EFEKTIVITAS MODEL FLIPPED CLASSROOM BERBANTUAN VIDEO PENDEK TIKTOK-STYLE DALAM MENINGKATKAN MOTIVASI BELAJAR SEJARAH KEBUDAYAAN ISLAM DI MTS KHA WAHID HASYIM BANGIL
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Abstract
This study examines the effectiveness of a TikTok-style short video-assisted flipped classroom model on students' learning motivation in Islamic Cultural History (SKI) at MTs KHA Wahid Hasyim Bangil. Low motivation, driven by lecture-dominant teaching and a mismatch between instructional style and Generation Z learners' digital characteristics, served as the primary background. Using a quasi-experimental non-equivalent control group design, the study involved 64 eighth-grade students divided equally into experimental and control groups (n=32 each). A motivation instrument based on Keller's ARCS model was employed (α = 0.891). Results showed the experimental group achieved an N-Gain of 0.55 (moderate), compared to 0.28 (low) in the control group. An independent t-test yielded a significance value of 0.000 (p < 0.05), confirming a significant difference between groups. The Attention dimension showed the greatest improvement. This study offers an innovative approach integrating popular media formats into Islamic education at the junior secondary level.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Akmal, N., Syukur, F., & Ridwan. (2022). Implementasi model flipped classroom dalam meningkatkan motivasi dan hasil belajar Pendidikan Agama Islam di madrasah tsanawiyah. Jurnal Pendidikan Islam, 11(2), 211–232. https://doi.org/10.14421/jpi.2022.112.211-232
Arikunto, S. (2021). Prosedur penelitian: suatu pendekatan praktik. PT. Bina Aksara, Jakarta. Retrieved from https://books.google.co.id/books?id=6PKbAQAACAAJ
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.
Daryanto. (2016). Media pembelajaran: Peranannya sangat penting dalam mencapai tujuan pembelajaran (2nd ed.). Gava Media.
Dimyati, & Mudjiono. (2015). Belajar dan pembelajaran. Rineka Cipta.
Fitriani, R., & Asrori, I. (2023). Pemanfaatan media video berbasis TikTok dalam pembelajaran Pendidikan Agama Islam: Peluang dan tantangan. Ta'dib: Journal of Islamic Education, 28(1), 45–62. https://doi.org/10.19109/td.v28i1.15234
Gunanti, & Agustin, D. (2025). Pemanfaatan Tik Tok Sebagai Video Pembelajaran PAI Menggunakan Metode Konvensional. Akademika: Jurnal Manajemen Pendidikan Islam, 7(1), 47–61. https://doi.org/10.51339/akademika.v7i1.3863
Hadiyanti, R. (2025). Model Flipped Classroom Untuk Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Pendidikan Agama Islam (Penelitian Di Kelas XI SMA Negeri 17 Garut). Advances in Education Journal, 1(5), 459–465.
Hidayat, R., & Prasetyo, Z. K. (2022). Pengaruh penggunaan media sosial berbasis video pendek terhadap motivasi belajar siswa di era digital. Cakrawala Pendidikan, 41(2), 432–445. https://doi.org/10.21831/cp.v41i2.48921
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer.
Lo, C. K., & Hew, K. F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: The effects on students' mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464–481. https://doi.org/10.1080/10494820.2018.1541910
Muzakkir, A., & Wahyuni, S. (2023). Efektivitas flipped classroom berbantuan media digital terhadap peningkatan motivasi belajar siswa madrasah. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 8(1), 89–104. https://doi.org/10.24042/tadris.v8i1.14521
Nurhidayah, S., & Muzakkir. (2022). Strategi pembelajaran Sejarah Kebudayaan Islam berbasis teknologi digital di madrasah tsanawiyah. MUDARRISA: Jurnal Kajian Pendidikan Islam, 14(1), 89–110. https://doi.org/10.18326/mdr.v14i1.5432
Padang, M. (2025). Efektivitas Model Flipped Classroom pada Pembelajaran Pendidikan Agama Islam di Masa Digital. Jurnal Ilmu Tarbiyah Dan Keguruan (JITK), 3(1), 75–82. Retrieved from https://ejournal.edutechjaya.com/index.php/jitk
Rahmawati, D., & Kurniawan, B. (2023). Model pembelajaran flipped classroom dalam meningkatkan keaktifan dan motivasi siswa pada mata pelajaran keislaman. Edukasia: Jurnal Penelitian Pendidikan Islam, 18(1), 120–138. https://doi.org/10.21043/edukasia.v18i1.17823
Rusman. (2017). Belajar dan pembelajaran berorientasi standar proses pendidikan. Kencana.
