The Implementation of the Flipped Classroom model in fostering student autonomy in the study of the Quran and Hadith at MTsN 2 Aceh Tamiang

Rina Novita Thambusay; Ismail Fahmi Arrauf  Nasution; Mhd. Rasid  Ritonga; Mahyiddin

doi:10.54783/ijsoc.v8i4.1815

Rina Novita Thambusay Institut Agama Islam Negeri Langsa, Indonesia
Ismail Fahmi Arrauf Nasution Institut Agama Islam Negeri Langsa, Indonesia
Mhd. Rasid Ritonga Institut Agama Islam Negeri Langsa, Indonesia
Mahyiddin Institut Agama Islam Negeri Langsa, Indonesia

DOI: https://doi.org/10.54783/ijsoc.v8i4.1815

Keywords: Flipped Classroom, Learning Outcomes, Learning Autonomy, Qur’an and Hadith, Madrasah.

Abstract

This study aims to analyze the effectiveness of the Flipped Classroom strategy on students’ learning outcomes and learning independence in Al-Qur’an Hadith instruction for ninth-grade students at MTsN 2 Aceh Tamiang. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 64 students, including 32 students in the experimental group and 32 students in the control group. The experimental group received instruction using the Flipped Classroom strategy, while the control group received conventional instruction. Data were collected through a learning achievement test and a learning independence instrument and analyzed using descriptive statistics, Paired Sample t-Test, Independent Samples t-Test, and Normalized Gain. The results showed that the mean learning achievement score of the experimental group increased from 65.47 in the pretest to 84.53 in the posttest, while the control group increased from 66.25 to 74.38. The Paired Sample t-Test indicated a statistically significant difference in the experimental group (t = 15.824; p < 0.001), while the comparison between the experimental and control groups also revealed a significant difference (t = 5.342; p < 0.001). The experimental group obtained an N-Gain score of 0.55, categorized as moderate, compared with 0.24 in the control group, categorized as low. Regarding learning independence, the experimental group increased from 58.34 to 78.91, with the Paired Sample t-Test showing a significant difference (t = 18.924; p < 0.001). The comparison between groups also revealed a significant difference (t = 7.865; p < 0.001). These findings demonstrate that the Flipped Classroom strategy is effective in improving both students’ learning outcomes and learning independence in Al-Qur’an Hadith instruction.

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