Improving Student Digital Literacy through Flipped Classroom Learning at Islamic Senior High Schools
Keywords:
Flipped Classroom, Digital Literacy, Student Engagement, Experimental StudyAbstract
This study aims to examine the effectiveness of the flipped classroom learning model in improving students’ digital literacy compared to conventional teaching methods. The research employed a quantitative approach with a quasi-experimental design using a pre-test and post-test control group. Two groups of students were involved: an experimental group receiving flipped classroom instruction and a control group receiving traditional instruction. Data were collected through standardized tests measuring students’ digital literacy before and after the intervention and analyzed using an independent samples t-test. The results revealed a significant difference between the two groups, with the experimental group showing higher post-test scores and greater improvement in digital literacy compared to the control group. These findings indicate that the flipped classroom model effectively enhances students’ ability to access, evaluate, and utilize digital information. The implications of this study suggest that the flipped classroom approach can be adopted as an innovative instructional strategy to foster digital literacy and promote student-centered learning. It also provides practical insights for educators to integrate technology more effectively into classroom practices to support meaningful learning experiences.
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