The Impact Of Using The Flipped Classroom Instructional Model On Mastering The Holy Qur'an Recitation Skill Of Preparatory School Students In Jordan

Abstract

The study aims to investigate the impact of using the flipped classroom instructional model on mastering the Holy Qur’an recitation skill of 9^th-grade students in Jordan. To achieve the objectives of the study, the quasi-experimental approach has been adopted. The study population consists of all preparatory school students in Jordan in the first semester of the academic year 2021/2022. The study sample consists of (58) students divided into two groups. The current study includes the following instruments representing a set of learning activities related to the recitation skill, such as the Noon Saakinah rules, Meem Saakinah rules, and Madd rules. These activities are divided into three forms, as each form encompasses (the lesson objectives, and several group activities). A pre-test consisting of 9 items is designed to measure the extent of representation of groups' equivalence, and an achievement test is also designed to verify the study's hypotheses. The findings indicate that there is a statistically significant difference between the means of the scores of the students of the control and experimental group in the post-test of the achievement test in the recitation skill. This demonstrates the quality of learning using the flipped classroom instructional model and its positive impact at the cost of the traditional method of mastering the recitation skill. In light of these findings, the study recommends the necessity of using the flipped classroom strategy from time to time by the Holy Qur’an teachers, training on it well, and applying it properly to achieve the desired results.