International Journal of Education and Research Vol. 9 No.

1 January 2021

DESIGN FOR LEARNING AL-QUR'AN HADITH MODEL FLIPPED CLASSROOM BASED

ON MICROSOFT TEAMS IN MAN IC PASER, INDONESIA

1
Husniyatus Salamah Zainiyati, 2Sri Bulan, 3Rudi Alhana, 4Khoirul Anam
123
Undergraduate of the State Islamic University of Sunan Ampel Surabaya
Ahmad Yani Street No. 117, Jemur Wonosari, Wonocolo, Surabaya
Po. Box. 60237 East Java, Indonesia
4
Madrasah Aliyah Negeri Insan Cendekia Paser
Negara Street Km. 8 Sempulang Village, Tanah Grogot, Paser
Po. Box. 76251 East Kalimantan, Indonesia
1
[email protected]@gmail.com
3
[email protected]@gmail.com
1
+6281552563072+681256280297

Abstract:

This study aims to determine the flipped classroom model learning design application using
Microsoft 365 as a medium for independent and group study spaces to interact and communicate
virtually through video conferences. There are two activities carried out by students in applying the
flipped classroom model, namely activities outside the classroom to study material and find
important information related to the material. The second student activity is an activity in the
classroom that includes presentations, discussions, and discussions followed by a teacher's
reflection. The researcher conducted the research at MAN IC Paser Indonesia with a qualitative
descriptive method. By using the flipped classroom model, which is integrated with Microsoft 365
(Teams), students are more motivated to be creative and innovate to build the expected thinking
skills, namely critical thinking, creative thinking, and solving problems that will form long-term
memory.
Keywords: Learning Design, Flipped Classroom, Thinking Skills, Microsoft Teams

1. Introduction

The increase in covid-19 cases raised Paser's status from the yellow zone to orange. Areas with red
zones and areas with orange zones cannot carry out a face to face learning process. (Kemendikbud,
2020) The learning process for the new 2020/2021 school year in Paser, East Kalimantan continues
to work from home or learn from home along with the addition of positive cases of covid- 19.
(Paser, 2020) Efforts are made for learning activities so that students' cognitive, affective, and
psychomotor processes continue to develop. (Kustandi & Darmawan, 2020) MAN IC Paser as one
of the educational institutions in Paser, East Kalimantan, is a dormitory-based public madrasah that
has since April 2020, through instructions from the head of the madrasa, has also implemented the
learning process from home using online learning. Online policies are the right solution in teaching
and learning in the midst of a global covid case. (Mashinini, 2020) Online learning connected to the

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internet is a wise choice to make it easier for students to learn and as a source of information in
finding important things related to the subject matter. (Akaranga & Macau, 2016)

1.1 Learning Design of Al-Qur'an Hadith

The learning process is generally carried out through formal education, which contains subjects
regulated in the curriculum. (Khair et al., 2020) In the 2013 curriculum at madrasas, competencies
that must be achieved, both general subjects and religious subjects, one of which is the Al-Qur'an
Hadith, has focused on the core competencies for each level. Al-Qur'an Hadith is one of the main
subjects in madrasas, which in the learning process includes four core competencies (KI). Based on
the 2013 curriculum revision through Permendikbud no. 21 of 2016 for each competency level
consisting of core competence 1 (KI-1) spiritual attitude, core competency 2 (KI-2) social attitudes,
core competency 3 (KI-4) knowledge, and core competence 4 (KI-4) (Mulyasa, 2018)

This revision entrusts PAI teachers to realize the four core competencies in the learning process of
the material taught, one of which is in the subject of Al-Qur'an Hadith. In learning Al-Qur'an
Hadith, both the spiritual realm (KI-1), the social sphere (KI-2), and the social sphere can be carried
out well but not optimal in the realm of skills (KI-4), namely the appearance of thinking skills in the
form of reasoning, cultivating, and presenting in an effective, creative, productive, critical,
independent, collaborative, communicative, solution. Students' skills are more often towards
temporary memory, which is memorization in nature and is still patterned in the old way. (Malikah
et al., 2016)

Students' thinking skills are only limited to the ability to mention those that are still memorized or
copy and paste sentences in textbooks that describe not yet They are exposed to students' reasoning
abilities because the learning that is designed has not been managed properly, only pursuing the
target of mastery of the material (Bala, 2018) so that student competencies are limited to temporary
memory skills but fail to form students who can solve various problems in life that will be lived.
(Hadi, 2016)

1.2 The role of Islamic education teachers in designing Al-Qur'an Hadith lessons

PAI teachers as education managers are still constrained in producing learning designs that can
motivate student learning so that thinking skills develop and are trained so that meaningful
experiences are obtained in the learning process of Al-Qur'an Hadith. According to Sale (2011),
learning design is a planning process for the development and achievement of educational and
training materials to effectively lead to the achievement of learning objectives and to assist students
in the learning process so that the expected skills are obtained, namely problem-solving skills,
decision-making skills. , critical thinking skills (Setyosari, 2020) and creative thinking skills (Uno,
2019)

In designing learning, Islamic education teachers need to present a motivating learning process to
activate students to innovate, be creative and stimulate students' thinking skills.

