Fradana, Heru and Uyuni, Yuyun Rohmatul and Shalihah, Siti (2017) Hybrid Learning: Utilizing the Flipped Classroom Model to Enhance Arabic Learning at Islamic high school. Jurnal Bahasa (e-Journal), Vol X. ISSN 2442-8965 (P) 2442-8973 (E)

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This study aims to evaluate the effectiveness of the flipped classroom method in teaching Arabic at Islamic high school using a quasi-experimental non-equivalent group design. The study involved two groups of students: the experimental class using the flipped classroom method and the control class using traditional teaching methods. The research was conducted over eight weeks, with three sessions per week. Pre-test and post-test data were collected to measure students' learning outcomes, along with observations and questionnaires to assess student engagement and perceptions. The results of the study indicate that the flipped classroom method is effective in improving students' Arabic learning outcomes. The post-test scores showed a significant increase in the experimental class compared to the control class. An independent t-test revealed a significant difference between the post-test results of the two groups, with the experimental class showing better understanding and higher Arabic language skills. Student perceptions of the flipped classroom method were overwhelmingly positive. The majority of students felt that this method made learning more engaging and interactive. They reported higher motivation and better comprehension of the material, as they could learn at their own pace at home and use classroom time for discussion and practice. Students also appreciated the flexibility provided by the flipped classroom approach. Furthermore, the study observed a significant increase in student engagement and participation in the experimental class. Classroom observations showed that students were more active in group discussions, asked more questions, and were more involved in practical activities compared to the control class. Teachers reported that students in the experimental class exhibited a more positive attitude and greater enthusiasm for learning Arabic. In conclusion, this study demonstrates that the flipped classroom method is not only effective in enhancing Arabic learning outcomes but also increases student engagement and provides a more positive learning experience. These findings strongly support the adoption of the flipped classroom method in Arabic language instruction at Islamic high school and potentially in other subjects

Tipe Item/Data:	Artikel
Kata Kunci (keywords):	: Flipped Classroom, Arabic Language Learning, Active Learning, Teaching Method
User Penyetor:	S.IPI Tsulatsiah Andi
Tanggal Disetorkan:	21 Jan 2025 03:58
Perubahan Terakhir:	21 Jan 2025 03:58
URI:	http://repository.uinbanten.ac.id/id/eprint/16138

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