Flipped Learning as a Pedagogical Innovation: Enhancing Arabic Reading Comprehension in Higher Education

Abstract

This study investigates the effectiveness of flipped learning in improving students’ Arabic reading comprehension (qirā’ah) in Islamic higher education. Addressing the limited empirical evidence on flipped learning for Arabic reading, particularly in text-based instruction, this quasi-experimental study employed a Non-Equivalent Control Group Design at Ma’had UIN Sunan Ampel Surabaya. Sixty first-year students were divided into an experimental class (n = 30) and a control class (n = 30), with both groups receiving the same qirā’ah materials. The experimental class engaged in flipped learning through independent pre-class preparation, in-class text analysis, vocabulary and sentence-structure activities, collaborative discussion, and post-class reinforcement. The control class received conventional instruction. Data were collected through validated and reliable pretest and posttest instruments, supported by observation of implementation consistency. The results revealed a significant difference between the groups (p < 0.001), with the experimental class achieving a higher mean score (M = 96.33) than the control class (M = 63.00). The rank-biserial correlation was 0.964, indicating a very large effect. These findings demonstrate that flipped learning effectively enhances qirā’ah comprehension and promotes active engagement with Arabic texts. The study contributes empirical evidence for applying flipped learning to receptive Arabic skills in Islamic higher education.