Cakrawala Pendidikan
Jurnal Ilmiah Pendidikan
Vol. 44 No. 3, October 2025, pp.557-567
https://journal.uny.ac.id/index.php/cp/issue/view/2958
DOI: https://doi.org/10.21831/cp.v44i3.88460

Optimizing educational management through the flipped classroom
method: An innovation in Islamic education learning in the digital era
Atabik*, Khafifatul Fian, Fajar Hardoyono, Ahmad Dahlan
Universitas Islam Negeri Prof. KH. Saifuddin Zuhri Purwokerto, Indonesia
*Corresponding Author: atabik@uinsaizu.ac.id
ABSTRACT
This experimental study employed nonequivalent control group design to examine the effect of the flipped
classroom method on students’ achievement in Islamic education learning among grade XII students at
SMA Negeri 1 Sumpiuh in 2024. The flipped classroom method was implemented by instructing students
to study the material independently through learning videos followed by elaboration and discussion through
online platforms. For data analysis, tests were administered to 30 students in the experimental groupand 30
students in the control groups. The results of the N-gain Score calculation showed that the improvement in
material comprehension among students in the experimental group was higher than that of the control group.
The N-gain score for the experimental group students was 0.3562, while that for the control group was
0.1511. Statistical analysis using an independent samples t-test showed that the comprehension ability of
the experimental group was significantly higher than that of the control group (p > 0.05). Based on these
findings, the flipped classroom method can be considered an effective alternative strategy to enhance
students’ understanding of learning materials in online Islamic education.
Keywords: flipped classroom, Islamic education material, online learning
Article history
Received:
14 April 2025

Revised:
01 June 2025

Accepted:
07 September 2025

Published:
06 October 2025

Citation (APA Style): Atabik, A., Fian, K., Hardoyono, F., & Dahlan, A. (2025). Optimizing educational
management through the flipped classroom method: An innovation in Islamic education learning in the
digital era. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 44(3), pp. 557-567. DOI
https://doi.org/10.21831/cp.v44i3.88460

