Tantowi, Mochammad Iqbal (2021) EFEKTIVITAS MODEL FLIPPED CLASSROOM DALAM PEMBELAJARAN AL QUR’AN HADITS KELAS VII DI MTSN 2 HULU SUNGAI TENGAH. Tesis, Pascasarjana.

	Text 1. PERNYATAAN.pdf Download (367kB)
	Text 2. AWAL.pdf Download (859kB)
	Text 3. ABSTRAK.pdf Download (342kB)
	Text 4. BAB I.pdf Download (220kB)
	Text 5. BAB II.pdf Restricted to Repository staff only Download (413kB)
	Text 6. BAB III.pdf Download (226kB)
	Text 7. BAB IV.pdf Download (312kB)
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ABSTRAK

This quasi experiment study, conducted in MTsN 2 HST, involved randomly chosen 36 students of VII grade in control group and 36 students in experiment group. The control group was given conventional model of teaching while experiment group was given flipped classroom model. The instruments used are pretest and posttest in cognitive, affective and pychomotor domain, and questionnaires which is given only to experiment group. Concerning the first question, data from pretest and posttest in the three domains were analyzed using t test. The result shows the t-obs of posttest scores between control and experiment group show value 2.98 in cognitive, 7.51 in affective, and 2.74 in psychomotor domain, which are higher than t-table which is 2.66 with df 70 and significance level 0.01. This results mean that even both classes’ posttest scores were increased, however the increase in experiment class is significant, in which the mean is higher than that of control class. The second question about flipped classrom effectiveness is answered by the N-Gain Score, which shows value 0.78 for cognitive, 0.40 in affective, and 0.77 in psychomotor domain. This indicates that the use of flipped classroom is highly effective in cognitive and psychomotor domain, and moderately effective in affective domain. Regarding the third question, the data from questionnaires show that in general, students in experiment group show positive perception toward flipped classroom. Based on the findings, there are some recommendations: (1) flipped classsroom is worth trying in Al Qur’an Hadits teaching; (2) supportive policy for teacher to improve teaching quality with students-oriented activities should be made; (3) teachers who implement flipped classroom are recommended to keep good communication with students; and (4) other researchers are recommended to study this model on students with different learning capacity and in other subjects.

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