PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP KEMAMPUAN MEMAHAMI UNSUR INTRINSIK CERPEN PADA PESERTA DIDIK KELAS 8 SMP NEGERI 3 SURABAYA TAHUN PELAJARAN 2025/2026

Abstract

Abstract

Low literacy rates in Indonesia (ranked 70th out of 81, according to PISA 2022) have an impact on literature learning, which still often uses lecture methods that are not very participatory. This study aims to describe the application, influence, and responses of students to the flipped classroom learning model in learning to understand the intrinsic elements of short stories at SMP Negeri 3 Surabaya. The research method used a mixed method with a quasi-experimental pretest-posttest control group design in class 8E (experimental, n = 35) and 8C (control, n = 35). Data were collected through structured and unstructured observations, tests, and questionnaires. Data analysis was conducted using descriptive analysis and the Mann-Whitney U test. The results showed that (1) the flipped classroom model was successfully implemented and increased student activity (6.5% higher than the control group); (2) statistically, there was no significant effect on cognitive learning outcomes (p=0.111), but descriptively, the experimental class's scores were 8.8% higher than the control class; and (3) students responded very positively (90.9%) and greatly appreciated the collaborative discussions in class. Thus, the flipped classroom effectively increased active engagement and was well received by students, and can be an alternative learning model even though in the short term the impact on cognitive scores was not very significant.

Keywords: flipped classroom, intrinsic elements, short story, literature learning, mixed methods.