¹Yoeli Rachmawati, ²Rusijono, ³Andi Mariono, ⁴Fajar Arianto

^1,2,3,4Teknologi Pendidikan, Universitas Negeri Surabaya, Surabaya, Indonesia

DOI : https://doi.org/10.47191/ijsshr/v6-i8-39

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ABSTRACT

This study aims to determine the effect of the Flipped Classroom Model on students’ learning outcomes in the subject of Islamic Religious Education for 6th-Grade Elementary School. The research design uses quasi-experimental, with a population consisting of 6th-grade students at "Excellent Children Elementary School” in Gresik City, East Java Province. Of a total of 36 students, they were grouped into two classes randomly, with 18 students in the control group and 18 students in the experiment group. Data collection was carried out through a performance test to assess Al-Quran reading ability and understanding of its contents. The pre-test was carried out before applying the Flipped Classroom Model as initial data. After the intervention, a post-test was given to evaluate the effect of the flipped classroom model. The collected post-test data were subjected to statistical analysis using the t-test to compare learning outcomes between the control and experimental groups. The results of the Independent Samples T-Test show a significance level (Sig. 2-tailed) of 0.001, which indicates that the value of 0.001 is smaller than the standard significance level of 0.05. Therefore, it can be concluded that the implementation of the Flipped Classroom Model has a positive effect on students’ learning outcomes in the subject of Islamic Religious Education for 6th-Grade Elementary School students. These findings highlight the potential for innovative learning approaches to enrich teaching and learning experiences in Islamic Religious Education, fostering a more engaging and effective learning environment for students in elementary schools. Suggestions for future research, namely, research can explore how the Flipped Classroom Model can increase cooperation and collaboration between students in the learning process. This kind of study can open opportunities to integrate social aspects and positive social interactions in the use of the Flipped Classroom model. As well as conducting a study of the factors that influence the implementation of the Flipped Classroom Model can help identify challenges and obstacles that may be faced by teachers and students in implementing this learning model.

KEYWORDS:

Flipped Classroom Model, Islamic Religious Education, learning outcomes, Elementary School

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VOlUME 06 ISSUE 08 AUGUST 2023