The Impact of Flipped Classroom Instruction on Student Motivation in Islamic Moral Education: A Quasi-Experimental Study - Zulfizar Zulfizar; Wawan Arbeni (The Islamic Education and Multiculturalism Foundation, 2026)
Abstrak Pendidikan Aqidah Akhlak di Madrasah Tsanawiyah memiliki peran penting dalam membentuk karakter moral peserta didik, tetapi efektivitasnya sering terhambat oleh rendahnya motivasi belajar akibat dominasi metode pembelajaran konvensional yang bersifat satu arah dan monoton. Kondisi ini menjadi semakin problematis di tengah disrupsi digital yang menuntut model pembelajaran yang lebih partisipatif, adaptif, dan bermakna bagi generasi muda. Penelitian ini bertujuan untuk menguji efektivitas model Flipped Classroom dalam meningkatkan motivasi belajar siswa pada mata pelajaran Aqidah Akhlak di MTs Nurul Iman Berngam Binjai. Penelitian ini menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimen Non-equivalent Pretest-Posttest Control Group Design yang melibatkan 92 siswa kelas VIII, terdiri atas kelompok eksperimen dan kelompok kontrol. Instrumen penelitian berupa angket motivasi belajar berbasis model ARCS yang mencakup perhatian, relevansi, kepercayaan diri, dan kepuasan. Analisis data dilakukan melalui statistik deskriptif, uji prasyarat, Independent Samples T-Test, dan perhitungan N-Gain Score. Hasil penelitian menunjukkan bahwa kelompok eksperimen mengalami peningkatan motivasi belajar yang jauh lebih tinggi dibandingkan kelompok kontrol, dengan nilai rata-rata N-Gain 0,78 pada kategori tinggi, sedangkan kelompok kontrol hanya mencapai 0,22. Temuan ini menegaskan bahwa model Flipped Classroom efektif sebagai strategi pedagogis transformasional untuk meningkatkan motivasi intrinsik dan keterlibatan aktif siswa dalam pembelajaran Aqidah Akhlak. Kata Kunci: Flipped Classroom, Motivasi Belajar, Aqidah Akhlak, Kuasi-Eksperimen, Model ARCS Abstract Aqidah Akhlak education in Madrasah Tsanawiyah plays a vital role in shaping students’ moral character, yet its effectiveness is often constrained by low learning motivation resulting from the dominance of conventional, one-way, and monotonous instructional methods. This condition has become increasingly problematic amid digital disruption, which requires learning models that are more participatory, adaptive, and meaningful for contemporary students. This study aims to examine the effectiveness of the Flipped Classroom model in increasing students’ learning motivation in Aqidah Akhlak at MTs Nurul Iman Berngam Binjai. The study employed a quantitative approach using a quasi-experimental Non-equivalent Pretest-Posttest Control Group Design involving 92 eighth-grade students divided into an experimental group and a control group. The research instrument was a learning motivation questionnaire based on the ARCS model, covering attention, relevance, confidence, and satisfaction. Data were analyzed using descriptive statistics, prerequisite testing, an Independent Samples T-Test, and N-Gain Score calculation. The findings revealed that the experimental group experienced a substantially higher increase in learning motivation than the control group, with an average N-Gain score of 0.78 in the high category, while the control group reached only 0.22. These results confirm that the Flipped Classroom model is effective as a transformative pedagogical strategy for strengthening students’ intrinsic motivation and active engagement in Aqidah Akhlak learning. Keywords: Flipped Classroom, learning motivation, Aqidah Akhlak, quasi-experiment, ARCS model