Pengaruh Model Flipped Classroom Terhadap Motivasi Belajar Pendidikan Agama Kristen dan Budi Pekerti Siswa Kelas V SDN 101108 Hutapardomuan Kabupaten Tapanuli Selatan Tahun Pembelajaran 2024/2025

Abstract

The objective of this study is to determine the influence of the Flipped Classroom model on the learning motivation in Christian Religious Education and Character Education among fifth-grade students at SDN 101108 Hutapardomuan, South Tapanuli Regency, in the 2024/2025 academic year. This research employed a descriptive-inferential quantitative method. The population consisted of all fifth-grade students at SDN 101108 Hutapardomuan, South Tapanuli Regency, in the 2024/2025 academic year, totaling 31 students, all of whom were included as research respondents. Data were collected using a closed-ended questionnaire comprising 32 items. The results of data analysis indicate a positive and significant influence of the Flipped Classroom model on students’ motivation to learn Christian Religious Education and Character Education. This is demonstrated through the following data analysis: 1) Analysis Prerequisite Tests: a) The positive correlation test yielded an rxy value of 0.558, which is greater than the critical r value (rtabel) at α = 0.05, n = 31, i.e., 0.355. b) The significance test of the correlation produced a t value (thitung) of 3.622, which is greater than the critical t value (ttabel) at α = 0.05, df = n – 2 = 29, i.e., 2.045. 2) Influence Testing: a) The regression equation test resulted in the equation Ŷ = 7.92 + 0.72X. b) The coefficient of determination (r²) was 31.1%. 3) Hypothesis Testing: Using the F test, the obtained F value (Fhitung) was 13.09, which is greater than the critical F value (Ftabel) at α = 0.05, numerator degrees of freedom k = 1, and denominator degrees of freedom n – 2 = 29, i.e., 2.09. Based on these findings, the alternative hypothesis (Ha) stating that the Flipped Classroom model has a positive and significant influence on students’ motivation to learn Christian Religious Education and Character Education is accepted, while the null hypothesis (H₀) is rejected.