Sanjaya, W. (2016). Strategi pembelajaran berorientasi standar proses pendidikan. Prenada Media.
Santoso, B., Purwanto, A., & Mulyono. (2022). Inovasi model pembelajaran berbasis teknologi dalam pendidikan agama Islam: Tinjauan sistematik. Jurnal Pendidikan Islam, 11(1), 55–76. https://doi.org/10.14421/jpi.2022.111.55-76
Sardiman, A. M. (2018). Interaksi dan motivasi belajar mengajar. Rajawali Pers.
Sugiyono, P. (2015). Metode penelitian kombinasi (mixed methods). Bandung: Alfabeta, 28(1), 12.
Uno, H. B. (2016). Teori motivasi dan pengukurannya: Analisis di bidang pendidikan. Bumi Aksara.
van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28(March), 1–18. https://doi.org/10.1016/j.edurev.2019.05.003
Vanissa Dhia Nur Lestari, & Bagus Setiawan. (2025). Pengaruh Penggunaan Media Sosial TikTok terhadap Motivasi Belajar Siswa Kelas X di MAN Kota Blitar. RISOMA : Jurnal Riset Sosial Humaniora Dan Pendidikan, 3(5), 189–209. https://doi.org/10.62383/risoma.v3i5.1135
Wahyu, A. D., & Supriyono, S. (2023). Dampak konten TikTok-style terhadap engagement dan motivasi belajar siswa SMP/MTs pada era post-pandemi. Al-Ta'lim: Journal of Islamic Education, 30(2), 145–162. https://doi.org/10.15548/jt.v30i2.12345
Zahrah, A., Setya Hanifah, A., Adiyas, A., Azis, A., Ronggo Waluyo, J. H., Timur, T., & Barat, J. (2025). Inovasi Pembelajaran PAI Berbasis Teknologi Informasi: Transformasi Digital dalam Pendidikan Islam. Akhlak Jurnal Pendidikan Agama Islam Dan Filsafat, 2(3), 119–131.
Main Article Content
Abstract
This study examines the effectiveness of a TikTok-style short video-assisted flipped classroom model on students' learning motivation in Islamic Cultural History (SKI) at MTs KHA Wahid Hasyim Bangil. Low motivation, driven by lecture-dominant teaching and a mismatch between instructional style and Generation Z learners' digital characteristics, served as the primary background. Using a quasi-experimental non-equivalent control group design, the study involved 64 eighth-grade students divided equally into experimental and control groups (n=32 each). A motivation instrument based on Keller's ARCS model was employed (α = 0.891). Results showed the experimental group achieved an N-Gain of 0.55 (moderate), compared to 0.28 (low) in the control group. An independent t-test yielded a significance value of 0.000 (p < 0.05), confirming a significant difference between groups. The Attention dimension showed the greatest improvement. This study offers an innovative approach integrating popular media formats into Islamic education at the junior secondary level.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Akmal, N., Syukur, F., & Ridwan. (2022). Implementasi model flipped classroom dalam meningkatkan motivasi dan hasil belajar Pendidikan Agama Islam di madrasah tsanawiyah. Jurnal Pendidikan Islam, 11(2), 211–232. https://doi.org/10.14421/jpi.2022.112.211-232
Arikunto, S. (2021). Prosedur penelitian: suatu pendekatan praktik. PT. Bina Aksara, Jakarta. Retrieved from https://books.google.co.id/books?id=6PKbAQAACAAJ
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.
Daryanto. (2016). Media pembelajaran: Peranannya sangat penting dalam mencapai tujuan pembelajaran (2nd ed.). Gava Media.
Dimyati, & Mudjiono. (2015). Belajar dan pembelajaran. Rineka Cipta.
