<![CDATA[This study aims to describe the process of transforming English learning through the implementation of flashcard-based active learning and to identify changes in the learning independence of third-grade students at SD Zainul Hasan Genggong. This study is motivated by the low level of students’ learning independence, which is indicated by passive behavior, dependence on the teacher, and a lack of initiative in participating in the learning process. This research employs a qualitative approach with a case study design, involving 24 third-grade students as the research subjects. Data were collected through observation, in-depth interviews, and documentation to obtain comprehensive information about the learning process. Data analysis was conducted interactively through the stages of data reduction, data display, and conclusion drawing, supported by triangulation techniques to ensure data validity. The results show that the implementation of flashcard-based active learning successfully transforms the learning process from teacher-centered to student-centered. This transformation is characterized by increased student participation, more dynamic classroom interaction, and greater confidence among students in expressing their ideas. In addition, students’ learning independence improves, as indicated by the development of initiative, responsibility, and self-confidence in completing tasks without excessive dependence on the teacher. Therefore, the implementation of flashcard-based active learning is effective in creating a more active, concrete, and meaningful learning experience, as well as in promoting the development of learning independence among elementary school students.Keywords: active learning, flashcards, learning independence.]]>
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