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Learning activities can lead to learning objectives that are expected if students have self-motivation
in learning to get meaningful learning. (Rahayu et al., 2020) According to Hanafiah and Suhana
(2019: 16) in Kurniawan explaining that learning motivation is a driving force (power motivation)
(driving force) a tool to build a strong willingness and desire in students to learn actively,
creatively, innovatively, and happily in the context of changing behavior in both cognitive, affective
and psychomotor aspects (Kurniawan, 2019)

In reality, learning motivation grows from teaching innovation or learning as creativity, which
makes teacher teaching and student learning more focused, fluent, and students become familiar
with the material. (Ridho Muttaqin, 2020) According to Munandar (1988) in Riyanti, creativity is a
personal trait that an individual owns (not a social trait lived by society) and can be seen from his
ability to create something new. Meanwhile, according to Webster's Dictionary (2014) states
creativity as the ability or strength to create and then make a new and shaped existence.

The novelty here is that the existing combinations are given different compositions to produce
something new. (Riyanti, 2019) The novelty of learning creativity can be seen in the teachers who
are competent in designing learning that directs the improvement of students' thinking abilities to
the critical thinking level. (Nurjaman, 2020) Critical thinking is one of the other forms of thinking
skills as a result of the learning design created by the teacher; besides that, the use of appropriate
methods, strategies, models, and media can help students solve problems and have a good effect on
student self-efficacy (Fitriyana et al., 2020)

2. Literature review

To direct students to the expected thinking skills, namely creative thinking, critical thinking,
problem-solving thinking, to make long-term memory skills following learning conditions that must
be done online, they can apply an active and collaborative learning model, including the flipped
classroom model. According to Pramana et al., the term flipped classroom was first introduced by J.
Wesley Baker in 2000. Flipped in Indonesian is defined as an inverted condition. According to
Yulietri et al., flipped classrooms are an unusual learning process; namely, the subject matter is
studied at home before the class starts. In contrast, when the class starts, students only need to
discuss material or problems that have not been understood and do assignments. Whereas Johnson
argues that the flipped classroom is a learning model that minimizes direct learning from the teacher
but maximizes indirect teaching with the support of material that can be accessed online by
students. (Muslimin, 2020) A flipped classroom is suitable as an active and collaborative learning
model that involves students to carry out activities, including presentations in class and small
debates (Silberman, 2013)

The flipped classroom model in Microsoft Teams is very suitable for the current online learning
conditions that rely on the power of the internet as the energy source needed. According to Sanjaya
(2012: 219-232) in Zainiyati, the internet is a global network that can be connected to thousands to
millions of computers or laptops. Meanwhile, according to Brace (1997), a computer or laptop with
the power connected to the internet can build communication with one another (Zainiyati, 2017).

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With the internet's presence in online learning activities, Microsoft Teams can function as a medium
for implementing the flipped classroom model.

Microsoft Teams or Microsoft 365 is a service that refers to the concept of Software as a Services
(SaaS), where users are allowed to access email, contact documents, calendars, and collaborate
anywhere the hardware supports that in the form of a PC, laptop, tablet or smartphone.
In several studies, it was found that the application of flipped classrooms with a scientific approach
can improve student mathematics learning outcomes. (Bayu & Suci, 2018) other research results
related to the flipped classroom model also proves that flipped classrooms significantly affect
student achievement, namely writing learning. (Mubarok et al., 2019)

From the background and several previous studies, the author is interested in knowing the
effectiveness of flipped classrooms integrated with Microsoft Teams as a communication medium
for students in learning Al-Qur'an Hadith and its effect on student learning motivation.

3. Research methods

The research is based on a case study at MAN IC Paser, which was conducted through interviews
via WhatsApp and observation and documentation during student and teacher activities. Identify the
flipped classroom model's application with Microsoft Teams media in the learning process of Al-
Qur'an Hadith. The research method used is a type of qualitative research, namely, a research
method that is based on natural conditions. (Sugiyono, 2018) Described descriptively based on the
results of the analysis of observations of the Al-Qur'an Hadith's learning activities, the material for
class XI IPA 1 competes in the goodness that is done virtually online.

4. Results and discussion

The steps for preparing a flipped classroom in Microsoft Teams are in stages: the teacher making
material slides, grouping students, and instructing activities in the Microsoft Teams room. Students
understand the material slides, study and communicate with friends as a group, carry out
assignments (independently, in one team group, one class video conference activity).

