<![CDATA[Pembelajaran daring secara sinkron menghadapi beberapa tantangan dalam penerapannya seperti keterbatasan waktu dan gangguan internet. Penelitian ini bertujuan untuk menganalisis efektivitas metode flipped classroom pada pembelajaran daring terhadap prestasi belajar mata kuliah farmasi fisika. Penelitian ini adalah kuasi eksperimen menggunakan Post-test Only Design. Dua kelas kontrol dan dua kelas eksperimen pada mata kuliah farmasi fisika terlibat dalam penelitian ini selama satu semester. Kelas eksperimen dengan metode flipped classroom mendapatkan video rekaman dari modul materi dan tugas pada LMS Microsoft Teams sebelum kelas tatap muka daring. Hasil independent t-test menunjukkan perbedaan prestasi belajar yang positif dan signifikan untuk kelas eksperimen baik dari hasil post-test 1 (p=0,002; effect size=0,6) maupun hasil post-test 2 (p=0,008; effect size=0,5). Hasil kuesioner mahasiswa tentang metode flipped classroom mendapatkan skor 86,8% dibandingkan metode yang pembelajaran daring biasa. Kesimpulan yang diperoleh, pembelajaran daring menggunakan flipped classroom efektif meningkatkan prestasi belajar farmasi fisika dibandingkan pembelajaran daring biasa. Implikasi dari penelitian ini mendorong penggunaan metode flipped classroom untuk mengatasi beberapa keterbatasan pada pembelajaran daring biasa. Synchronous online learning faces several challenges in its implementation, such as time constraints and internet disturbances. This study aims to determine the effectiveness of the flipped classroom method in online learning on learning achievement in Physical Pharmacy courses. This quasi-experimental research uses a Post-test Only Design. Two control classes and two experimental classes in the pharmaceutical physics course were involved in this research for one semester. The experimental class with the flipped classroom method got a video recording of the material and assignment module on the Microsoft Teams LMS before the online, face-to-face class. The independent t-test showed a positive and significant difference in learning achievement for the experimental class both from the results of posttest 1 (p=0.002; effect size=0.6) and posttest results 2 (p=0.008; effect size=0.5). The results of the student questionnaire about the flipped classroom method got a score of 86.8% compared to the conventional online learning method. The conclusion obtained is that online learning using flipped classrooms effectively improves Physical Pharmacy learning achievement compared to conventional online learning. The implications of this research encourage using the flipped classroom method to overcome some of the limitations of ordinary online learning. ]]>
