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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 Muhammadiyah University, Ponorogo. This research uses quantitative methods with quasi-experimental type (quasi experiment). The independent variable in this study is a learning method that consists of two dimensions, namely the method of hybrid learning and flipped classroom, the moderator variable is the independence of student learning, and the dependent variable is the result of student citizenship learning. The population of this research is Mechanical Engineering study program students in the academic year 2018/2019. The sampling technique used is Simple Random Sampling. Data collection techniques using questionnaires, tests, and documentation. The data analysis technique uses independent sample t-test. The results showed that (1) t-test results of the standard gain value showed that the price of t for the same variant was 2.54 with a significance level of 0.01. The results show that the value of t arithmetic> t table that is t = 2, 54 is greater than the table 0.025 = 1.99 then H0 is rejected. The significance level of the calculation is 0, 01 whose value is smaller than 0.05 (p <0.05). 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. (2) 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%