FLIPPED LEARNING IN INSHA’: IMPLEMENTATION, STUDENT ENGAGEMENT, AND ITS IMPACT ON CRITICAL THINKING

Abstract

Insha’ (Arabic writing) instruction is often dominated by conventional approaches that limit opportunities for developing students' critical thinking. This study aims to examine the implementation of the flipped learning strategy, the unfolding of student activities, and its contribution to the development of critical thinking skills. The research employs a qualitative field approach involving eleventh-grade students and an Arabic teacher at State Islamic Senior High School of Magetan. Data were collected through classroom observations, in-depth interviews, and document analysis, and were analyzed through an interactive process of data reduction, display, and conclusion drawing. The findings reveal that flipped learning is systematically implemented by separating pre-class and in-class activities. Students engage with learning materials before class, allowing classroom time to be utilized for discussion, analysis, and writing development. This approach encourages active participation, collaboration, and the ability to articulate and refine ideas. Substantively, the strategy enhances critical thinking, as evidenced by students' abilities to analyze topics, construct arguments, and produce more structured writing. These findings suggest that flipped learning not only reshapes instructional practices but also strengthens higher-order thinking skills, making it a relevant approach for Arabic language instruction, particularly in Insha’ learning.