The teacher assigns students to study the Al-Qur'an Hadith material's learning activities for the
upcoming meeting asynchronously (non-face to face) through a PowerPoint slide show of material
competing in the goodness shared by the teacher on Microsoft Teams. Students learn and
understand what the teacher shares to understand independent learning activities before meeting
face to face in class. Besides, what has been shared in Microsoft Teams was in student groupings
determined by the teacher in small groups.

This group is adjusted to the number of sub-subjects that exist in the material competing in
goodness. Four sub-topics must be studied by each group, namely group 1 QS material analysis
task. 2: 148 about doing good deeds, group 2 QS analysis task. 35: 32 regarding some attitudes
towards the Qur'an, group 3 QS analysis task. 16: 97 regarding the repayment of righteous deeds,

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and group 4 tasks of analyzing the hadith narrations of Bukhari from Abu Hurairah about the
suggestion of good deeds as soon as possible (Bukhori, 2020)

4.1 Implementation of Al-Qur'an Hadith learning with flipped classroom model

There are two activities that students must do, namely activities outside the classroom and activities
in the classroom. Activities outside the classroom, where students independently understand and
study the material following their respective group assignments and find statements of the essence
of the material competing in goodness. After finding the essence statement, students communicate
with a group of friends outside the Teams video conference meeting. Activities in the class video
conference team meeting, where student representatives in each group make presentations on their
groups' findings on each predetermined task followed by discussion, reflection, and reinforcement
from the teacher regarding the assignment's findings. Activities in the classroom end with a resume
related to the discussion, discussion, and reinforcement given by the teacher.

The picture of Flipped classroom activities outside the classroom and inside the classroom

4.2 The role of Microsoft teams in implementing flipped classroom learning Al-Qur'an Hadith

Microsoft Teams (365) comes with an educational form with facilities and features in the form of a
Microsoft office, website, file sharing, mobility, email and calendar, office web apps, instant
conversations (attendance and conferences), security, and trust. (Ferdiana et al., 2013) Microsoft
365 is for anyone who has activated a school or college account. Microsoft 365 (Teams) is a
transformation of learning in the realm of education. Microsoft Teams (Teams) is the digital hub
that teachers and school leaders need. Microsoft Teams integrates conversation, content, and
applications in one place, streamlining workflows for administrators and enabling teachers to create
a vibrant and personal learning environment. Teams exist, serve as collaborative classrooms,
personalize learning with assignments, connect with colleagues in the Professional Learning
Community (PLC), and streamline staff communication. The team supports teacher-to-teacher
collaboration as well as classroom collaboration and communication. In short, it is a tool that can
help educators' administrative and classroom tasks, save teachers time and teach students future-
ready skills (Herlandi, 2020)

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Microsoft Teams are used as an online medium to facilitate MAN IC Paser students learning at
asynchronous and synchronous times. Microsoft Teams as a teacher teaching space is very efficient
and effective for teachers, considering its complete features. Flexible use for learning can be used
online as well as face-to-face. With only one account simultaneously, when the teacher wants to
explain face-to-face online, directly using the video conference (vicon) menu to join, students who
are already online can join. Students can communicate with friends without waiting for the teacher's
video conference link to discuss the online class directly.

Steps in using the existing features in Microsoft Teams for the implementation of learning, namely
getting a madrasah account (for example student [email protected]) followed by logging in
to Teams, using the web: www.office.com, desktop applications or Android phones, and using an
account obtained from the madrasah (teacher): Office 365 account and password. After that, look
for the Teams menu and create an online class in Teams; for example, Al-Qur'an Hadith Class XI
IPA 1 and so on. Then create a menu for meetings with categories (the title of the Qur'anic subject
matter example competing in kindness).
Furthermore, the teacher provides instructional instructions for learning in the special menu for
posts and continues with the students who post-back (reply comments on the special menu of posts
about the essence of the sub-discussion of material related to sub-material in the special menu
competing in goodness. Students join the meeting. Meetings to convey each sub-task's essence
through face-to-face online video conference from a special menu link distributed for collaboration
between students to work together on assigned materials and collect resume assignments using the
OneNote class menu (student's personal notebook).

As a Microsoft platform, Teams have strengths and weaknesses when learning Al-Qur'an Hadith.
The strengths and weaknesses are shown in the table below:

Table 1 Strengths and weaknesses of Microsoft Teams

Power Weakness
Each student has an e-mail account for Only limited to teachers, class, and
learning outside the classroom and inside the classmates to carry out the learning process.
classroom.
Students can use the video conference menu Teacher authority
anytime, anywhere, not limited to the direct
meeting time
Complete features Having trouble installing and using it
It can use team teaching In the same menu and real-time

The networks that students get are different; generally, they can be opened but require patience.
Loading takes a long time due to features that are complete and cellphones with different
specifications related to memory. The solution is to install Teams and delete other applications that
are not needed. There are still students who do not understand how to use them; direct guidance and
tutorials are carried out either via WhatsApp or live video conferences on using Teams. Complete
features that support learning and a video conference menu familiar with the term video conference

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can be used anytime and anywhere, not limited to the direct meeting time, but depending on the
needs in achieving the learning objectives expected by the teacher from students.