Fitriani, R., & Asrori, I. (2023). Pemanfaatan media video berbasis TikTok dalam pembelajaran Pendidikan Agama Islam: Peluang dan tantangan. Ta'dib: Journal of Islamic Education, 28(1), 45–62. https://doi.org/10.19109/td.v28i1.15234
Gunanti, & Agustin, D. (2025). Pemanfaatan Tik Tok Sebagai Video Pembelajaran PAI Menggunakan Metode Konvensional. Akademika: Jurnal Manajemen Pendidikan Islam, 7(1), 47–61. https://doi.org/10.51339/akademika.v7i1.3863
Hadiyanti, R. (2025). Model Flipped Classroom Untuk Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Pendidikan Agama Islam (Penelitian Di Kelas XI SMA Negeri 17 Garut). Advances in Education Journal, 1(5), 459–465.
Hidayat, R., & Prasetyo, Z. K. (2022). Pengaruh penggunaan media sosial berbasis video pendek terhadap motivasi belajar siswa di era digital. Cakrawala Pendidikan, 41(2), 432–445. https://doi.org/10.21831/cp.v41i2.48921
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer.
Lo, C. K., & Hew, K. F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: The effects on students' mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464–481. https://doi.org/10.1080/10494820.2018.1541910
Muzakkir, A., & Wahyuni, S. (2023). Efektivitas flipped classroom berbantuan media digital terhadap peningkatan motivasi belajar siswa madrasah. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 8(1), 89–104. https://doi.org/10.24042/tadris.v8i1.14521
Nurhidayah, S., & Muzakkir. (2022). Strategi pembelajaran Sejarah Kebudayaan Islam berbasis teknologi digital di madrasah tsanawiyah. MUDARRISA: Jurnal Kajian Pendidikan Islam, 14(1), 89–110. https://doi.org/10.18326/mdr.v14i1.5432
Padang, M. (2025). Efektivitas Model Flipped Classroom pada Pembelajaran Pendidikan Agama Islam di Masa Digital. Jurnal Ilmu Tarbiyah Dan Keguruan (JITK), 3(1), 75–82. Retrieved from https://ejournal.edutechjaya.com/index.php/jitk
Rahmawati, D., & Kurniawan, B. (2023). Model pembelajaran flipped classroom dalam meningkatkan keaktifan dan motivasi siswa pada mata pelajaran keislaman. Edukasia: Jurnal Penelitian Pendidikan Islam, 18(1), 120–138. https://doi.org/10.21043/edukasia.v18i1.17823
Rusman. (2017). Belajar dan pembelajaran berorientasi standar proses pendidikan. Kencana.
Sanjaya, W. (2016). Strategi pembelajaran berorientasi standar proses pendidikan. Prenada Media.
Santoso, B., Purwanto, A., & Mulyono. (2022). Inovasi model pembelajaran berbasis teknologi dalam pendidikan agama Islam: Tinjauan sistematik. Jurnal Pendidikan Islam, 11(1), 55–76. https://doi.org/10.14421/jpi.2022.111.55-76
Sardiman, A. M. (2018). Interaksi dan motivasi belajar mengajar. Rajawali Pers.
Sugiyono, P. (2015). Metode penelitian kombinasi (mixed methods). Bandung: Alfabeta, 28(1), 12.
Uno, H. B. (2016). Teori motivasi dan pengukurannya: Analisis di bidang pendidikan. Bumi Aksara.
van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28(March), 1–18. https://doi.org/10.1016/j.edurev.2019.05.003
Vanissa Dhia Nur Lestari, & Bagus Setiawan. (2025). Pengaruh Penggunaan Media Sosial TikTok terhadap Motivasi Belajar Siswa Kelas X di MAN Kota Blitar. RISOMA : Jurnal Riset Sosial Humaniora Dan Pendidikan, 3(5), 189–209. https://doi.org/10.62383/risoma.v3i5.1135
Wahyu, A. D., & Supriyono, S. (2023). Dampak konten TikTok-style terhadap engagement dan motivasi belajar siswa SMP/MTs pada era post-pandemi. Al-Ta'lim: Journal of Islamic Education, 30(2), 145–162. https://doi.org/10.15548/jt.v30i2.12345
Zahrah, A., Setya Hanifah, A., Adiyas, A., Azis, A., Ronggo Waluyo, J. H., Timur, T., & Barat, J. (2025). Inovasi Pembelajaran PAI Berbasis Teknologi Informasi: Transformasi Digital dalam Pendidikan Islam. Akhlak Jurnal Pendidikan Agama Islam Dan Filsafat, 2(3), 119–131.