INTRODUCTION
Along with the progression of time and advances in technology, the learning process has
undergone significant transformation. Initially, teaching and learning were conducted exclusively
through face-to-face instruction; however, many teachers or lecturers use information technology
as an online learning medium. The effectiveness of online learning has generally been classified
as good. Supporting this perspective, Jasrial et al. (2023) found that integrating digital reading
materials such as e-books within structured learning management systems significantly improves
students’ literacy and learning outcomes, highlighting the potential of technology to enhance
educational effectiveness.
This is based on the advantages obtained during online learning, including the ease of
learning interaction anywhere and anytime, the ability to increase interaction learning, a wider
range, and the storage and refinement of learning materials (Sumadevi, 2023). Davis et al
explained some of the advantages obtained for both teachers and students in implementing online
learning. The advantages obtained by teachers in the application of online learning are that it
creates time flexibility to carry out the learning process, able to improve communication at the
time of Giving assignments to students because it can be done either by written message or
through audio messages, teachers can take notes related to students who are actively involved in
learning because of the availability of data on how often students access teaching materials
provided by teachers, and online learning does not require any special preparation. In students,
the advantages obtained in the application of online learning are flexibility of time in doing the
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assigned tasks and the ability to foster motivation and independence in students to learn (Davis et
al, 2019).
The advantages of applying the flipped classroom method include several key aspects.
First, it allows for more efficient use of class time, as learning materials are provided to students
before classroom sessions. Second, it promotes more comprehensive and in-depth elaboration and
exploration by giving students opportunities to discuss substantial topics. Third, the approach
enables teachers to employ varied instructional strategies. Fourth, it encourages teacher creativity,
as instructors are challenged to create engaging and meaningful content that prevents
monotony.The benefits obtained when applying the flipped classroom learning method are for
students, the use of the flipped classroom method can provide convenience in terms of
understanding the teaching material because the teacher is not only sharing the teaching material
but also providing explanations related to the material. The position of teacher is a facilitator, so
the center of learning is the student (Bicen & Beheshti, 2019). Bergmann & Sams explained that
in flipped classroom classrooms, the main role is the student, and the teacher acts as a guide
(Latorre-Cosculluela et al, 2022). The benefit for teachers is that there is a wider space for
interaction to create a discussion process between teachers and students (Kim et al., 2022).
Next, regarding the weaknesses of online learning, these include potential adverse impacts
on health, the requirement for adequate facilities and infrastructure, and the demands for teachers
to master technology (Aidoo et al., 2022). The weakness of the flipped classroom method are as
follows: not all educational institutions possess sufficient facilities and infrastructure to
implement the flipped classroom approach (Divjak et al., 2022). Second, students may experience
stress due to the added responsibility of studying material independently before class, and not all
students can manage this effectively (Yeh, 2022). Third, it is not certain whether students are
listening to the learning videos that have been shared (Thatphaiboon & Sappapan, 2022). From
the weaknesses of implementing flipped classrooms, there are many obstacles experienced by
teachers or students during the online learning process. One of the obstacles experienced by
teachers is the limited control of student activities when learning from home. The learning
obstacle experienced by students is that it is difficult to understand the learning material,
especially if the teacher only distributes learning materials without explanation. According to
researchers, this is the cause of students not mastering the subject matter so learning methods are
needed that can anticipate learning difficulties or obstacles, one of which is using the flipped
classroom method (Oudbier et al., 2022). In terms of understanding, a flipped classroom is a
learning method where before carrying out the learning process in class, students learn the
material first based on the direction of the teacher. From this, the flipped classroom learning
method is very appropriate to use, because it encourages students to learn independently by
studying the material shared by the teacher. Especially when it comes to subject matter that
requires students to be able to relate the material to the phenomena of daily life, for example in
Islamic education subjects the material of faith in the “Hereafter”.
The implementation of the flipped classroom learning method provides significant benefits
for both teachers and students. Teachers are encouraged to utilize ICT media and maximize their
potential in creating online learning content (Aidoo et al., 2022). Meanwhile, students can master
ICT and are active and independent to master learning materials (González-Velasco et al., 2021).
In addition, students also collaborate through discussions, share ideas, and respond to opinions
from other students (Baig & Yadegaridehkordi, 2023), thereby creating a dynamic learning
environment within online-based virtual spaces. Thus, supporting the formation of the necessary
skills in the 21st century which include first, communication skills which are very important
because they are related to students' abilities in conveying and receiving information (Murat &
Cam, 2021). The information conveyed must be clear and effective so that it is easy for the
audience to understand. Second, collaboration skills are related to the ability of students to work
together so that the tasks given by the teacher are completed properly (Fischer & Yang, 2022).
Third, critical thinking skills aim to produce analysis, interpretation, evaluation, and inference on
which decisions are made (Ma, 2023). Fourth, creativity is related to students' ability to produce
new ideas (Hsu & Wu, 2023).