All features or menus can be used simultaneously with only one account. The rich menu of
collaboration between teachers, students, or vice versa. It can be used in team teaching with the
same menu and real-time. Useful when supervising online classes like face-to-face (offline) by the
Madrasah Principal or supervisors or related institutions. A student notebook menu (portfolio)
shows that students can see themselves, while teachers can access the entire student portfolio when
needed. Connected between menus with links to make it easier for teachers and students to access.

All Microsoft Teams features can function with the prerequisite that madrassas have an official
domain and register the domain they own and then connect it to Microsoft and last. Still, not least,
both madrasas and parents at home provide internet capacity that is always connected. The main
thing is to continue to provide learning assistance by people, parents, and teachers of PAI Al-Qur'an
Hadith.

4.3 Learning effectiveness of the Flipped classroom model based on Microsoft Teams
After carrying out the learning process of the Al-Qur'an Hadith with the flipped classroom model
integrated with Microsoft Teams, it provides a meaningful experience for students as shown in the
table below:
Table 2. Statement of the flipped classroom model group based on Microsoft Teams
Group identity Statement

Group 1 This learning model makes us independent

and more creative to find information
about our assignments and makes it easier
for us because of the Microsoft Teams
feature familiar to us.
Group 2 We became motivated to build
communication with other friends, but the
network still constrained us, so our
communication was intermittent.
Group 3 Encouraging us to speak in front of
teachers and friends plus Microsoft Teams
as supporting media in implementing the
flipped model is very suitable for online
learning. Even though it is still effective to
learn directly in school, the collaboration
between models and media is beneficial
today. The complete application features
make it easier for us to learn, find out
about assignments that have not been
completed, and the video conference
meeting is also effortless to explain to the
teacher. Build self-activity for learning by
opening the application.
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Group 4 In my opinion, the Flipped classroom

model helps us to understand the material
better, and we are more courageous to
speak. In our opinion, office 365
applications (Microsoft teams) are
beautiful and easy to operate. For security,
it is quite tight, you can call, you can
video call, and not just the two of you, but
you can have lots of people, and it's good
to use for meetings, online learning or
discussion activities, everything you post
in Teams can be responded like, or sad,
angry, disappointed, shocked and others.

From the use of the flipped classroom model in collaboration with Microsoft Teams as an
intermediary medium, it makes student learning more meaningful where students become
independent, creative, find various important information related to the material besides that
students build good communication between students who during online cannot interact directly but
at least through video conference activities can bring back the sense of brotherhood between them.
The flipped classroom learning model trains students mentally to speak up to express statements,
opinions, objections, suggestions, or criticisms through open virtual conference discussions in the
meeting room in the Teams feature to make our reasoning work and our thinking skills are shifted
no longer limited to what written in textbooks only.

The flipped classroom model and Microsoft Teams as the media are considered very appropriate in
online learning activities, which have started to become saturated because, in almost all subjects,
there are only assignment instructions in textbooks, namely read, write, work on existing questions.
With the flipped classroom model, students are motivated to interact with friends in one group or
with friends in one class, think creatively in reasoning when making presentations, and be critical
during small debates in finding solutions to problems, learning to be a teacher for friends who have
difficulty understanding the material nor use Microsoft Teams. Making Microsoft Teams or Office
365 a medium in learning Al-Qur'an Hadith makes it easier for students to organize or process
learning and assignments.

5. Conclusion

Flipped Classroom is very suitable to be implemented as an online learning model today. The
inverted class where the material is studied outside the classroom or at home and discussed during
virtual (synchronous) time is integrated with Microsoft Teams as the medium is used as an online
medium to facilitate students when it is asynchronous or synchronous. It is efficient and effective to
train students' thinking skills so that they can reason, think critically, think creatively, and solve
problems in their lives now or in the future.
With only one account simultaneously, when the teacher wants to explain face to face online,
directly use the video conference menu to join, students who are already online can join. Students

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can communicate with friends without waiting for the teacher's video conference link to discuss
directly in the online class.

6. Recommendation

It would be better if the flipped classroom model integrated with Microsoft Teams as a student
learning medium can be implemented in other subjects for more active and collaborative learning
and following the current online learning conditions that students are living in. The flipped
classroom model that is integrated with Microsoft Teams makes students get new things that are
also meaningful in learning and more motivated so that students become creative and interact more
with their friends and build a sense of care to help friends who don't understand.

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