According to Ministry of Education, Culture, Research and Technology policy, all schools will begin face-to-face learning in the following academic year, beginning in July 2021 [1]. Meanwhile, statistics on the progression of the COVID-19 pandemic reveal no substantial decrease. Even in some spots, it continues to climb and certain sections are in the red zone. Each area has its own set of policies for implementing community activities. Of course, this creates feelings, both for parents and for teachers. But on the other hand, children's longing for a school atmosphere is also increasing. The children have been reminded to go back to school as usual.

To reduce the risk of crowds, some schools make learning policies by dividing students' shifts into schools. For example, for a class of 40 students, only 20 children attend school while the other 20 study at home. In fact, the number of incoming students is limited to a maximum of 25% [1]. Learning technology, in theory, provides several alternatives. The flipped classroom learning paradigm is one way. The flipped classroom is a kind of mixed learning that combines face-to-face and online instruction. The purpose of this research is to talk about how to apply the flipped classroom learning model as a post-pandemic rotating classroom learning solution. Blended learning is helpful because it makes it easier to teach and learn. It starts with presenting content and talking about it [2].

Students may study from any place and at any time with this online resource [3]. Teaching-learning methodologies have moved from passive to active learning as information technology has advanced, giving birth to digital-based creative classroom models [4]. Furthermore, conventional learning methods that place the emphasis on instructors as knowledge centres are no longer considered beneficial in today's digital society [5]. In a flipped classroom, students participate in learning activities both inside and outside of the classroom [6]. The emphasis in the classroom is on interactive group activities. Outside of the classroom, however, the focus is on viewing video lectures and engaging in conversations by asking and answering text-based questions [7]. "Live teaching is done through videos or other learning aids that individual students may utilize before attending class," Bergmann and Sams  write. They believe that by altering the scheduling, teachers will be able to use class time for work that is best done in a big group or requires special attention from the teacher [8].

Students are more engaged in a flipped classroom than in conventional classrooms since they will study independently with the help of digital resources, with the instructor acting as a facilitator. In a flipped classroom [9], lecturers function as mentors and counsellors for good project ideas. The flipped classroom moves group learning outside of the classroom and replaces lectures with multimedia tools [9]. Teachers would not have to sacrifice crucial class time for topic-covering if they flipped their classes [7]. In 2014, flipped classrooms were classified as a unique technology for higher education in the Horizon 2014 study, which focused on evaluating and reporting on innovative technologies in education. Flipped classrooms are critical to implement at the college level [10] and there is a lot of interest in flipped classrooms in educational research. The term "flipped classroom" refers to learning that blends online and offline components. Traditional classroom learning is referred to as "flipped learning" [10]. The flipped classroom is a method of teaching that blends the use of technology with hands-on activities. In the flipped classroom, traditional classroom learning is replaced by a laboratory as well as activities. Other materials, like videos, are distributed outside of class [11]. The flipped classroom is an interactive group learning activity in the classroom that is supplemented with direct computer-based individual training outside of the classroom [6]. A flipped classroom is one in which students complete class tasks by viewing or listening to podcasts. traditional classroom learning experiences, including online learning and information regarding recorded learning [12]. Using technology to give students access to course information outside of class requires students to be taught how to use technology so they can learn more about the subject in class [12].

A large number of flipped classroom studies have been conducted in a range of settings. Researchers investigate whether children appreciate inverted classrooms and if they could prefer them in the future [13]. Students feel that the course goals have been met and that some learning has occurred [11]. Use single-group research approaches to investigate student perceptions [6]. They are quantitatively as successful as conventional classes and anecdotal research shows they are even more so [14]. According to an action research report [14], flipped learning was positively received by both students and instructors. Instructional design for flipped classroom learning [15]. An evaluation of current research on the topic [14] is required to appreciate the relevance of flipped learning.

