Enhancing Fiqh Understanding through Flipped Classroom Model: A Classroom Action Research at MI Tarbiyatusshibyan Bogor

Abstract

This study aims to explore the effectiveness of the Flipped Classroom model in improving students' understanding of Fiqh at MI Tarbiyatusshibyan Bogor. Using a Classroom Action Research (CAR) approach, the study was conducted over two cycles, involving planning, action, observation, and reflection. The participants were fifth-grade students, and data were collected through pre-tests, post-tests, observations, and student questionnaires. The focus was to assess how the Flipped Classroom model, which shifts traditional lecture-based learning to an interactive, student-centered approach, can enhance students' comprehension of Islamic jurisprudence (Fiqh). The findings indicate that the Flipped Classroom model significantly improved student engagement, participation, and understanding of Fiqh concepts. Students reported increased confidence in applying Fiqh principles and solving related problems. The research highlights the potential of this model to foster a more dynamic and student-driven learning environment, where students actively explore and engage with the material prior to classroom discussions. The results suggest that the Flipped Classroom model can be an effective pedagogical approach in Islamic studies education, specifically in subjects like Fiqh, by encouraging critical thinking and deeper learning