PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP KEAKTIFAN DAN HASIL BELAJAR SISWA

Abstract

Abstract

Based on the results of initial observations, it is known that students experience learning difficulties. Students tend to be passive, which is characterized by rarely responding to the teacher, not being able to carry out learning in the form of discussions and students being late in submitting assignments. The low level of student activity apparently affects learning outcomes. Low student activity is an indicator that students do not understand the learning material. In PAI learning, it is necessary to develop a learning model that is able to increase student activity and learning outcomes. The lecture method usually used by educators will make students feel bored, so there needs to be development carried out by utilizing learning technology. The flipped classroom method is considered to be a learning solution, because it can combine the advantages of traditional face-to-face learning with the use of technology. Therefore, research was conducted to determine the effect of the Flipped Classroom model on student activity and learning outcomes. The research was conducted at Gilih Karang Jati State Elementary School.

The research is a quasi-experimental research with a non-equivalent pre-test post-test control group design. The research was conducted on fifth grade students with two classes as research samples, namely experimental and control. Sample selection was carried out using purposive sampling technique. The research instrument uses observation and test sheets. The data obtained was tested prerequisites using the normality test and homogeneity test and then analyzed with parametric statistics using the t-test. The research results show that the Flipped classroom learning model has a significant effect on student activity and learning outcomes. The t-test results for student activity showed a significance value (0.000) < α value (0.05), so the Flipped classroom learning model had a significant effect on activity. The t-test on students' cognitive learning outcomes also obtained a significance value (0.000) < α value (0.05), so the Flipped classroom learning model had a significant effect on student learning outcomes. Ancova test results show that the Flipped Classroom learning model has a 85% effect on student learning outcomes.