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As far as researchers are concerned, numerous studies have examined the flipped classroom
method. For example, in the article entitled “The Effect of Flipped Classroom on Student
Learning Outcomes; An Overview” by Anjomshoaa et.al, the results were obtained that flipped
classrooms can increase student learning motivation and new innovations are needed by teachers
during the learning process. It was also explained that the talents of children have a very large
role in motivating students to do assignments with the results obtained according to expectations
(Anjomshoaa et al., 2022). Article entitled “Effects of Flipped Classroom on Learning Outcomes
and Satisfaction: An Experiential Learning Perspective” by Chen results were obtained for
experimental groups using flipped classrooms able to improve material understanding higher than
control groups using traditional methods (Chen, 2021). Article entitled “Flipped classroom
improves student learning outcome in Chinese pharmacy education: A systematic review and
meta-analysis” by Peng et al, the results of the implementation of the flipped classroom model
have a positive influence on learning outcomes and can improve chemistry learning outcomes in
solution materials buffer (Peng et al., 2022). The difference in this study is that the material you
want to study is related to faith on the Hereafter of the Islamic education subject.
In relation to learning methods, these can be defined as approaches taken by teachers before
conducting instructional activities, aimed at facilitating the delivery of teaching materials and
helping students more easily understand the content provided. If teachers conduct virtual learning,
one method that can be applied is flipped classroom. The flipped classroom method is a derivative
of the blended learning model which is a learning model that is carried out in combination between
virtual learning and face to face learning. From the definition of the blended learning model, it
can be termed that the flipped classroom method is a method that is carried out with reverse
classes, meaning that activities that are usually carried out in the classroom are reversed with
activities that are usually done at home (Herreid & Schiller, 2013; Bagley, 2018). Fulton explains
flipped classroom is a method by which students listen or in this case watch lessons from home
and do homework in class (Fulton, 2012). Alten et al in Yılmaz explained that the flipped
classroom method is applied by the way students listen to the content of teaching materials
through video online before learning in class (Yılmaz, 2021). Hung in Jiang et al explained that
flipped classroom provides direction that this method is carried out to reconsider how to rereconsider how to relate activities in the classroom to those outside the classroom in an integrated
manner and the use of technology (Jiang et al., 2020). The flipped classroom is a method
introduced to students with content at home with the provision of assignments to be done at school
with the guidance of the teacher or it can be said to be a method that has similarities with mixed
learning. Chung et al explained that the flipped classroom is a blended learning model (Chung et
al., 2021). Based on several definitions of the flipped classroom method, it is concluded that the
flipped classroom method is a method with the process of distributing teaching materials by
teachers that are shared through learning applications for students to learn before carrying out
learning activities at school. When at school, students are given assignments by the teacher to be
done in class with discussions together to make the discussion room and students become a
learning center.
There are several advantages of the flipped classroom method. First, it increases students’
independence to learn, enhances academic achievement, and provides opportunities to study
instructional materials without the limitations of time and space. Second, it promotoes selfregulated learning, encourages metacognitive behavior, and enhances motivation through active,
constructive processes that help students regulate their learning goals. Third, class time becomes
more effective, accommodating student diversity, increasing engagement and interaction,
fostering a sense of responsibility answer, and improving critical thinking and problem-solving
skills. The implementation of the flipped classroom according to Mazur in Wright & Park is that
students finish their reading before they come to class, then engage in a discussion during the
presentation and answer questions that have been determined (Wright & Park, 2022). Wassingern
et al., explained that flipped classroom learning methods require careful consideration because
they are carried out offline and online (Wassinger et al, 2022). Koponen explained that flipped
classroom is done in a way before class learning, students are asked to do pre-learning
assignments provided by the teacher (Koponen, 2019). Abeysekera and Dawson mentioned that
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there are 3 (three) circumstances when implementing flipped classrooms, namely the transmission
of information outside the classroom, class time is used for socialization as well as activities, and
it is required for students to do activities both before and after class (Singh dkk, 2022).
The roles of teachers and students in impelemnting the flipped classroom method are
described by Fallah et al. (2022). First, regarding the role of the teacher, approximately one week
before instruction, teachers distribute learning materials through a WhatsApp group and respond
to students’ questions about content they do not yet understand. During learning, the teacher
guides students in discussions using video conferencing or WhatsApp groups, provides directions
for students who are presenting using video conference or WhatsApp groups, guides students who
do not understand the material, provides reviews related to what students present, and provides
evaluations. After the lesson, teachers and students use social media to share projects that have
been done. The second relates to the role of students. Before learning for approximately one week,
students study the teaching materials that have been distributed, record the material, and prepare
assignments according to the teacher's direction. During learning, students conduct discussions
according to the teacher's direction which are carried out through video conference or WhatsApp
groups, presenting the results of discussions, doing quizzes, or making material
recommendations. After the lesson, teachers and students use social media to share projects that
have been done.

METHOD
This study employed an experimental design using a nonequivalent control group model
and involved 60 clagradess XII students from SMA Negeri 1 Sumpiuh. For data collection, the
researchers selected 30 students for the experimental group and 30 students for the control group.
Pre-tests and post-tests were administered to gather data on students’ understanding of learning
materials before and after the implementation of the flipped classrooms. Improved learning
achievement was analyzed using the calculation of the N-gain Score in each experimental group
and control group. Furthermore, the paired sample t-test was used to analyze differences in
students' material comprehension in the experimental group and the control group.
𝑂1 𝑥 𝑂2
𝑂3 𝑂4
Figure 1. Nonequivalent Control Group Design Research Design
(Source: Assuah et al., 2022)
Description:
O1: Experimental class before treatment (pre-test)
O2: Experimental class after treatment (post test)
O3: Control class before treatment (pre-test)
O4: Control class after treatment (post-test)
X : Treatment

The stages of this quasi-experimental research, as summarized in Figure 1, followed a
nonequivalent control group design. Students were given (pre-test) to determine learning
achievement before treatment on the experimental group (O1) and control group (O3).
Furthermore, the treatment stage (X) for the experimental group was treated using the flipped
classroom method while the control group was treated using the lecture method. Furthermore, in
the final stage, students were given (a post-test) to determine learning achievement after treatment
in the experimental group (O2) and the control group (O4).

