Research Article

THE EFFECT OF A FLIPPED CLASSROOM INTEGRATED WITH AN IMS BASED SIMULATOR IN MOODLE LMS ON STUDENTS’ ANALYTICAL ABILITY IN THE AUTOMATA COURSE

Volume: 27 Number: 4 October 1, 2026
Tjatursari Widiartin *, Yatim Riyanto , Andi Kristanto
PDF Download
Turkish Online Journal of Distance Education Cover Turkish Online Journal of Distance Education

THE EFFECT OF A FLIPPED CLASSROOM INTEGRATED WITH AN IMS BASED SIMULATOR IN MOODLE LMS ON STUDENTS’ ANALYTICAL ABILITY IN THE AUTOMATA COURSE

Abstract

This study investigates the effect of a flipped classroom integrated with an IMS-based simulator within a Moodle LMS environment on students’ analytical ability in an undergraduate Automata Theory course. A quasi-experimental pretest–posttest non-equivalent control group design was employed, involving an experimental class that received simulation-based learning through a flipped classroom supported by Moodle LMS and an IMS-based simulator, and a control class that received conventional lecture-based instruction. Students’ analytical ability was measured using a validated assessment instrument, and statistical analyses were conducted to examine baseline equivalence and post-intervention differences between groups. The results indicated that both groups were equivalent at the pretest stage; however, the posttest results showed a statistically significant difference in favor of the experimental group, accompanied by a meaningful effect size. These findings demonstrate that integrating simulation-based learning into a Moodle LMS-supported flipped classroom using an IMS-based simulator effectively enhances students’ analytical ability in learning Automata Theory and provides strong empirical support for the pedagogical effectiveness of this learning approach.

Keywords

flipped classroom, Moodle LMS, simulation-based learning, IMS-based simulator, analytical ability, Automata Theory

Supporting Institution

This research was fully supported by Universitas Wijaya Kusuma Surabaya, Indonesia. The institution provided academic guidance, research facilities, and an enabling environment that facilitated the implementation of the flipped classroom model integrated with an IMS-based simulator in the Moodle LMS. The support from the university contributed significantly to the successful completion of the study and to the advancement of innovative teaching and learning practices in higher education.

Project Number

1

Ethical Statement

This study was conducted in accordance with ethical research standards for human participants. All participants were informed about the purpose of the study, and their participation was entirely voluntary. Informed consent was obtained prior to data collection, and participants were assured of confidentiality and anonymity. No personal or sensitive information was disclosed, and all data were used solely for research purposes. The research followed institutional ethical guidelines of Universitas Wijaya Kusuma Surabaya and adhered to ethical principles related to educational research.

Thanks

The authors would like to express their sincere gratitude to Universitas Wijaya Kusuma Surabaya for the academic support and facilities provided during the conduct of this research. Special appreciation is extended to the lecturers and students of the Automata course who participated and contributed to the successful implementation of the flipped classroom model integrated with the IMS-based simulator in Moodle LMS. Their cooperation, commitment, and constructive engagement were invaluable in completing this study. The authors also acknowledge the institutional environment that encouraged research excellence and continuous improvement in teaching and learning innovation.

References

  1. Abo, A. L., Degefu, H. W., & Abeba, B. D. (2025). Teacher-assisted peer assessment and self-efficacy in writing: A quasi-experiment among Ethiopian undergraduate EFL students. Social Sciences & Humanities Open, 11, 101618. https://doi.org/10.1016/j.ssaho.2025.101618
  2. Agostino, S., Cherasco, G. M., Papotti, G., Milan, A., Abate Daga, F., Abate Daga, M., & Veglio, F. (2024). Impact of Simulation-Based and Flipped Classroom Learning on Self-Perceived Clinical Skills Compared to Traditional Training. Education Sciences, 15(1), 31. https://doi.org/10.3390/educsci15010031
  3. Akbar Nasrum, Made Subawo, & Ully Hidayati. (2023). The Role of Moodle In Education: A Bibliometric Review. JME (Journal of Mathematics Education), 8(1). https://doi.org/10.31327/jme.v8i1.1903
  4. Akcayir, G., & Akcayir, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
  5. Ali, M. S. (2025). A Meta Analysis of Simulation Based Learning and Instructional Support in Higher Education. Journal of Enterprise and Business Intelligence, 234–247. https://doi.org/10.53759/5181/ JEBI202505023

