Flipped-VCT and Motivation as Determinants of Pancasila Learning Achievement: Comparing Islamic Boarding School and General Students
DOI:
https://doi.org/10.58230/frybte63Keywords:
Flipped, VCT, Pancasila Education, Motivation , Islamic Boarding SchoolAbstract
Integrasi teknologi dalam pendidikan nilai di institusi berbasis agama menghadapi tantangan unik terkait kemandirian belajar siswa dan lingkungan digital yang dibatasi secara struktural. Penelitian ini bertujuan untuk mengevaluasi implementasi model pembelajaran Flipped-VCT sebuah intervensi yang menggabungkan belajar mandiri pra-kelas secara digital dengan eksplorasi tatap muka berbasis value clarification terhadap hasil belajar Pendidikan Pancasila. Untuk menguji bagaimana faktor lingkungan dan psikologis berinteraksi dengan model ini, penelitian ini membandingkan siswa di lingkungan pondok pesantren dengan siswa umum. Menggunakan pendekatan kuantitatif kuasi-eksperimental dengan desain faktorial 2x2 berdasarkan latar belakang domisili (pesantren vs. umum) dan tingkat motivasi belajar (tinggi vs. rendah), penelitian ini melibatkan 140 siswa Madrasah Aliyah. Sampel terbagi secara proporsional antara kelompok pesantren (n=70) dan kelompok umum (n=70). Instrumen penelitian meliputi modul ajar yang divalidasi sangat layak (95,74%), angket motivasi, dan tes hasil belajar yang reliabel. Analisis statistik menggunakan Two-Way ANOVA menunjukkan tidak terdapat perbedaan signifikan dalam capaian hasil belajar antara siswa pesantren dan umum (p=0,952), dengan nilai rata-rata yang sangat berdekatan (79,50 dan 79,53). Demikian pula, variabel motivasi tidak menunjukkan pengaruh signifikan terhadap hasil belajar (p=0,783), dan tidak ditemukan interaksi antara latar belakang domisili dan tingkat motivasi (p=0,858). Temuan ini mengindikasikan bahwa model Flipped-VCT menghasilkan capaian belajar yang setara dan konsisten di berbagai latar belakang domisili dan tingkat motivasi awal. Dengan demikian, desain instruksional yang terstruktur ini dapat menjadi alternatif adaptasi teknologi pendidikan yang inklusif dan layak bagi institusi asrama berbasis agama tanpa memperlebar kesenjangan akademik.
Downloads
References
Abdurahman S, Salkhordeh Ziabari A, Moore AK, Bartels DM, Dehghani M. A Primer for Evaluating Large Language Models in Social-Science Research. Advances in Methods and Practices in Psychological Science. 2025;8(2). https://doi.org/10.1177/25152459251325
Adeoye, M. A., Putra, H. R., Nafiu, H., & Sulaimon, J. T. (2025). Digital learning and religious moderation: An educational management perspective. Jurnal Penelitian Pendidikan, 28(2), 205–223. https://doi.org/10.20961/Paedagogia.v28i2.102178
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
Alfiyanto, A., Hidayati, F., & Ghazali, M. (2024). Integration of Adaptive Learning Technology in the Context of Islamic Education in Indonesia. Proceeding International Seminar and Conference on Islamic Studies (ISCIS), 3(1). https://doi.org/10.47006/iscis.v0i3.21907
An, H., & Fuentes, D. A. (2023). Digital Learning in High-needs Schools: A Critical Approach to Technology Access and Equity in PreK-12. Taylor & Francis. https://doi.org/10.4324/9781003274537
Asadpour, M., Bakhshi, M. H., Mirzapour, P., & Shahabi, M. (2025). The motivational role of teachers: A systematic review of key factors influencing students’ academic motivation. European Journal of Psychology of Education, 40(4), 133. https://doi.org/10.1007/s10212-025-01039-0
Awi, A., Upu, H., Rusli, R., Ahmar, A. S., & Musa, H. (2025). The role of scaffolding in flipped classroom: improving learning outcomes through Weblog-based and Google Drive-based assignments. Cogent Education, 12(1), 2543115. https://doi.org/10.1080/2331186X.2025.2543115
Bredow, C. A., Roehling, P. V, Knorp, A. J., & Sweet, A. M. (2021). To flip or not to flip? A meta-analysis of the efficacy of flipped learning in higher education. Review of Educational Research, 91(6), 878–918. https://doi.org/10.3102/00346543211019122
Daniel, K., Msambwa, M. M., Antony, F., & Wan, X. (2024). Motivate students for better academic achievement: A systematic review of blended innovative teaching and its impact on learning. Computer Applications in Engineering Education, 32(4), e22733. https://doi.org/10.1002/cae.22733
Habibi, D. D., Waskitaningtyas, N. C., Yusman, F. R., & Aulia, N. S. (2025). Membangun pembelajaran aktif di era digital. PT. Sonpedia Publishing Indonesia.