As a result, the purpose of this study was to investigate students' perceptions of the Flipped Classroom Learning Model in an Indonesian Modern Islamic Boarding School and to determine whether there is a positive impact on the Flipped Classroom Learning Model in general in the context of Indonesian Modern Islamic Boarding Schools. It was also hoped that this research would improve how the Flipped Classroom learning method is used in modern Islamic boarding schools in Indonesia. This research was driven by these research questions:

• "How are the students' perceptions toward the flipped classroom learning model in an IMMIM Modern Islamic Boarding School?"

Flipped Classroom

According to the poll results, more than half of Indonesians, including students, use the internet. Ramsey Musallam, a YouTube Teacher's Studio instructor, advises that teachers create videos to shift the mode of education from the classroom to homework or to use a flipped classroom technique. The flipped classroom is an innovative teaching method that flips typical teaching by giving videos as homework rather than lecturing to explain the subject. The goal is to reach students with diverse learning styles by giving them choices for learning outside of the classroom and to improve interaction between students and instructors in the classroom via various exercises and activities.

Students’ perception of the course were generally good and professors noted that their students' enthusiasm to utilize the system had increased. One of the system's virtues, according to the researchers, is the expanded chances for faculty-student engagement. Ronchetti described this strategy at the outset of the article as a simple way for professors to transition from frontal lectures, which were condemned for forcing pupils to sit and listen, to a more participatory style of teaching. But he admits that switching to this method would be easiest if it were done slowly: "During one academic year, (partial) lectures are recorded and then used during the next year."

Definition of Flipped Classroom Learning 

Reverse learning is a manifestation of active learning and can be regarded as constructivist learning, where teachers require students to be actively involved in their learning rather than passively receiving information. Determining learning with the flipped classroom model, must be based on the need to: (a) help students master certain concepts or knowledge that are complicated and not mastered adequately through current learning methods, (b) engaging students with material that the past group may have deemed 'boring' or 'uninteresting' and/or (c) facilitate the development of skills using new knowledge or concepts. According to Bergmann and Sams [16] stated that the flipped classroom has the basic concept that everything that is done in conventional learning is done at home and everything that is done as homework in conventional learning is done in class.

Definition of Perception

Perception is the organizing, recognition and interpretation of sensory data in order to represent and comprehend the external environment collectively. According to Barry [17] perception is the set of mechanisms through which humans perceive, organize, react to and produce environmental stimuli. The basic distinction between the two major perception theories is that one stresses the role of sensation while the other emphasizes the function of higher cognitive processes. Perception, according to Millikan [18] is the process of perceiving natural signals or, more precisely, of translating natural indications into intentional signs.

Indicators of Perception

According to Robbins [19], there are three kinds of perception indicators, namely:

• Acceptance: In the physiological stage, the process of acceptance or reabsorption is an indication of perception; it pertains to the role of the five senses in comprehending external stimuli. This signifies that information sent from one individual to another will be received or accepted by the five senses, including sight, hearing, smell and taste, individually or collectively

• Understanding: It refers to the outcomes of an investigation that are subjective or unique to each person

• Evaluation: Evaluation is external stimulation that has been captured by the senses and then appraised by humans. This assessment is very subjective. Each person's view of the surroundings will vary. One person rates a stimulus as tough and dull, whereas another person rates the identical stimulus as nice and enjoyable

The translation of a process or re-procedure message into written language is known as writing [20]. It entails an active process of organizing and formulating thoughts on paper so that the reader may follow the writer's words both in written and spoken form. Writing is the process of producing visual symbols, such as a letter or a group of letters that correspond to the sound made by the writer when speaking [21]. Writing is one method of making sense of one's experiences for oneself and others [22]. Furthermore, he asserts that writing is the most approachable and appealing way since the end result, visible language, is a satisfyingly permanent record of thoughts and feelings. 

Writing is the act of thinking on paper or in a mood at work in order to acquire knowledge, recognize relationships, test their actuality, reach a conclusion and create an opinion [23]. In this way, our minds generate a wide range of ideas and the elements that support them in each piece of writing. To become an effective and efficient writer [24]:

• First decide what you will write

• Plan your writing

• Make sure your writing focuses on the reader

• Finally check your writing

Finally, the writer can take a conclusion of the various definitions of writing with seeing the definition above that Writing is the process of translating what someone is thinking into written language.

