The Effectiveness of the Technology-Based Flipped Classroom Model Integrated with TPACK in Improving Students’ Critical Thinking Skills at Al Majidiyah Islamic Senior High School

Koiy Sahbudi Harahap; Abdul Hadi; Mhd Amin Pohan

doi:10.62775/edukasia.v7i1.2120

Authors

Koiy Sahbudi Harahap Institut Agama Islam Rokan
Abdul Hadi Institut Agama Islam Rokan
Mhd Amin Pohan Institut Agama Islam Rokan

DOI:

https://doi.org/10.62775/edukasia.v7i1.2120

Keywords:

Effectiveness; Flipped Classroom Model; Technology; Critical Thinking Skills; Students.

Abstract

This study aims to examine the effectiveness of the technology-based Flipped Classroom model integrated with the TPACK framework in improving students’ critical thinking skills at Al Majidiyah Islamic Senior High School. The study was motivated by the limited implementation of TPACK-integrated flipped classroom learning in Islamic secondary education, where conventional teacher-centered instruction still dominates and students’ critical thinking skills remain underdeveloped. Previous studies have widely discussed flipped classrooms; however, few have specifically explored the integration of technology, pedagogy, and content knowledge through the TPACK framework to enhance higher-order thinking skills in madrasah contexts. This study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group design. The research participants consisted of two classes: an experimental class taught using the technology-based Flipped Classroom integrated with TPACK and a control class taught using conventional learning methods. Data were collected through pretests, posttests, and documentation. The research instruments were tested for validity and reliability, while data analysis was conducted using normality tests, homogeneity tests, paired sample t-tests, and independent sample t-tests. The findings showed a significant improvement in students’ critical thinking skills after the implementation of the model. The experimental class achieved higher posttest and N-Gain scores compared to the control class, with significance values below 0.05. The main contribution of this study is the development of a student-centered learning model that effectively integrates technology, pedagogy, and content knowledge to foster critical thinking skills and support innovative 21st-century learning practices in Islamic education.

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