Han, E., & Klein, K. C. (2019). Pre-Class Learning Methods for Flipped Classrooms. American Journal of Pharmaceutical Education, 83(1), 6922. https://doi.org/10.5688/ajpe6922
Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: a synthesis and conceptual model. Npj Science of Learning, 1(1), 16013. https://doi.org/10.1038/npjscilearn.2016.13
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education, 18(1), 38. https://doi.org/10.1186/s12909-018-1144-z
Inegbedion, H. E. (2024). Influence of educational technology on peer learning outcomes among university students: The mediation of learner motivation. Education and Information Technologies, 29(16), 21241–21261. https://doi.org/10.1007/s10639-024-12670-7
Kadir, A., Arisa, A., Hanafi , M., Sadapotto , A., Muthmainnah, M., Kadir, M. F. A., … AlSaghbini, H. (2025). Development of a Value-Clarification-Technique Learning Model Oriented toward Digital Technology Literacy to Foster National Values. International Journal of Social Learning (IJSL), 5(3), 647–671. https://doi.org/10.47134/ijsl.v5i3.367
Kirschner, P. A., & Hendrick, C. (2024). How learning happens: Seminal works in educational psychology and what they mean in practice. Routledge. https://doi.org/10.4324/9781003395713
Konstantinidou, A., & Nisiforou, E. (2022). Assuring the quality of online learning in higher education: Adaptations in design and implementation. Australasian Journal of Educational Technology, 38(4), 127–142. https://doi.org/10.14742/ajet.7910
Lewohl, J. M. (2023). Exploring student perceptions and use of face-to-face classes, technology-enhanced active learning, and online resources. International Journal of Educational Technology in Higher Education, 20(1), 48. https://doi.org/10.1186/s41239-023-00416-3
Lisievici, P., & Andronie, M. (2016). Teachers assessing the effectiveness of values clarification techniques in moral education. Procedia-Social and Behavioral Sciences, 217, 400–406. https://doi.org/10.1016/j.sbspro.2016.02.111
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29–40. https://doi.org/10.1016/j.compedu.2013.07.033
Mizza, D., Reese, M., & Malouche, D. (2025). Flipped classroom evaluation and blended learning potential: a case study of engagement and inclusion in quantitative education. Smart Learning Environments, 12(1), 56. https://doi.org/10.1186/s40561-025-00412-2
Octia, A., Fatimah, A., Adinda, C. P. C., & Anwar, C. (2024). Innovative Learning Model Based on the Value Clarification Technique. TOFEDU: The Future of Education Journal, 3(5), 2104–2112. https://doi.org/10.61445/tofedu.v3i5.358
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Rohid, N., Masitoh, S., & Nursalim, M. (2023). Deskriptif Tingkat Motivasi Belajar terhadap Kemampuan Komunikasi Matematis Siswa dari Prespektif Aksiologi. Jurnal Pendidikan Edutama, 10(1), 117–124. https://doi.org/10.30734/jpe.v10i1.2968
Rohid, N., Sugihartati, R., Suyanto, B., Susilo, D., & Zikri, A. (2025). Digital Activism in Contemporary Islamic Politics: A Critical Analysis of Social Media’s Impact on Islamic Movements. MILRev: Metro Islamic Law Review, 4(1), 208–233. https://doi.org/10.32332/milrev.v4i1.10159
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Samaila, K., Al-Samarraie, H., Tsong, C. K., & Alzahrani, A. I. (2025). A new guided flipped learning model for lifelong learning. Interactive Learning Environments, 33(3), 2509–2523. https://doi.org/10.1080/10494820.2024.2412063
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, 100281. https://doi.org/10.1016/j.edurev.2019.05.003
Yang, A., Sulaiman, N. A., & Yaccob, N. S. (2025). Enhancing critical thinking skills for higher education students through English reading modules: a systematic review. Cogent Education, 12(1), 2587466. https://doi.org/10.1080/2331186X.2025.2587466
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3), 313–340. https://doi.org/10.19173/irrodl.v17i3.2274
Zhao Y, Yue Y, Sun Z, Jiang Q, Li G. Does Generative Artificial Intelligence Improve Students' Higher-Order Thinking? A Meta-Analysis Based on 29 Experiments and Quasi-Experiments. J Intell. 2025 Dec 5;13(12):160. https://doi.org/10.3390/jintelligence13120160
Zhou, Z., & Zhang, Y. (2023). Intrinsic and Extrinsic Motivation in Distance Education: A Self-Determination Perspective. American Journal of Distance Education, 38, 1–14. https://doi.org/10.1080/08923647.2023.2177032