Types of Writing

Types of writing into four forms [25]. They are:

• Narration: Narration is a type of writing that is used to tell the tale of an act or occurrence. In chronological sequence, narration sets events in time and describes what happened. Short stories, novels and new stories are examples of narrative, as is a substantial component of our everyday social contact in the form of letters and conversation

• Description: Description imitates the way we think, see, smell, taste, feel, or sound; it may also elicit emotions such as happiness, loneliness, or fear. It was once utilized to generate a visual depiction of people, locations and even units of time-day, times of day, or reason. It may discuss their character or personality features

• Exposition: Exposition is used to convey information, explain concepts and convey meaning. It contains editorials, articles and valuable educational material. It comprises editorial, essay and educational instructional content. It may stand alone as an essay when combined with a story. Exposition may be built in a variety of methods, whether used alone or in conjunction with storytelling

• Argumentation: Argumentation is used to persuade and persuade others. It is closely connected to exposition and is frequently used in conjunction with it. Argumentation is used to make a point or to establish or disprove a claim

Research Design

A descriptive case study was used in this study. Descriptive case studies are designed to describe natural phenomena that occur within the data at issue, such as what technology the lecturer and students use and how they use them [13]. The researcher's purpose is to describe the data as it happens. This study will produce a rich and detailed description of the phenomena being investigated. The definition advocated in this study accurately describes the study's nature to some extent. The current study has five characteristics that are based on [22] descriptions. To begin with, the study is naturalistic; the actual settings are the direct source of data and these settings have a significant impact on human behaviour. Second, rather than numbers and measurements, the study includes descriptive data in the form of words. Finally, rather than focusing on outcomes, the study focuses on the process. Fourth, conclusions are drawn based on the data [23], Finally, meaning is concerned with the perspectives of participants and procedures are established to allow the researcher to gather information about their experiences.

A case study is defined in this study as a descriptive case study with in-depth data collection based on these characteristics [26]. A case study researcher uses a variety of context-rich data sources to build an in-depth case. The case study method is used by researchers when they want to cover contextual conditions that are highly relevant to the phenomenon under study [27].

Subject and Setting of the Research

The research was carried out at the IMMIM Islamic Boarding School for this study. The boarding school was located in Moncongloe, Maros Regency, South Sulawesi, Indonesia. The reason behind the selection of this research site was that the English teachers at the school have been utilizing technology in their teaching practices. The subjects of this research will be students from the IMMIM Modern Islamic Boarding in the academic year 2021/2021. There will be twenty-five students as the subject of this research, considering their competence to operate laptops and the internet after two years of experience in using the E-Learning Pesantren IMMIM application [28]. Besides teachers, students will also be the subject of this research.

Data Collection

The data for this research came from students' opinions of the flipped classroom learning approach, which was a qualitative study. This study's features could not be separated from participatory observation. As a consequence, the researchers investigated the data for this study using a range of data gathering methodologies. Data was collected in a number of different places, from a number of different sources, using a number of different methods. If it is in schools with education and education personnel, data can be collected naturally.

An interview seems to be a meeting between two individuals in which they exchange information and ideas via questions and responses in order to develop meaning around a topic. In the in-depth category, where the implementation was more flexible, researchers utilized a semi-structural interview style. The goal of this interview is to uncover more open issues by asking those who are being questioned for their perspectives and ideas. When conducting the interview, the researcher must listen closely and take detailed notes on what the informants have said.

This approach was used to collect information about students' attitudes regarding the flipped classroom learning model. The authors conducted interviews with students and collected data from students at the Islamic Boarding School regarding their attitudes toward the flipped classroom learning model in this case.