FINDINGS AND DISCUSSION
Findings
Normality test results
Researchers used the Chi Square statistical test with the help of SPSS version 26 with the
criterion if the significance value is 0.05 then the ≥ population is normally distributed. Here are
the normality test results (Table 1). Based on Table 1, teh results showthat Asymp.Sig value for
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the experimental group pre-test was 0.552, which is greater than 0.05. Therefore, the data were
normally distributed. The post-test distribution in the experimental group has Asymp.Sig 0.460
or more than 0.05 so that it can be declared normally distributed data. For pre-test data in the
control group had Asymp.Sig 0.527 or more than 0.05 so that it can be declared normally
distributed data. The distribution of post-test data in the control group has Asymp.Sig 0.966 or
more than 0.05, so that it can be declared normally distributed data. Based on the results of the
normality test, it can be concluded that the data obtained were normally distributed.
Table 1. Normality test results
Experiment
Control

Variable
Pre-test
Post-test
Pre-test
Post-test

Chi-Square
10,733
10,8
13
6

Asymp.Sig.
0,552
0,46
0,527
0,966

Description
Normal
Normal
Normal
Normal

Independent sample T-test results
The independent t-sample t-test was used to determine whether there was an average
difference between two unpaired samples. In the t-test independent sample t-test, the researcher
used SPSS version 26 with criteria if the value of Sig. (2-tailed) < 0.05 then there is a significant
difference but if the value of Sig. (2-tailed) > 0.05 then there were no significant differences
between the experimental group and the control group. The following Table 2 is the results of
the independent t-test.
Table 2. Independent sample T-test results
Variable
Pre-test
Post-test

Group
Experiment
Control
Experiment
Control

t count
1,229
1,229
2,164
2,164

Sig (2-tailed)
0,224
0,225
0,035
0,036

Description
No Difference
There's a Difference

Based on table 2, it can be concluded that the pre-test results in the experimental group
with the control group were in the category of no significant difference because the Sig. (2-tailed)
value > 0.05. Meanwhile, the post-test results in the experimental group with the control group
were in the category that there was a significant difference because the Sig. (2-tailed) value < 0.0.
Test results of the experimental group and control group
Based on Tables 5 and 6, the experimental group consisting of 30 respondents obtained a
minimum pre-test score of 64 and a minimum post-test score of 76.Meanwhile, in the control
group, which also consisted 30 respondents, the minimum pre-test score was 25 and the minimum
post-test score was 32.
Table 5. Descriptive statistic pre-test and post-test experimental group
Pretest
Posttest
Valid N (listwise)

N

Minimum

Maximum

Mean

30
30
30

64
76

98
100

85.97
91.43

Std.
Deviation
7.907
6.174

Table 6. Descriptive statistic pre-test and post-test group control
Pretest
Posttest
Valid N (listwise)

N

Minimum

Maximum

Mean

30
30
30

25
32

97
98

82.20
85.77

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Std.
Deviation
14.801
12.947

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In the experimental group, the maximum pre-test value was obtained, namely 98, and the
maximum post-test value of 100. Meanwhile, in the control group, the maximum pre-test score
was obtained, namely 97 and the maximum post-test score was 98. The average pre-test in the
experimental group was 85.97 after being treated with a post-test average of 91.43. Meanwhile,
in the control group, the average pre-test of 82.20 after being treated obtained a post-test average
of 85.77. These results indicate that students’ comprehension abilities in both groups before the
intervention were relatively comparable. However, after the flipped classroom treatment, the
experimental group showed a higher improvement in understanding compared to the control
group.Based on the distribution of pre-test data in the experimental group, 7,097 were obtained
while the control group obtained 14,801. This indicates that the control group exhibited greater
variability, meaning that the gap between high- and low-achieving students was wider than in the
experimental group. Based on the distribution of post-test data in the experimental group, 6,174
were obtained while the control group obtained 12,947. This again shows that the control group’s
scores varied more widely than those of the experimental group, indicating a greater disparity
between high- and low-performing students.
N-Gain score calculation results
Table 7. Normalized gain test results
Variable
Pre-test & Post-test Experiments
Pre-test & Post-test Control

