Metode Flipped Classroom dalam Pembelajaran Maharoh Istima': Studi Kasus dan Hasil

Fatihatus Sa'adah; Zuhrotul  Mufidah

doi:10.58737/jpled.v4i3.351

Authors

Fatihatus Sa'adah Sekolah Tinggi Ilmu Bahasa Arab dan Dakwah Masjid Agung Sunan Ampel Surabaya Jatim
Zuhrotul Mufidah

DOI:

https://doi.org/10.58737/jpled.v4i3.351

Keywords:

Flipped Classroom Method, Maharoh Istima', Skills, Listening, Learning Arabic

Abstract

This article deals with the application of flipped classroom methods in learning istima' maharoh (listening skills) through case studies. Maharoh istima' is an important aspect of language skills that enables students to understand intonation, pronunciation, and meaning in oral texts. However, traditional teaching methods are often inadequate due to challenges such as lack of authentic material and time constraints in the classroom. Flipped classroom offers solutions by moving the delivery of basic material outside the classroom, through video and online tasks, so that class time can be focused on interactive activities and in-depth practice. This study revealed positive results from the application of this method, with an average increase in listening test scores of 20% after students followed the flipped classroom method. Students showed more active participation and greater confidence in classroom discussions, as well as improved understanding of the material. The findings suggest that the flipped classroom method can significantly improve the effectiveness of istima maharoh learning, by providing additional advantages in the development of self-learning skills. Further research is needed to evaluate other factors that affect the effectiveness of this method and how its application can be adapted in different educational contexts.

Downloads

Download data is not yet available.

References

Agustin, D. N., Nurharini, F., & Hasan, L. M. U. (2023). Pernikahan Anak Usia Dini dan Konstruksi Identitas Gender: Analisis Teori Peter L. Berger (Studi di Desa Pandansari Poncokusumo Kabupaten Malang). RESIPROKAL: Jurnal Riset Sosiologi Progresif Aktual, 5(2), 139–146. https://doi.org/10.29303/resiprokal.v5i2.404

Annita Kastur, Mustaji, & Yatim Riyanto. (2020). Feasibility of Developing Direct Learning Models With a Life Based Learning Approach. IJORER : International Journal of Recent Educational Research, 1(3), 261–270. https://doi.org/10.46245/ijorer.v1i3.63

Aziz, M. T., & Hasan, L. M. U. (2023). Strategi PAILKEM dalam Pembelajaran Bahasa Arab bagi Anak Berkebutuhan Khusus. Aphorisme: Journal of Arabic Language, Literature, and Education, 4(2), 81–99. https://doi.org/10.37680/aphorisme.v4i2.3959

Aziz, M. T., & Sholehawati, U. (2023). Pendekatan Struktural dalam Pembelajaran Bahasa Arab di Pondok Pesantren Nurul Huda Surabaya. 3(1).

Farida, S., Munib, Sarif, A., & Ghoyasi. (2022). Strategi Pengembangan Kurikulum di SMA Tahfidz Assaidyah Sampang. Kabilah: Journal of Social Community Terakreditasi, 7(1), 208–226.

Fathurrohman, K. A.-F., Ijudin, I., & Munawaroh, N. (2024). Implementasi Metode Al-Miftah Berbasis Flipped Classroom dalam Pembelajaran Kitab Kuning. Jurnal Pendidikan : Riset Dan Konseptual, 8(2), 362. https://doi.org/10.28926/riset_konseptual.v8i2.995

Mahmudah, & Paramita, N. P. (2023). Transformasi Pembelajaran Bahasa Arab di Era Digital: Tantangan dan Peluang dalam Pendidikan. Prosiding Pertemuan Ilmiah Internasional Bahasa Arab, 14(1), 841–858. https://www.prosiding.imla.or.id/index.php/pinba/article/view/396/396%0Ahttps://www.prosiding.imla.or.id/index.php/pinba/article/view/396

Marita, M., Prihatin, I., & Oktaviana, D. (2022). Penerapan Blended Learning Menggunakan Metode Flipped Classroom Berbantuan Google Classroom terhadap Kemampuam Pemecahan Masalah Matematis. JagoMIPA: Jurnal Pendidikan Matematika Dan IPA, 2(2), 15–25. https://doi.org/10.53299/jagomipa.v2i2.177

Muid, F. A., Nurharini, F., & Salam, M. A. (2022). Pengaruh Permainan Wassimni Terhadap Pemerolehan Kosa Kata Bahasa Arab Pada Siswa Kelas VII MTs. Nurussaleh Bangkalan. MUMTAZA :Journal Of Arabic Teaching Linguistic And Literature, 01(02). https://ejournal.stibada.ac.id/index.php/mumtaza/article/view/30%0Ahttps://ejournal.stibada.ac.id/index.php/mumtaza/article/download/30/20

Musyafa’ah, L., Bustami, A. L., & Dzulkarnain, D. (2023). the Application of Interpersonal Communication With Andragogy Approach in English Competency Achiement of Orphan. SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS), 11(1). https://doi.org/10.24036/spektrumpls.v11i1.121033

Nurfadhila, U. (2019). Penggunaan Model Flipped Classroom dalam Meningkatkan Keterampilan Berbicara Bahasa Arab Siswa. Maharat: Jurnal Pendidikan Bahasa Arab, 2(1), 19–28. https://doi.org/10.18196/mht.2114

Rahman, R. A., Annas, A., Fadhel, A., & Hidayat, S. (2024). Lisanan Arabiya : Jurnal Pendidikan Bahasa Arab Model Pembelajaran Flipped Classroom Berbasis Language Activity : Studi Evaluatif Pembelajaran Maharah Kalam. 08(01), 70–93.

Rofiqoh, N. I. (2023). Penerapan Model Flipped Classroom dalam Meningkatkan Keterampilan Berbicara Bahasa Arab Mahasiswa. Jurnal Ilmu Pendidikan Islam, 21(1), 1–14.

Widodo, L. S., Prayitno, H. J., & Widyasari, C. (2021). Kemandirian Belajar Matematika Siswa Sekolah Dasar melalui Daring dengan Model Pembelajaran Flipped Classroom. Jurnal Basicedu, 5(5), 3902–3911. https://jbasic.org/index.php/basicedu/article/view/1404

Wijaya, M., & Hasanah, N. (2019). Implementasi Pembelajaran Kitab Kuning Melalui Model Pembelajaran Flipped Classroom. Muróbbî: Jurnal Ilmu Pendidikan, 3(1), 1–20. https://doi.org/10.52431/murobbi.v3i1.170

Zuhrotul Mufidah, M. B. (2022). صخلم ةيلاع ةسردم في رشع يدلاحا فصلا بلاط في ةيبرعلا تادرفلما باعيتسا ينستح في ينمختلا ةبعل يرثتأ " : لحاصلا ردب دممح " يابااروس ديحوتلا ةيبرعلا تادرفلما باعيتسا ، روصلبا ينمختلا ةبعل : ةيسيئرلا تاملكلا ةيبرعلا ةغللا برتعت . ةيلاعلاو ، ةيوانصلاو ، ةيئادتبل. 01(01).