Efektivitas Metode Flipped Classroom dalam Meningkatkan Partisipasi Siswa
Keywords:
Dukungan Guru, Flipped Classroom, Partisipasi Siswa, Self-Regulated LearningAbstract
Partisipasi aktif siswa merupakan salah satu indikator keberhasilan pembelajaran, namun dalam praktiknya sering ditemukan rendahnya keterlibatan siswa dalam proses belajar di kelas konvensional. Penelitian ini bertujuan untuk mengevaluasi efektivitas metode Flipped Classroom dalam meningkatkan partisipasi siswa serta mengkaji peran Self-Regulated Learning sebagai mediator dan Dukungan Guru sebagai moderator. Penelitian menggunakan desain quasi-eksperimental dengan dua kelompok, yaitu kelompok eksperimen yang menerapkan Flipped Classroom dan kelompok kontrol dengan metode pembelajaran konvensional. Sampel penelitian terdiri dari 70 siswa SMA kelas X, yang dipilih secara purposive. Data dikumpulkan melalui angket partisipasi, observasi kelas, dan wawancara guru, kemudian dianalisis menggunakan uji t, ANOVA, regresi linier, serta analisis mediasi dan moderasi. Hasil penelitian menunjukkan bahwa penerapan Flipped Classroom secara signifikan meningkatkan partisipasi siswa dibandingkan metode konvensional (t = 7.352, p < 0.001; F(1,68) = 54.62, p < 0.001; η² = 0.445). Analisis mediasi mengungkapkan bahwa Self-Regulated Learning secara parsial memediasi hubungan antara Flipped Classroom dan partisipasi siswa, sementara analisis moderasi menunjukkan bahwa Dukungan Guru memperkuat hubungan tersebut. Temuan ini menegaskan bahwa efektivitas Flipped Classroom bergantung pada kombinasi strategi pembelajaran inovatif, kemandirian belajar siswa, dan dukungan pedagogis guru. Implikasi penelitian ini menekankan pentingnya pelatihan guru dalam penerapan model Flipped Classroom serta integrasi strategi regulasi diri untuk meningkatkan partisipasi aktif siswa dalam pembelajaran abad ke-21.
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