N-gain Score
0,3562
0.1511

Category
Middle
Low

Discussion
Analysis of management education innovation through flipped classroom method: Planning
of learning with flipped classroom
In the flipped classroom instructional model, the delivery of learning content is no longer
conducted during conventional classroom hours; instead, it is assigned for students to study
independently outside the classroom environment. This learning process is typically facilitated
through asynchronous materials such as instructional videos, digital modules, or various online
media platforms (Bergmann & Sams, 2012). Subsequently, in-class time is allocated to active
learning activities that emphasize student engagement, including structured discussions, Socratic
questioning, case-based learning, hands-on exercises, and collaborative group projects. During
the planning phase, educators are required to formulate explicit and attainable learning objectives
that align with both independent pre-class learning and interactive classroom engagement (Lo &
Hew, 2017).
The instructional design must also include the development of pre-class materials that are
pedagogically effective, accessible, and engaging. These materials may comprise concise video
lectures, interactive readings, or topic-relevant podcasts, all curated to support autonomous
learning. Moreover, teachers must ensure that an appropriate digital platform such as Google
Classroom, Moodle, or educational social networks is available to facilitate equitable access for
all students (Chen et al., 2014). Within the classroom, the teacher assumes the role of a facilitator,
guiding learners through the processes of critical thinking, collaborative problem-solving, and
reflective inquiry. Accordingly, classroom tasks must be intentionally designed to promote
meaningful participation and to encourage deeper cognitive engagement with the pre-learned
content.
The evaluation process in this model typically involves a combination of formative and
summative assessments, which not only measure students’ conceptual understanding but also
provide timely and constructive feedback (Bergmann & Sams, 2012). The flipped classroom
approach offers several pedagogical advantages, including the promotion of learner autonomy,
increased flexibility in accessing learning materials, and the cultivation of a more interactive and
cooperative classroom culture. Nonetheless, its implementation is not without challenges, namely,
the availability of reliable digital infrastructure, the digital literacy of both educators and students,
and the need for learner self-regulation in completing pre-class assignments. Therefore, effective
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implementation of flipped classroom pedagogy necessitates careful instructional planning,
technological readiness, pedagogical innovation, and sustained commitment on the part of the
educator to ensure transformative learning experiences and the holistic development of student
competencies.
Implementation of flipped classroom in the learning process
The implementation of the flipped classroom represents a significant pedagogical
innovation within 21st century learning strategies, aimed at reconstructing the traditional roles of
teachers and students in the educational process. This model transforms the conventional
instructional approach in which content is delivered directly during classroom sessions into a
learner-driven framework that promotes self-directed study outside the classroom environment.
In its application, this approach necessitates a paradigm shift from teacher centered instruction to
student centered learning (Bishop & Verleger, 2013). The initial phase of flipped classroom
implementation involves the development of instructional content in digital formats that are
accessible to students in a flexible manner. This content typically includes video lectures,
interactive modules, narrated presentations, podcasts, or curated digital readings. Such materials
must be systematically organized, concise, and engaging to facilitate students’ preliminary
understanding before participating in face-to-face class sessions (Lo & Hew, 2017).
Upon completing the independent learning phase, classroom time is devoted to active and
collaborative learning activities. Teachers no longer dominate lessons through direct instruction,
instead serve as facilitators who guide discussion, manage group work, and support students in
solving case studies or participating in simulations. These classroom activities are designed to be
applicative, allowing students to transfer theoretical concepts acquired outside the classroom into
practical, real-world contexts (Zainuddin & Halili, 2016). The success of flipped classroom
implementation is highly dependent on the availability of supporting infrastructure, such as stable
internet access, technological devices (computers, tablets, or smartphones), and digital learning
platforms like Google Classroom, Moodle, or institutional LMS. Equally important is the
teacher’s preparedness in designing quality digital content and managing pedagogical interactions
within a technology-integrated environment (Y et al., 2014)
Moreover, effective implementation requires efficient time management and a
comprehensive approach to assessment. Teachers are encouraged to adopt a balanced
combination of formative assessments, such as quizzes or reflective journals, and summative
evaluations, including final projects or group presentations. These assessments serve not only to
measure student learning outcomes but also to provide constructive feedback that encourages self
reflection and continuous academic growth (O’Flaherty & Phillips, 2015).
Evaluation and monitoring of learning outcomes
Evaluation and monitoring play a significant role in ensuring that the entire learning
process is conducted effectively and contributes to the improvement of student learning outcomes.
In the context of a flipped classroom, evaluation serves not only to assess learning outcomes but
also to gain a comprehensive understanding of the learning process itself. Evaluation is typically
conducted in two stages pre class and in class. During the pre class phase, teachers may employ
online quizzes, written reflections, or discussion forums to assess students' initial engagement and
understanding of the learning materials studied independently at home. Meanwhile, in class
