Enhancing Qur'anic and Hadith Learning through Flipped Classroom: A Study at MA Al-Hijrah

Abstract

This study aims to explore the effectiveness of the Flipped Classroom model in enhancing students' understanding of Qur'anic and Hadith teachings at MA Al-Hijrah. Traditionally, religious education has relied heavily on teacher-centered approaches, such as lectures and rote memorization, which may not fully engage students or allow them to develop deeper comprehension of Islamic texts. The Flipped Classroom model, which inverts traditional teaching by having students engage with instructional content outside of class and apply their learning in class through active activities, offers a promising solution to this issue. This study investigates how this approach can foster better engagement, critical thinking, and application of Qur'anic and Hadith principles in students’ daily lives.

The research employs a mixed-methods design, incorporating both qualitative and quantitative data. Data were collected through pre- and post-tests, classroom observations, and interviews with students and teachers. The focus is on assessing the impact of the Flipped Classroom on students' ability to understand and apply the teachings of the Qur'an and Hadith, particularly in terms of their moral development and decision-making processes.

The findings indicate that the Flipped Classroom model significantly improved students’ engagement with the content, as well as their ability to discuss and apply religious teachings in practical contexts. Students were more actively involved in learning activities, such as group discussions and problem-solving tasks, which enhanced their understanding of the Qur'an and Hadith. The study concludes that the Flipped Classroom is an effective method for teaching Qur'anic and Hadith studies, encouraging deeper learning and better application of Islamic values in daily life.