The Implication of Flipped Learning Model in Sociology Reading Class

Fu'ad Sholikhi


This article deals with improving reading skill using the Flipped Learning Model for Sociology students at Islamic University of Balitar. The study was done using classroom action research. Data was collected through a critical reading test, observing students’ participation, and interviews. The study found that students’ critical reading skills were initially low and they lacked the initiative to practice. After using the Flipped Learning Model for two cycles, improvements in their critical reading were observed. The model encouraged twelve Sociology students to participate in learning both in and out of class. The model helped students analyze and evaluate texts, but they still struggled to internalize information and form ideas, as this requires more practice.  In the first round of using the Flipped Learning Model, students did better but didn't meet the success target. The highest score was 80 and the mean was 66.56. In the second test, the sociology students did great, with the highest score being 88 and the average score 76.31, which is above the success target. This score shows they really understand and can use what they learned. Within the academic discipline of Sociology, students are frequently tasked with the examination and interpretation of intricate texts and theoretical frameworks. In such a context, the Flipped Learning Model emerges as a particularly advantageous pedagogical approach. It facilitates a self-paced learning environment, enabling students to engage with the material in a manner that aligns with their individual learning rhythms.

Full Text:



Apriani, E. (2016). A New Literacy: The Role of Technology to Develop Student’s Character. Ta’dib: Jurnal Pendidikan Islam, 21, 59–72.

Apriani, E., & Hidayah, J. (2019). The ICT Used by the English Lecturers for Non English Study Program Students at STAIN Curup. Vision: Journal for Language and Foreign Language Learning, 8(1), Article 1.

Ardi, A. W., Arisanti, K., & Hasanah, S. (2023). The Impact of a Flipped Classroom on Reading Comprehension in Students. EDUTEC : Journal of Education And Technology, 6(4), Article 4.

Arifin, S. (2020). The Role of Critical Reading to Promote Students’ Critical Thinking and Reading Comprehension. Jurnal Pendidikan Dan Pengajaran, 53, 318–327.

Asmara, R., Kusumaningrum, W., Wulansari, A., Munirah, M., & Hersulastuti, H. (2019, March 27). Measuring the Effect of A Flipped Classroom Model on Critical Thinking Skills. 2nd Workshop on Language, Literature and Society for Education, Wol2SED 2018, December 21-22 2018, Solo, Indonesia.

Asrori, asrori, & Rusman, rusman. (2020). Classroom Action Research Pengembangan Kompetensi Guru. CV. Pena Persada.

Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819.

Chea, C. C., & Huan, J. T. J. (2019). Higher Education 4.0: The Possibilities and Challenges. Journal of Social Sciences and Humanities, 5(2), 81–85.

DeRuisseau, L. R. (2016). The flipped classroom allows for more class time devoted to critical thinking. Advances in Physiology Education, 40(4), 522–528.

Experts, D. (2018). The Comprehension, Decision Making & Interpersonal Skills Compendium for IAS Prelims General Studies Paper 2 & State PSC Exams. Disha Publications.

Hermida, D. J. (2009). The Importance of Teaching Academic Reading Skills In First-Year University Courses (SSRN Scholarly Paper 1419247).

Karaca, P. Ö., & Oğuz, F. (2017). A Conceptual Evaluation on Critical Reading. IOSR Journal of Humanities and Social Science, 22, 38–41.

Pardede, P. (2007). Developing Critical Reading in EFL Classroom.

Pérez, E. del P. J. (2023). Critical Thinking VS Critical Competence: Critical Reading. Investigaciones Sobre Lectura (ISL).

Pirozzi, R. (2000). Critical Reading, Critical Thinking: A Contemporary Issues Approach. Longman.

Rahman, S. F. A., Yunus, M. M., & Hashim, H. (2020). The Uniqueness of Flipped Learning Approach. International Journal of Education and Practice, 8(3), 394–404.

Ramadhanty, S., & Puspitaloka, N. (2020). EFL Students’ Experiences in a Flipped Reading Comprehension Classroom. Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 381–388.

Saputra, N., Zanthy, L. S., Gradini, E., Jahring, J., Rif’an, A., & Ardian, ardian. (2021). Penelitian Tindakan Kelas. Yayasan Penerbit Muhammad Zaini.

Suryana, P. L., Abas, T. T., & Puspitaloka, N. (2021). Discovering students’ responses using flipped classroom model through reading comprehension teaching. Journal of Applied Studies in Language, 5(1), 23–32.

Sutoyo, S. (2021). Teknik Penulisan Penelitian Tindakan Kelas. UNISRI Press.

Voss, E., & Kostka, I. (2019). Flipping Academic English Language Learning: Experiences from an American University. Springer.

Young, C. A., & Moran, C. M. (2017). Applying the Flipped Classroom Model to English Language Arts Education. IGI Global.

Zheng, B., Ward, A., & Stanulis, R. (2020). Self-regulated learning in a competency-based and flipped learning environment: Learning strategies across achievement levels and years. Medical Education Online, 25(1), 1686949.



  • There are currently no refbacks.

Copyright (c) 2024 Fu'ad Sholikhi

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.