<![CDATA[This study aims to analyze the implementation of the Flipped Classroom learning model in developing the critical thinking skills of fifth-grade students in Akidah Akhlak learning at Madrasah Ibtidaiyah (MI) At-Taqwa Surabaya. This study employed a qualitative approach with a descriptive design. The research subjects consisted of an Akidah Akhlak teacher and fifth-grade students who were directly involved in the implementation of the Flipped Classroom. The participants were selected using purposive sampling based on their direct involvement in the learning process. The findings indicate that the implementation of the Flipped Classroom provides greater opportunities for developing students' critical thinking skills through independent learning before class and face-to-face activities involving discussion, contextual problems, reasoning, exchange of ideas, evaluation of thinking, and drawing conclusions. The teacher plays an important role as a facilitator through guiding questions and scaffolding. The study concludes that the Flipped Classroom can support the development of students' critical thinking skills when pre-class and in-class learning activities are designed in an integrated manner. Penelitian ini bertujuan menganalisis implementasi model pembelajaran Flipped Classroom dalam mengembangkan kemampuan berpikir kritis siswa kelas V pada pembelajaran Akidah Akhlak di Madrasah Ibtidaiyah (MI) At-Taqwa Surabaya. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif. Subjek penelitian terdiri atas guru Akidah Akhlak dan siswa kelas V MI At-Taqwa Surabaya yang terlibat dalam penerapan Flipped Classroom. Pemilihan subjek dilakukan secara purposive sampling berdasarkan keterlibatan langsung dalam proses pembelajaran. Analisis data dilakukan secara tematik melalui tahapan pengorganisasian data, identifikasi tema, interpretasi temuan, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan Flipped Classroom memberikan ruang yang lebih optimal bagi pengembangan kemampuan berpikir kritis melalui pembelajaran mandiri sebelum kelas dan aktivitas tatap muka yang berorientasi pada diskusi, permasalahan kontekstual, pemberian alasan, pertukaran pendapat, evaluasi pemikiran, dan penarikan kesimpulan. Guru berperan sebagai fasilitator melalui pertanyaan pemantik dan scaffolding. Penelitian menyimpulkan bahwa Flipped Classroom dapat mendukung pengembangan berpikir kritis apabila pembelajaran sebelum dan selama kelas dirancang secara terpadu. Kata Kunci: Akidah Akhlak; Berpikir Kritis; Flipped Classroom; Kemampuan Siswa; Madrasah Ibtidaiyah]]>
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