Flipped Classroom in Islamic Higher Education: Learning Readiness and Self-Regulated Learning among Islamic Religious Education Students

Retno Try Purnawati, Indra Fajar Nurdin, Mahmud Arif, Muhammad Nur Najimi

Abstract

Learning in higher education still faces challenges in the form of low learning readiness and student learning independence, especially in the Islamic Religious Education Study Program (PAI). Students tend to be passive and depend on lecturers as the main source of knowledge so that the learning process has not been optimally student-centered. This study aims to analyze the application of Flipped Classroom in PAI students, analyze the dynamics of learning readiness, and explore the development of student learning independence during the application of this method. The research uses a qualitative approach with an analytical descriptive type. The research subjects were six students of the fourth semester PAI Study Program who took the Tarikh Tasyri' course through the Flipped Classroom model, selected using the purposive sampling technique. Data collection was carried out through triangulation techniques that included passive participatory observation, in-depth interviews, and documentation. Data analysis refers to the interactive model of Miles, Huberman, and Saldaña through the stages of data condensation, data presentation, and conclusion drawn, and its validity is guaranteed through triangulation techniques and member checking. The results of the study showed that the Flipped Classroom makes a positive contribution to student learning readiness through four Slameto indicators, namely physical condition, mental condition, emotional condition, as well as needs, motives, and goals. In addition, student learning independence develops through Zimmerman's three stages of self-regulated learning, namely forethought, performance, and self-reflection. Thus, Flipped Classroom contributes to encouraging PAI students to be more active, ready, and independent in the learning process.

Keywords

Flipped Classroom, learning readiness, independent learning, college

Full Text:

PDF

References

Agyeman, N. Y. B., & Aphane, V. (2024). Implementing Flipped Classroom to Enhance Student Engagement: An Action Research. E-Journal of Humanities, Arts and Social Sciences, 5(19), 1860–1878. https://doi.org/10.38159/ehass.202451119

Ashoumi, H., & Ahmad Akbar, I. (2025). Implementasi Model Inkuiri Kolaboratif Berbasis Flipped Classroom Pada Mata Kuliah PAI sebagai Penguatan Sikap Moderasi Beragama Mahasiswa. Journal of Islamic Education and Pedagogy, 2(02), 127–141. https://doi.org/10.62097/jiep.v2i02.2616

Astawa, I. B. M., Citrawathi, D. M., Sudiana, I. K., & Wulandari, I. G. A. A. M. (2022). The Effect of Flipped Classroom Based on Disaster Map Visualization in Disaster Mitigation Learning on Students’ Self-Efficacy and Critical Thinking Skills. Jurnal Pendidikan IPA Indonesia, 11(2), 303–313. https://doi.org/10.15294/jpii.v11i2.35308

Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: a systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20(61), 1–26. https://doi.org/10.1186/s41239-023-00430-5

Bergmann, J., & Sams, A. (2012). Flip Your Classroom Reach Every Student in Every Class Every Day. In J. V. Bolkan, L. Gansel, & T. Wells (Eds.), Journal of Physics A: Mathematical and Theoretical (First, Vol. 44, Issue 8). Courtney Burkholder. https://www.rcboe.org/cms/lib/GA01903614/Centricity/Domain/15451/Flip_Your_Classroom.pdf

Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: student-centered strategies for academic and personal growth. Frontiers in Education, 10, 1–15. https://doi.org/10.3389/feduc.2025.1518602

Chen, H.-J., Chen, C.-H., & Wu, W.-C. V. (2025). Effects of Flipped Learning on Language Learning Outcomes: A Meta-Analysis investigating Moderators. Sage Open, 15(2), 1–20. https://doi.org/10.1177/21582440251331298

Chen, T., Luo, H., Wang, P., Yin, X., & Yang, J. (2023). The role of pre-class and in-class behaviors in predicting learning performance and experience in flipped classrooms. Heliyon, 9(4), 1–12. https://doi.org/10.1016/j.heliyon.2023.e15234

Darmiany. (2012). Self Regulate Learning (SRL)-Riset dan Aplikasi (Nazarudin & M.Tahir (eds.); First). Arga Puji Press.

