Innovative Pedagogy: Project-Based Flipped Classroom in Computer Architecture for New Engineering Students

Abstract

In today's rapidly evolving world, engineering graduates must have the necessary skills and knowledge to bring about significant changes in business, industry, and entrepreneurship. However, empirical evidence shows that engineering graduates have high levels of cognitive abilities that are still low, resulting in the achievement of suboptimal learning outcomes. The research design used a pseudoexperimental approach that analyzed the impact of project-oriented flipped learning models, direct flipped, and self-efficacy on higher-order thinking skills and learning outcomes. The study findings showed a marked difference in higher-order thinking skills and learning outcomes of students who participated in project-based flipped learning compared to those who participated in direct flipped learning. Students in the experimental group more fluently find new ideas in solving problems. The psychological aspect of students, namely selfefficacy, influences improving higher-order thinking skills and learning outcomes. The learning model applied accommodates students who have different levels of self-efficacy. Evidence shows that the project-based flipped learning paradigm improves learning outcomes in computer architecture materials by developing students' higher-order thinking skills.