describe changes in SKJ Student Gymnastics learning outcomes following the implementation of an audiovisual-based flipped classroom among Grade X DKV students at SMK Insan Cendikia Srengseng.
Methods:  The study employed a Classroom Action Research design conducted over two cycles, each comprising planning, action, observation, and reflection. Participants were 15 students, including eight females and seven males. Audiovisual learning materials were provided through instructional videos that students studied independently at home via a WhatsApp group, while classroom sessions were used for movement practice, discussion, and direct teacher feedback. Learning outcomes were assessed across affective, cognitive, and psychomotor domains and analyzed descriptively using mean scores and learning-mastery percentages.
Results:  The mean learning outcome score increased from 65.0 in the pre-cycle to 72.6 in Cycle I and 81.9 in Cycle II. Learning mastery also increased from 20.0% in the pre-cycle to 46.7% in Cycle I and 86.7% in Cycle II.
Conclusion:  These findings indicate that the implementation of an audiovisual-based flipped classroom was accompanied by progressive improvements in SKJ Student Gymnastics learning outcomes across the action cycles. This approach may support students’ preparation before class while allowing more classroom time for movement practice and teacher feedback. Future studies should employ comparative designs and larger samples to provide stronger evidence regarding its effectiveness.