Durmuşoğlu, H., & Demirok, M. S. (2025). Effects of Flipped Classrooms on the Academic Achievements, Individualised Education Plan Competencies and Quality of Related Preparation of Pre-Service Teachers. Behavioral Sciences, 15(4), 1–16. https://doi.org/10.3390/bs15040438

Erbil, D. G. (2020). A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory. Frontiers in Psychology, 11, 1–9. https://doi.org/10.3389/fpsyg.2020.01157

Erlina, Hidayat, S., & Widiasih. (2024). Pengaruh Model Pembelajaran Flipped Classroom Dan Kemandirian Belajar Terhadap Hasil Belajar Pkn Siswa Kelas V Sdn 5 Talang Kelapa. Pendas : Jurnal Ilmiah Pendidikan Dasar, 09(04), 350–357. https://doi.org/https://doi.org/10.23969/jp.v9i4.18651

Faro, M. H., Gutu, T. S., & Hunde, A. B. (2024). Improving student engagement with a flipped classroom instruction model in Ethiopian higher education institutions: The case of Mattu University. Plos One, 19(10), 1–17. https://doi.org/10.1371/journal.pone.0307382

Fischer, K., Sullivan, A. M., Cohen, A. P., King, R. W., Cockrill, B. A., & Besche, H. C. (2023). Using cognitive load theory to evaluate and improve preparatory materials and study time for the flipped classroom. BMC Medical Education, 23(345), 1–11. https://doi.org/10.1186/s12909-023-04325-x

Flick, U. (2022). An Introduction to Qualitative Research (7th ed.). SAGE Publications. https://books.google.co.id/books?id=rf5tEAAAQBAJ

Gayathri, J. (2024). Paradigm Shift in Teaching. Indian Journal of Computer Science, 9(1), 41. https://doi.org/10.17010/ijcs/2024/v9/i1/173696

Gu, J., Tang, L., Liu, X., & Xu, J. (2022). Promoting Pre-service Teacher Students’ Learning Engagement: Design-Based Research in a Flipped Classroom. Frontiers in Psychology, 13, 1–15. https://doi.org/10.3389/fpsyg.2022.810275

Gupta, N., Ali, K., Jiang, D., Fink, T., & Du, X. (2024). Beyond autonomy: unpacking self-regulated and self-directed learning through the lens of learner agency- a scoping review. BMC Medical Education, 24(1), 1519. https://doi.org/10.1186/s12909-024-06476-x

Hai, M. A., & Geraets, J. A. (2023). An Assessment of Students’ Enthusiasm for Pre-Class Preparation. Open Journal of Social Sciences, 11(08), 112–134. https://doi.org/10.4236/jss.2023.118008

Hamid Esmaeil, A. A. A., Voo, P., Maakip, I., Rathakrishnan, B., Halik, M., Marshall, S., Ag Kiflee, D. N. B., Ayub, N., & Arumugam, B. (2024). Cultivating Self-Directed Learning in Malaysian Higher Education: A Qualitative Inquiry. International Journal of Academic Research in Progressive Education and Development, 13(1), 574–592. https://doi.org/10.6007/IJARPED/v13-i1/19226

Helaluddin, H., Ismail, G., & Awalludin, A. (2024). Contribution of Flipped Classroom Model on University Students’ Writing Performance, Writing Self-Efficacy, and Writing Self-Regulation. Jurnal Pendidikan Progresif, 14(3), 1560–1577. https://doi.org/10.23960/jpp.v14.i3.2024107

Jang, H. Y., & Kim, H. J. (2020). A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education. Education Sciences, 10(4), 115. https://doi.org/10.3390/educsci10040115

John W. Creswell, & N.Poth, C. (2018). Qualitative inquiry and research design: Choosing among five approaches (Fourth). Sage Publications.

Kemma, B. El. (2024). Flipped Classrooms: Addressing Students Participation and Preparedness. International Journal For Multidisciplinary Research, 6(5). https://doi.org/10.36948/ijfmr.2024.v06i05.28242

Kusumaningrum, R., & Rodiah, I. (2025). Penerapan Flipped Classroom dalam Meningkatkan Maharatul Kalam Mahasiswa PBA UIN Sunan Kalijaga. MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab, 05(1), 1–9. https://doi.org/10.35719/pba.v5i1.153

Kusumaputri, E. S., Muslimah, H. L., Ahmad, A., & Nurwardani, M. (2021). Positioning Indonesian Islamic Higher-Education Vis-A-Vis Globalisation: Organisational–Resilience Dynamics. Jurnal Cakrawala Pendidikan, 40(2), 413–427. https://doi.org/10.21831/cp.v40i2.39357

Liu, L., Hew, K. F., & Du, J. (2024). Design principles for supporting self-regulated learning in flipped classrooms: A systematic review. International Journal of Educational Research, 124(1), 102319. https://doi.org/10.1016/j.ijer.2024.102319

Ma’ruf, M. H. (2024). Analisis Peran Kurikulum Merdeka dalam Meningkatkan Kemandirian Belajar Siswa di Era Pendidikan Kontemporer. Anargya: Jurnal Ilmiah Pendidikan Matematika, 7(1), 16–23. https://doi.org/10.24176/anargya.v7i1.12407

Machali, I. (2021). Metode Penelitian Kuantitatif (Panduan Praktis Merencanakan, Melaksanakan dan Analisis dalam Penelitian Kuantitatif) (A. Q. Habib (ed.); 1st ed.). Fakultas Ilmu Tarbiyah dan Keguruan.