The data from the interview was used to back up the observation's findings. As a result, it was utilized to clarify and accentuate the observation's outcome. It was carried out in this case to collect information on students' attitudes towards the flipped classroom learning approach. The researcher employed semi-structured interviews with the precise questions to be asked and they were designed depending on the researcher's requirements when performing the interview. This semi-structured interview had a clear concept of the subjects that needed to be addressed (and possibly even a preferred sequence for them), but the interviewer was willing to let the conversation go in unexpected paths that led to crucial new areas. One of the interview tools employed in this study was the HP recorder.

Data Validity

Findings or data from qualitative research might be considered legitimate if there is no discrepancy between what the researcher reported and what actually happens on the ground. But it's important to keep in mind that, according to qualitative research, the truth of reality data is multiple and depends on human construction, which is built up in a person through the mental processes of people from different backgrounds.

Data Analysis 

Three lines in qualitative data analysis [26], namely:

• Data reduction: During the selection process, pay attention to simplifying, abstracting and processing the data from field notes

• Data display: A set of organized data that allows for the making of conclusions and the observation of activities

• Conclusion: The size of the field note collection defines the final conclusion

Students’ Perception toward Flipped Classroom Learning Model at IMMIM Modern Islamic Boarding School 

The primary research goal of this study is to learn about students' impressions of adopting the flipped classroom learning paradigm to teach writing in class at XI IMMIM Islamic Boarding School. The researcher then developed one question on the researcher's view of students while utilizing the flipped classroom learning methodology to teach writing. There are various markers to assess student perspectives while searching for the next flipped classroom learning paradigm, including understanding, recognizing, creating stimuli, knowledge, motivation, social interaction, acceptance, experience, response and solutions. Researchers provide the following interpretations and more discussion:

• Understanding: Expert definitions of perception are used to generate perception indicators. Understanding, like perception, is a process of recognizing natural signals or, more precisely, translating natural indications into purposeful signs, according to indicators chosen from [18]. It becomes a reference as a consequence of Millikan [18] perceptual definition and the understanding indication exists

According to the results of the research on students' views of the usage of the flipped classroom learning model in writing instruction, students comprehend what the flipped classroom learning model comprises. The results of research interviews indicate this.

In the researcher's investigation, 5 pupils satisfied the requirements for being utilized as samples in this study. Students who take an active part or always use the flipped classroom learning model approach in teaching writing throughout the learning process are the criterion in issue. The researcher asked the first questions in the study about:

• "What is your understanding of the flipped classroom learning model in teaching writing?"

Extract 1

Kode S.B.1: “Dari yang saya pahami model pembelajaran flipped classroom, pembelajaran berbasis komputer atau komputer biasanya diakses melalui jaringan.”

Code S.B.1: "From what I understand the flipped classroom learning model, computer-based learning or computers are usually accessed through a network."

Extract 2

Kode S.C.1: “Saya paham dengan model pembelajaran flipped classroom yang kita pelajari melalui media atau online, dimana kita menggunakan aplikasi untuk melakukan proses pembelajaran, sehingga proses pembelajaran tidak benar-benar tatap muka antara guru dan siswa, tetapi kita belajar secara online di tempat yang berbeda, namun proses pembelajaran tetap dilakukan melalui sarana online yang digunakan untuk proses pembelajaran, misalnya seperti penggunaan aplikasi e-learning Pesantren IMMIM.

Code S.C.1: "I understand the flipped classroom learning model that we learn through media or online, where we use applications to carry out the learning process, so that the learning process is not really face-to-face between teachers and students, but we learn online in different places, but the learning process is still carried out through online means that are used for the learning process, for example the use of the IMMIM Islamic Boarding School e-learning application.

Extract 3

Kode S.E.1: “Model pembelajaran flipped classroom adalah pembelajaran jarak jauh antara guru dan siswa yang dapat memudahkan guru mengajar jika ada kegiatan lain yang menghalangi mereka untuk hadir di kelas dan pembelajaran online dapat dilakukan dengan menggunakan aplikasi E-learning Pesantren IMMIM."

