Model Pembelajaran Flipped Classroom Dalam Mata Pelajaran Budi Pekerti Dan Pai Pada Masa Pandemi (Studi Kasus Di Sekolah Dasar Negeri Pulerejo 2, Ngantru, Tulungagung)

Muhsinudin, Moh (2022) Model Pembelajaran Flipped Classroom Dalam Mata Pelajaran Budi Pekerti Dan Pai Pada Masa Pandemi (Studi Kasus Di Sekolah Dasar Negeri Pulerejo 2, Ngantru, Tulungagung). Masters (S2) thesis, IAIN Kediri.

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Abstract

ABSTRAK Moh. Muhsinudin, Dosen Pembimbing Prof. Dr. H. Nur Ahid, M.Ag dan Dr. Hj. Munifah, M. Pd: Model Pembelajaran Flipped classroom dalam Mata Pelajaran Budi Pekerti dan PAI pada Masa Pandemi (Studi Kasus di Sekolah Dasar Negeri Pulerejo 2, Ngantru, Tulungagung), Pendidikan Agama Islam, Program Pascasarjana, IAIN Kediri, 2021/2022. Kata Kunci: Model Pembelajaran, Flipped Classroom, Budi Pekerti dan PAI, Pandemi, Penelitian dalam tesis ini dilatar belakangi oleh sebuah fenomena pelaksanaan model pembelajaran flipped classroom oleh Guru agama SDN Pulerejo 02, yang digunakan untuk menanggulangi sangat berkurangnya waktu pembelajaran tatap muka di sekolah ketika pandemi, yang mengakibatkan kurang maksimalnya pemahaman siswa terhadap materi. Sehingga dengan flipped classroom diharapkan ada tambahan waktu untuk memaksimalkan pemahaman siswa. Tujuan diadakannya penelitian ini adalah untuk mengetahui bagaimana pelaksanaan model pembelajaran flipped classroom, serta kendala apa saja yang dialami Guru dalam pelaksanaan flipped classroom dan bagaimana guru mengatasinya. Dari hasil penelitian dapat dilihat, bahwa secara umum dalam pelaksanaan flipped classroom di mata pelajaran BP & PAI guru perlu menyiapkan media pembelajaran seperti video dan beberapa aplikasi yang diperlukan. Kemudian, satu hari sebelum tatap muka Guru share video pembelajaran ke whatsapp group, dan ketika tatap muka Guru memberikan tugas, melakukan koreksi, diskusi, dan tanya jawab. Demi kelancaran dan hasil yang maksimal, dalam pelaksanaan flipped classroom Guru agama SDN Pulerejo 02 melakukan beberapa penyesuaian situs kondisi lingkungan belajar, sebagai contoh beliau mewajibkan siswa untuk mencatat isi video pembelajaran atau isi google meet untuk menanggulangi kurangnya kemandirian siswa dalam belajar dan menanggulangi juga kurangnya wali siswa dalam membimbing, mengawasi, dan memotivasi siswa ketika belajar di rumah. Setidaknya ada lima kendala yang Guru alami dalam pelaksanaan flipped classroom, kendala pertama yang dialami Guru, ialah banyaknya siswa dan wali siswa yang kesulitan mengoperasikan gadget, sehingga beliau akhirnya menggunakan aplikasi-aplikasi yang mudah dan familiar sebagai media pembelajaran. ABSTRACT Moh. Muhsinudin, Advisor Prof. Dr. H. Nur Ahid, M.Ag, and Dr. Hj. Munifah, M. Pd: Flipped Classroom Learning Model in Morals and Islamic Education Subjects during a Pandemic (Case Study at Pulerejo 2 Public Elementary School, Ngantru, Tulungagung), Islamic Religious Education, Postgraduate Program, IAIN Kediri, 2021/2022. Keywords: Learning Model, Flipped Classroom, Morals, and Islamic Education, Pandemic, The research in this thesis was motivated by a phenomenon of the application of the flipped classroom learning model by a religious teacher at SDN Pulerejo 02, which was used to overcome the very reduced time for face-to-face learning in schools during a pandemic, which resulted in a less than the optimal understanding of the material. So with the flipped classroom, it is hoped that there will be additional time to maximize student understanding. The purpose of this research is to find out how the application of the flipped classroom learning model is, as well as what obstacles are experienced by the teacher in implementing the flipped classroom and how the teacher overcomes it. From the results of the study, it can be seen that in general, in the application of flipped classrooms in BP & PAI subjects, teachers need to prepare learning media such as videos and some of the necessary applications. Then, one day before the face-to-face teacher shares the learning video with the whatsapp group, and when face-to-face the teacher gives assignments, makes corrections, discussions, and questions and answers. For the sake of fluency and maximum results, in the application of the flipped classroom, the religious teacher at SDN Pulerejo 02 made some adjustments to the site for the conditions of the learning environment, for example, he required students to record the contents of learning videos or the contents of google meet to overcome the lack of student independence in learning and overcome the lack of guardians students in guiding, supervising, and motivating students when studying at home. There are at least five obstacles that the teacher experiences in implementing the flipped classroom, the first obstacle experienced by the teacher is the number of students and guardians who have difficulty operating gadgets, so he ends up using applications that are easy and familiar as a learning medium.

Item Type:	Thesis (Skripsi, Tesis, Disertasi) (Masters (S2))
Subjects:	13 EDUCATION (Pendidikan) > 1301 Education Systems > 130105 Primary Education (Pendidikan dasar) 13 EDUCATION (Pendidikan) > 1303 Specialist Studies In Education > 130303 Education Assessment and Evaluation (Penilaian dan Evaluasi Pendidikan)
Divisions:	Program Pascasarjana > Program Studi Magister Pendidikan Agama Islam
Depositing User:	Moh. Muhsinudin
Date Deposited:	10 Mar 2023 06:58
Last Modified:	10 Mar 2023 06:58
URI:	https://etheses.iainkediri.ac.id:80/id/eprint/7911

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