Analisis Penggunaan Model Pembelajaran Flipped Classroom Terhadap Hasil Belajar Siswa Sekolah Dasar Pada Penerapan Pembelajaran Kurikulum Merdeka
DOI:
https://doi.org/10.58740/denis.v2i02.695Keywords:
flipped classroom,, learning outcomes, , Merdeka Curriculum, , elementary schoolAbstract
The implementation of the Merdeka Curriculum requires student-centered, flexible, and competency-oriented learning practices. One instructional model that aligns with these demands is the Flipped Classroom. This study aimed to analyze the effect of the Flipped Classroom learning model on elementary school students’ learning outcomes within the implementation of the Merdeka Curriculum. This research employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The research subjects consisted of 100 fifth-grade elementary school students, divided into an experimental group (n = 50) and a control group (n = 50). Data were collected using a learning outcomes test that had been validated and tested for reliability. Data analysis was conducted through prerequisite tests (normality and homogeneity tests), an independent samples t-test, and a one-way ANOVA at a significance level of 0.05. The results indicated that the mean learning outcome score of students in the experimental group (M = 82.64) was higher than that of the control group (M = 74.18). The t-test results showed a t value of 5.214 with a significance level of 0.000 (p < 0.05), while the ANOVA results revealed an F value of 27.184 with a significance level of 0.000. These findings demonstrate that the Flipped Classroom learning model has a positive and significant effect on elementary school students’ learning outcomes and is consistent with the principles of the Merdeka Curriculum.
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