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This study aims to determine the significance of the difference between the use of hybrid learning and flipped classroom methods in increasing the learning independence of student citizenship at Universitas Muhammadiyah Ponorogo. This research uses quantitative methods with quasi-experimental type (quasi experiment). The results show that the value of t score > t table that is t = 2.54 is greater than the table 0.025 = 1.99 then H0 is rejected. This means that H0 is rejected, and Ha is accepted, meaning that there is a significant difference between the hybrid learning method and the flipped classroom in increasing the learning independence of student citizenship. The hybrid learning method contributes more significantly to the independence of student citizenship learning than flipped classrooms. This can be seen from the percentage increase in the results of the questionnaire independence for student citizenship learning, for classes taught with the hybrid learning method gained an increase of 21.03% while for classes taught with flipped classrooms an increase of 13.89%. In addition to being seen from the results of the questionnaire, based on the results of the student citizenship learning test showed the percentage of students who achieved the passing grade criteria for classes taught with the hybrid learning method was 82.85% while the class taught with flipped classroom was 74.28%.

The Effects of Hybrid Learning and Flipped Classroom Methods in Increasing the Learning Independence of Students’ Citizenship Course