This study aims to compare the effectiveness of the Flipped Classroom approach with YouTube videos and conventional methods in improving student learning in calculus courses, especially in the field of Mechanical Engineering. Quasi-experimental research was conducted with a sample of 50 calculus students. Pretest was given after three sessions of self-paced learning using YouTube videos, while posttest was conducted after conventional learning method. Data analysis used descriptive statistics, paired t-test with p-value=0.00, and qualitative analysis of student feedback. Findings from this study revealed that after engaging in self-directed learning through videos, followed by reinforcement through conventional classroom learning, students' understanding improved significantly. The results indicate the importance of incorporating discussion and interactive problem-solving activities in mathematics education, as opposed to relying solely on self-study approaches. The implications of these findings suggest that a combination of Flipped Classroom and conventional methods can improve learning outcomes in calculus. The calculated Cohen's d value is approximately 0.682. This effect size indicates a medium-sized difference between the posttest and pretest scores. It suggests that the conventional learning method has a moderate positive impact on improving students' learning achievement in calculus compared to the flipped classroom with YouTube videos. The effect size calculation provides additional insight into the practical significance of the observed difference in scores between the two groups. © 2024 Author(s).
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