KONTRIBUSI MODEL PEMBELAJARAN FLIPPED CLASSROOM DALAM MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMAN 37 JAKARTA

FADHILAH SABRINA, . (2026) KONTRIBUSI MODEL PEMBELAJARAN FLIPPED CLASSROOM DALAM MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMAN 37 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini dilatarbelakangi oleh rendahnya keterlibatan aktif siswa dan minimnya kemampuan berpikir kritis dalam pembelajaran, khususnya pada mata pelajaran PAI yang cenderung bersifat konvensional dan doktriner. Sehingga penelitian ini bertujuan untuk mendeskripsikan kontribusi model pembelajaran Flipped Classroom dalam mengembangkan kemampuan berpikir kritis siswa pada materi Pendidikan Agama Islam dan Budi Pekerti di SMAN 37 Jakarta. Teori Bergman dan Sams untuk konsep dasar model Flipped Classroom dan Teori Facione untuk Berpikir Kritis. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif. Data dikumpulkan melalui observasi, wawancara mendalam, kuesioner, dan dokumentasi. Hasil penelitian menunjukkan bahwa model pembelajaran Flipped Classroom berkontribusi dalam mengembangkan kemampuan berpikir kritis siswa pada tiga aspek utama. Pertama, aspek interpretasi berkembang melalui penyediaan media ajar beragam. Kedua, aspek analisis berkembang melalui diskusi kelompok heterogen yang mendorong siswa menguraikan permasalahan dari berbagai sudut pandang dan menyampaikan argumen logis. Ketiga, aspek inferensi berkembang melalui pemberian soal pilihan ganda dan kegiatan refleksi yang melatih siswa mengevaluasi bukti serta menarik kesimpulan secara logis dan bertanggung jawab. Kata Kunci : Flipped Classroom, Berpikir Kritis, Pendidikan Agama Islam, Interpretasi, Analisis, Inferensi ***** This study was motivated by the low level of active student engagement and the lack of critical thinking skills in the learning process, particularly in Islamic Religious Education (PAI) classes, which tend to be conventional and doctrinal in nature. Therefore, this study aims to describe the contribution of the Flipped Classroom model in developing students’ critical thinking skills in Islamic Religious Education and Character Education at SMAN 37 Jakarta. Bergman and Sams’ theory was used to address the basic concepts of the Flipped Classroom model, and Facione’s theory was used to address critical thinking. The research method employed was a descriptive qualitative approach. Data were collected through observation, in-depth interviews, questionnaires, and documentation. The results of the study indicate that the Flipped Classroom model contributes to the development of students’ critical thinking skills in three main aspects. First, the interpretation aspect develops through the provision of diverse instructional media. Second, the analysis aspect develops through heterogeneous group discussions that encourage students to break down problems from various perspectives and present logical arguments. Third, the inference aspect develops through multiple-choice questions and reflective activities that train students to evaluate evidence and draw logical and responsible conclusions. Keywords: Flipped Classroom, Critical Thinking, Islamic Religious Education, Interpretation, Analysis, Inference

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Andy Hadiyanto, M.A. ; 2). Dr. Amaliyah, M.Pd.
Subjects:	Filsafat, Psikologi & Agama > Etika Filsafat, Psikologi & Agama > Islam (Ajaran Islam dan pendidikan Islam) Pendidikan > Penelitian Tindakan Kelas > Metode Belajar Mengajar Pendidikan > Penelitian Tindakan Kelas > Pendidikan Dasar dan Menengah
Divisions:	FIS > S1 Pendidikan Agama Islam
Depositing User:	Users 34709 not found.
Date Deposited:	30 Jul 2026 03:01
Last Modified:	30 Jul 2026 03:01
URI:	http://repository.unj.ac.id/id/eprint/67670

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