Details

Primary Language

English

Subjects

Classroom Measurement Practices, Measurement and Evaluation in Education (Other)

Journal Section

Research Article

Authors

Publication Date

October 1, 2026

Submission Date

December 23, 2025

Acceptance Date

March 6, 2026

Published in Issue

Year 2026 Volume: 27 Number: 4

DOI

https://doi.org/10.17718/tojde.1847483

IZ

https://izlik.org/JA37DE89HD

Cite

RIS / Bibtex
APA
Widiartin, T., Riyanto, Y., & Kristanto, A. (2026). THE EFFECT OF A FLIPPED CLASSROOM INTEGRATED WITH AN IMS BASED SIMULATOR IN MOODLE LMS ON STUDENTS’ ANALYTICAL ABILITY IN THE AUTOMATA COURSE. Turkish Online Journal of Distance Education, 27(4), 223-252. https://doi.org/10.17718/tojde.1847483
AMA
1.Widiartin T, Riyanto Y, Kristanto A. THE EFFECT OF A FLIPPED CLASSROOM INTEGRATED WITH AN IMS BASED SIMULATOR IN MOODLE LMS ON STUDENTS’ ANALYTICAL ABILITY IN THE AUTOMATA COURSE. TOJDE. 2026;27(4):223-252. doi:10.17718/tojde.1847483
Chicago
Widiartin, Tjatursari, Yatim Riyanto, and Andi Kristanto. 2026. “THE EFFECT OF A FLIPPED CLASSROOM INTEGRATED WITH AN IMS BASED SIMULATOR IN MOODLE LMS ON STUDENTS’ ANALYTICAL ABILITY IN THE AUTOMATA COURSE”. Turkish Online Journal of Distance Education 27 (4): 223-52. https://doi.org/10.17718/tojde.1847483.
EndNote
Widiartin T, Riyanto Y, Kristanto A (October 1, 2026) THE EFFECT OF A FLIPPED CLASSROOM INTEGRATED WITH AN IMS BASED SIMULATOR IN MOODLE LMS ON STUDENTS’ ANALYTICAL ABILITY IN THE AUTOMATA COURSE. Turkish Online Journal of Distance Education 27 4 223–252.
IEEE
[1]T. Widiartin, Y. Riyanto, and A. Kristanto, “THE EFFECT OF A FLIPPED CLASSROOM INTEGRATED WITH AN IMS BASED SIMULATOR IN MOODLE LMS ON STUDENTS’ ANALYTICAL ABILITY IN THE AUTOMATA COURSE”, TOJDE, vol. 27, no. 4, pp. 223–252, Oct. 2026, doi: 10.17718/tojde.1847483.
ISNAD
Widiartin, Tjatursari - Riyanto, Yatim - Kristanto, Andi. “THE EFFECT OF A FLIPPED CLASSROOM INTEGRATED WITH AN IMS BASED SIMULATOR IN MOODLE LMS ON STUDENTS’ ANALYTICAL ABILITY IN THE AUTOMATA COURSE”. Turkish Online Journal of Distance Education 27/4 (October 1, 2026): 223-252. https://doi.org/10.17718/tojde.1847483.
JAMA
1.Widiartin T, Riyanto Y, Kristanto A. THE EFFECT OF A FLIPPED CLASSROOM INTEGRATED WITH AN IMS BASED SIMULATOR IN MOODLE LMS ON STUDENTS’ ANALYTICAL ABILITY IN THE AUTOMATA COURSE. TOJDE. 2026;27:223–252.
MLA
Widiartin, Tjatursari, et al. “THE EFFECT OF A FLIPPED CLASSROOM INTEGRATED WITH AN IMS BASED SIMULATOR IN MOODLE LMS ON STUDENTS’ ANALYTICAL ABILITY IN THE AUTOMATA COURSE”. Turkish Online Journal of Distance Education, vol. 27, no. 4, Oct. 2026, pp. 223-52, doi:10.17718/tojde.1847483.
Vancouver
1.Tjatursari Widiartin, Yatim Riyanto, Andi Kristanto. THE EFFECT OF A FLIPPED CLASSROOM INTEGRATED WITH AN IMS BASED SIMULATOR IN MOODLE LMS ON STUDENTS’ ANALYTICAL ABILITY IN THE AUTOMATA COURSE. TOJDE. 2026 Oct. 1;27(4):223-52. doi:10.17718/tojde.1847483