Comparative Analysis of the Effectiveness of Flipped Classroom vs Conventional Methods on Digital Literacy of Madrasah Aliyah Students

Try Dyah Cahyanigtiyas; Ola Fedda Mona Denona

Authors

Try Dyah Cahyanigtiyas Universitas Nahdlatul Ulama Blitar
Ola Fedda Mona Denona International Islamic University Islamabad

Keywords:

Flipped Classroom, Digital Literacy, Instructional Effectiveness, Quasi-Experimental Design

Abstract

This study aims to examine the comparative effectiveness of the flipped classroom and conventional teaching methods in improving students’ digital literacy. A quantitative approach with a quasi-experimental design was employed, involving two groups: an experimental group receiving flipped classroom instruction and a control group receiving traditional lecture-based teaching. Data were collected through pre-test and post-test assessments to measure students’ digital literacy development. The data were analyzed using paired sample t-tests and independent sample t-tests to determine within-group and between-group differences. The findings revealed that both instructional methods contributed to improvements in digital literacy; however, the flipped classroom demonstrated significantly higher gains, supported by a large effect size compared to the moderate effect observed in the conventional method. These results indicate that flipped learning provides a more effective learning environment by promoting active engagement, self-directed learning, and increased interaction with digital tools. The study implies that integrating flipped classroom strategies can enhance students’ digital competencies and should be considered as an alternative instructional model in technology-enhanced education.

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