Flipped Learning Model Effectiveness in Physical Education Learning: A Systematic Review of The Literature

Abstract

This study aims to systematically analyze the effectiveness of the flipped learning model in physical education. The study employs a Systematic Literature Review (SLR) method following the PRISMA 2020 guidelines. Literature searches were conducted through the Google Scholar database, covering the years 2020–2025. Of the 54 articles identified, 7 met the inclusion criteria and were analyzed. The findings indicate that flipped learning consistently has a positive impact on improving conceptual understanding (cognitive), student motivation and participation (affective), and motor skills (psychomotor) in physical education learning. This model allows for the optimization of practice time, increases student engagement, and supports active and flexible learning. However, the success of its implementation is strongly influenced by technological readiness, teachers’ pedagogical competence, and students’ learning culture. Flipped learning has the potential to become an effective learning strategy, especially in distance and hybrid learning settings at higher education institutions such as Universitas Terbuka. Further research is needed to develop digital psychomotor assessment models and evaluate their effectiveness in the Indonesian context.