Flipped Classroom sebagai Inovasi Pembelajaran PKn untuk Mendorong Kemandirian Belajar Siswa di SMPN 1 Batulayar - Sri Rejeki; Abdul Sakban; Husnul Hatimah (Universitas Muhammadiyah Mataram, 2025)
Penelitian ini bertujuan untuk menganalisis efektivitas model flipped classroom sebagai inovasi pembelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) dalam meningkatkan kemandirian belajar siswa di SMPN 1 Batulayar. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental tipe one-group pretest-posttest, melibatkan 31 siswa kelas VIII. Data dikumpulkan melalui observasi, tes, dan dokumentasi, kemudian dianalisis menggunakan uji validitas, reliabilitas, normalitas, homogenitas, dan paired sample t-test. Hasil penelitian menunjukkan bahwa seluruh instrumen valid (r hitung > 0,3550) dan reliabel (α = 0,938). Nilai signifikansi uji t sebesar 0,000 (< 0,05) menandakan perbedaan signifikan antara sebelum dan sesudah penerapan flipped classroom. Model ini terbukti efektif meningkatkan kemandirian belajar siswa, termasuk kemampuan mengatur diri, tanggung jawab, dan refleksi terhadap proses belajar. Diskusi hasil menunjukkan bahwa flipped classroom tidak hanya berkontribusi pada peningkatan hasil belajar kognitif, tetapi juga aspek afektif dan metakognitif melalui integrasi teori konstruktivisme dan teknologi pembelajaran digital. Implikasi penelitian menegaskan pentingnya penerapan model pembelajaran berbasis nilai dan teknologi untuk mendukung tujuan Merdeka Belajar dan pembentukan pelajar Pancasila yang mandiri, reflektif, serta berdaya saing global.This study aims to analyze the effectiveness of the flipped classroom model as a Civic Education learning innovation in improving students' learning independence at SMPN 1 Batulayar. The study employed a quantitative approach with a one-group pretest-posttest quasi-experimental design, involving 31 eighth-grade students. Data were collected through observation, testing, and documentation, then analyzed using validity, reliability, normality, homogeneity, and paired sample t-test tests. The results showed that all instruments were valid (r count > 0.3550) and reliable (α = 0.938). The t-test significance value of 0.000 (<0.05) indicates a statistically significant difference between the before and after implementation of the flipped classroom. This model has been proven effective in improving students' learning independence, including self-regulation, responsibility, and reflection on the learning process. The discussion of the results shows that the flipped classroom not only contributes to improving cognitive learning outcomes but also affects affective and metacognitive aspects through the integration of constructivist theory and digital learning technology. The implications of this research emphasize the importance of implementing a values-based and technology-based learning model to support the goals of Independent Learning and the formation of independent, reflective, and globally competitive Pancasila students