Perception of Law Students on Flipped Classrooms and Technology Integration in Constitutinal Law Subject

Abstract

Constitutional law is a foundational subject in legal education, encompassing critical concepts such as the supremacy of the constitution, fundamental liberties, and the roles of government organs. However, students often struggle with understanding complex textual materials, limiting their ability to engage with and apply constitutional principles effectively. This research aimed to address these challenges by evaluating the effectiveness of a flipped classroom model integrated with an interactive learning module in enhancing students’ comprehension and engagement. This research employed a mixed-methods approach that combined a qualitative research method and a quasi-experimental design. The data were collected from 125 constitutional law students through questionnaires, classroom observations, and activities incorporating the module. The module featured diverse elements, including mind maps, videos, and problem-based learning exercises, to foster higher-order thinking and deeper engagement. The findings revealed that 58.4% of students preferred a blended learning approach combining traditional lectures and interactive methods, while 73.6% found mind maps particularly beneficial when integrated with textual materials. The flipped classroom approach significantly enhanced students’ understanding, allowing for active participation and critical thinking. Moreover, technological tools such as QR codes and multimedia resources increased accessibility and engagement, addressing diverse learning styles. This research underscored the potential of interactive, technology-driven pedagogical strategies in overcoming traditional learning barriers in constitutional law.