evaluation focuses on assessing students’ critical thinking and collaborative skills through group
discussions, presentations, or project-based activities. Additionally, summative assessments such
as examinations, portfolios, and performance-based assessments are used to measure the overall
improvement in students' academic achievement (Bergmann & Sams, 2012).
Monitoring in flipped classroom learning is carried out continuously to observe and
evaluate student activities in both online and offline contexts. Digital platforms such as Google
Classroom or Moodle enable teachers to monitor students' participation in accessing learning
materials, completing assignments, and engaging in online interactions. Moreover, student written
reflective journals serve as valuable monitoring tools that document their learning processes,
challenges encountered, and strategies for overcoming them. In the classroom setting, direct
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observation by the teacher or peer observation can provide empirical data on student engagement
and classroom dynamics. Monitoring efforts may also be strengthened through interviews or
questionnaires to assess students’ perceptions of the effectiveness of the flipped classroom model
(Herreid & Schiller, 2013).
A structured and consistent approach to evaluation and monitoring can significantly
enhance student learning outcomes. This model encourages students to become more independent
in their learning, fosters active engagement during classroom sessions, and deepens understanding
through collaborative interaction. Timely feedback from teachers allows for immediate
adjustments to the learning process, thereby addressing any gaps in understanding promptly.
Furthermore, students with diverse learning styles benefit from the flexibility of accessing
materials repeatedly according to their individual needs (O’Flaherty & Phillips, 2015).
Nevertheless, the implementation of evaluation and monitoring within the flipped classroom
approach presents several challenges, such as limited access to technology, low student
motivation for independent learning, and the lack of teacher preparedness in designing appropriate
assessments. Therefore, the development of teacher competencies in technology integrated
instructional design and activity-based evaluation is essential to support the successful application
of this model in improving student learning outcomes (Zainuddin & Halili, 2016).
Challenges and strategic solutions in flipped classroom management
The implementation of the flipped classroom method in educational practice presents
various managerial challenges that must be addressed systematically. One of the primary
challenges is the readiness of digital infrastructure, including access to technological devices and
reliable internet connectivity. This inequality in access can lead to disparities in student
participation during self directed learning outside the classroom (Abeysekera & Dawson, 2015).
In addition, resistance from both educators and students toward the shift in instructional models
poses another significant barrier, particularly when they lack a clear understanding of the essence
and long-term benefits of the approach. Limited time for teachers to design interactive and
relevant digital content also constitutes a serious concern, as this method requires more complex
planning and content development than conventional teaching (Lo & Hew, 2017).
From an educational management perspective, overcoming these challenges requires a
comprehensive approach. As emphasized by Musa et al. (2024), sustainable improvement in
educational innovation depends on educators’ continuous professional growth and lifelong
learning commitment, which reinforce their readiness to adopt and manage technology-based
pedagogies. First, educational institutions must develop supportive policies that promote the
integration of technology and provide professional development programs for teachers to ensure
balanced pedagogical and technological competence commonly framed as Technological
Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2006). Second, an effective
Learning Management System (LMS) is essential to facilitate material distribution, monitor
student engagement, and provide real-time feedback. Third, an open and participatory
communication strategy should be established to enhance students’ psychological and cognitive
readiness for the transition in learning models. This includes guidance, mentoring, and active
student involvement in designing learning experiences that align with their individual needs (Thai
et al., 2017). With proper managerial planning and institutional policy support, these challenges
can be anticipated and transformed into opportunities for improving the quality of education that
is more adaptive, and technology driven. The implementation of a flipped classroom model
requires not only methodological changes but also a comprehensive transformation in the culture
of learning and educational management.

CONCLUSION
The implementation of the flipped classroom method is used by teachers to improve
students’ understanding in learning materials independently by utilizing information technology
devices. During the flipped classroom, students learn the materials by observing learning videos,
asking each other, and discussing comprehending the materials cooperatively. Data analysis to
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measure the understanding of learning materials in the experimental group and the control group
showed that there were differences in the level of understanding of the material. The N-gain score
in the experimental group was 0.3562 (medium category) while in the control group, it was 0.1511
(low category). The results of the calculation of the independent t-test showed that the
understanding of the experimental group material was higher compared to the control group (p >
0.05). The observation results show that the activeness of students to learn independently is shown
from the activeness of observing learning videos, asking questions, and discussing with group
students. The experiment was better than the students in the control group. This flipped classroom
method is effective to become one of the active learning methods by utilizing information
technology.

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