Maiti, M., & Priyaadharshini, M. (2026). Redefining learning strategies in SRL for student’s achievements in flipped classrooms. Frontiers in Computer Science, 8, 1–14. https://doi.org/10.3389/fcomp.2026.1770049

Manurung, A. A., Elvina, Zaitun, & Khairiah, S. (2026). Literatur Review : Konsep Student Centered Learning Dalam Desain Pembelajaran PAI. Jurnal Cerdik: Jurnal Pendidkan Dan Pengajaran, 05(02), 137–146. https://doi.org/10.21776/ub.jcerdik.2026.005.02.03

Mariam, M., Sulasmi, & Putra, A. S. S. S. (2024). Penerapan Metode Flipped Classroom Dalam Kemandirian Belajar Peserta Didik. Jurnal Review Pendidikan Dan Pengajaran, 7(4), 11–65. https://doi.org/10.1007/978-981-97-2219-8_2

Mazlan, R., Mahamod, Z., & Jamaluddin, K. A. (2025). Comprehensive structured review of implementing flipped classroom approaches in education. Journal of Education and Learning (EduLearn), 19(3), 1651–1661. https://doi.org/10.11591/edulearn.v19i3.22655

Miles, M. B., Huberman, A. M., & Saldaña, J. (2019). Qualitative data analysis: a methods sourcebook (3rd ed.). SAGE Publications.

Neupane, D., Pant, S., & Bhattarai, P. (2023). Preferred Learning Techniques among Bachelor’s Level Students. Nepal Journal of Multidisciplinary Research, 6(2), 145–154. https://doi.org/10.3126/njmr.v6i2.57660

Outhariy, A. N., Nabilla, N., Rahmawati, T., Rimba, R. M., Sitohang, N., Siburian, J., Mardiyanti, L., & Astriawati, F. (2025). Literatur Review : Pengaruh Pembelajaran Flipped Classroom di Abad 21 terhadap Kemandirian Belajar Pesera Didik. Justek:Jurnal Sains Dan Teknologi, 8(3), 311–321. https://doi.org/https://doi.org/10.31764/justek.vXiY.ZZZ

Rincón, Y. R., Munárriz, A., & Magreñán Ruiz, A. (2025). Flipped Classroom or flip to foster self-regulation competencies in Mathematics in Economics and Business students. International Journal of Educational Research, 130(May 2024), 102556. https://doi.org/10.1016/j.ijer.2025.102556

Runiasih, M., Rugaiyah, R., & Ika, L. (2025). Systematic Literature Review (SLR): Implementation of Flip Classroom Using Learning Management System (LMS) to Improve Students’ Learning Independence. International Education Trend Issues, 3(1), 1–8. https://doi.org/10.56442/ieti.v3i1.963

Silverajah, V. S. G., Wong, S. L., Govindaraj, A., Khambari, M. N. M., Rahmat, R. W. B. O. K., & Deni, A. R. M. (2022). A Systematic Review of Self-Regulated Learning in Flipped Classrooms: Key Findings, Measurement Methods, and Potential Directions. IEEE Access, 10, 20270–20294. https://doi.org/10.1109/ACCESS.2022.3143857

Slameto. (2015). Belajar dan faktor-faktor yang mempengaruhinya (Six). Rineka Cipta.

Sutikno, M. S. (2019). Metode & Model-Model Pembelajaran (P. Hadisaputra (ed.)). Holistica.

Walsh, J. N. (2024). Using cluster analysis to identify procrastination and student learning strategies in a flipped classroom. The International Journal of Management Education, 22(1), 100936. https://doi.org/10.1016/j.ijme.2024.100936

Wang, L., de Vetten, A., van der Rijst, R., & Admiraal, W. (2026). Students’ pre-tutorial learning behaviors and their relationship with tutorial engagement and learning outcomes. Education and Information Technologies. https://doi.org/10.1007/s10639-026-14027-8

Wong, W. J., Lee, S. W. H., & Lee, R. F. S. (2025). Pharmacy students’ perspective on remote flipped classrooms in Malaysia: a qualitative study. Journal of Educational Evaluation for Health Professions, 22(2), 1–7. https://doi.org/10.3352/jeehp.2025.22.2

Youhasan, P., Chen, Y., Lyndon, M., & Henning, M. A. (2021). Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: a systematic review. BMC Nursing, 20(1), 50. https://doi.org/10.1186/s12912-021-00555-w

Zimmerman, B. J. (2000). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329

DOI: https://doi.org/10.20961/paedagogia.v29i1.119509

Refbacks

  • There are currently no refbacks.