TVET students’ learning habits and expectations: a pre-implementation study of flipped classroom in a technical course
Tabiat dan jangkaan pembelajaran pelajar TVET: kajian pra-pelaksanaan bilik darjah terbalik dalam kursus teknikal
DOI:
https://doi.org/10.53840/attarbawiy.v10i1.350Keywords:
TVET students, flipped classroom, learning habits, digital readiness, pre-implementation studyAbstract
Abstract
This study explores the learning habits, digital readiness, and expectations of Technical and Vocational Education and Training (TVET) students as a preliminary step toward the implementation of a flipped classroom approach in a technical course. The study employed a quantitative, cross-sectional survey among 83 UniKL MICET students enrolled in a technical course to assess their learning habits, time management, motivation, and readiness for the flipped classroom model. Data were collected through a structured questionnaire, with ethical protocols ensuring voluntary participation and anonymity. The findings revealed that although the students belong to Generation Z and are digital natives, many still exhibit traditional, instructor-dependent learning habits. A majority rely heavily on lecturer-provided materials, with limited pre-class preparation. However, increasing use of AI tools (94%) and online materials (69%) indicates a growing openness toward digital learning. Despite low prior awareness of the flipped classroom concept, most students (73.5%) showed a willingness to engage in pre-class tasks, though concerns about workload persist. Overall, the results indicate that TVET students possess moderate readiness for flipped classroom implementation, highlighting the need for approaches that blend traditional methods with active, technology-based, student-centered learning.
Abstrak
Kajian ini meneroka tabiat pembelajaran, kesediaan digital dan jangkaan pelajar Pendidikan dan Latihan Teknikal dan Vokasional (TVET) sebagai langkah awal ke arah pelaksanaan pendekatan kelas terbalik dalam kursus teknikal. Kajian ini menggunakan tinjauan kuantitatif dan keratan rentas dalam kalangan 83 pelajar UniKL MICET yang mendaftar dalam kursus teknikal untuk menilai tabiat pembelajaran, pengurusan masa, motivasi dan kesediaan mereka untuk model kelas terbalik. Data dikumpulkan melalui soal selidik berstruktur, dengan protokol etika yang memastikan penyertaan sukarela dan anonimiti. Penemuan mendedahkan bahawa walaupun pelajar tergolong dalam Generasi Z dan merupakan natif digital, ramai yang masih mempamerkan tabiat pembelajaran tradisional yang bergantung kepada pengajar. Majoriti sangat bergantung pada bahan yang disediakan oleh pensyarah, dengan persediaan pra-kelas yang terhad. Walau bagaimanapun, peningkatan penggunaan alatan AI (94%) dan bahan dalam talian (69%) menunjukkan keterbukaan yang semakin meningkat terhadap pembelajaran digital. Walaupun kesedaran awal yang rendah tentang konsep kelas terbalik, kebanyakan pelajar (73.5%) menunjukkan kesediaan untuk terlibat dalam tugas pra-kelas, walaupun kebimbangan tentang beban kerja masih merisaukan. Secara keseluruhannya, keputusan menunjukkan bahawa pelajar TVET mempunyai kesediaan sederhana untuk pelaksanaan kelas terbalik, menonjolkan keperluan untuk pendekatan yang menggabungkan kaedah tradisional dengan pembelajaran aktif, berasaskan teknologi dan berpusatkan pelajar.
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Copyright (c) 2026 Mohd Syazwan Mohd Ghazali, Muazzin Mupit, Mohd Edyazuan Azni, Zaihar Yaacob, Mohamad Zulkeflee Sabri, Ahamad Azahari Hamzah, Mohd Nizam Zahari
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