Code S.E.1: "A flipped classroom learning model is remote learning between teachers and students that can make it easier for teachers to teach if they have other activities that prevent them from attending class and can-do online learning using the E-learning application IMMIM Islamic Boarding School."

Students may respond to researcher-posed questions in the research questions listed above. Students' responses vary, but they all share the same objective or understanding of the flipped classroom learning approach. Student replies are included in the Appendix under the codes S.B.1, S.C.1 and S.E.1. According to the findings of the interviews, the flipped classroom learning model is learning that occurs between instructors and students who utilize the program (E-Learning Pesantren IMMIM) and may be accessible over a network.

Recognize: Perception, according to Barry [17], is a set of processes that humans use to perceive, control, react to and produce stimuli in our surroundings. The primary distinction between the two major perception theories is that each emphasizes the importance of feelings and perception in higher cognitive processes. Researchers emphasize positive indicators, according to the hypothesis proposed by Barry [17]. 

In the flipped classroom learning approach, a variety of processes must be observed and then comprehended. It is critical for students to identify and then operate apps used in the learning process, such as the IMMIM Islamic boarding school e-learning application. Based on the researcher's interview findings, which are included in the file with the code S.A.4.

In this indicator, the researcher asks students questions about:

• "Are you familiar with the use of this application (E-Learning Pesantren IMMIM) which is used by teachers in flipped classroom learning model?"

The results of the researcher interviews are in the Appendix with the code: S.A.4, S.C.5, S.D.2. The following is one of the results of the researcher's interview with class XI students at the IMMIM Islamic Boarding School.

Extract 1

Kode S.A.4: “E-Learning Pesantren IMMIM adalah aplikasi dimana kita dapat belajar dengan baik. Aplikasi E-Learning Pesantren IMMIM, kita dapat belajar tanpa tatap muka dan dapat mengirimkan tugas bahkan guru juga dapat menjelaskan materi pembelajaran melalui aplikasi tersebut dan absen dapat dilakukan melalui aplikasi E-Learning Pesantren IMMIM. Awalnya sangat sulit tapi lambat laun saya sudah paham cara menggunakan aplikasi tersebut."

Code S.A.4: “E-Learning Pesantren IMMIM is an application where we can learn well. E-Learning Pesantren IMMIM application, we can learn without face to face and can send assignments and even the teacher can explain learning materials through the application and absenteeism can be done through E-Learning Pesantren IMMIM application. It was very difficult at first but gradually I understood how to use the app."

Extract 2

Kode S.C.5: “Penggunaan dari aplikasi E-Learning Pesantren IMMIM sudah saya pelajari. Diaplikasi tersebut, kita di bagaikan materi apa apa yang akan di pelajari dan kita dapat mempelajari materi yang disediakan”.

Code S.C.5: “I have studied the use of the E-Learning Pesantren IMMIM application. In this application, we are like what material will be studied and we can learn the material provided.

Extract 3

Kode S.D.2: “Aplikasi E-Learning Pesantren IMMIM tersebut sudah saya gunakan dalam proses pembelajaran jadi setidaknya saya mengenal tentang aplikasi tersebut”.

Code S.D.2: "I have used the IMMIM Islamic Boarding School E-Learning application in the learning process so at least I know about the application".

The conclusion from the interview results is that the E-Learning Pesantren IMMIM application used in the flipped classroom learning model in teaching writing has different uses and benefits for teachers and students. From what researchers have said in interviews, it seems likely that using apps in the flipped classroom learning model helps both teachers and students. This program facilitates the learning process by delivering tasks and so on.

According to Ally [29] students can access subject matter at any time, obtain fresh and relevant content and interact with instructors in the field they are studying via online learning. This idea is based on the findings of a study done by researchers on class XI students at the IMMIM Islamic Boarding School, which discovered that the usage of various apps in online learning brings advantages and convenience to students. Not only are children affected, but educators and instructors themselves are as well. With the flipped classroom learning method, teachers can study whenever and wherever they want, update the information right away and just point students to the topic they are going to teach.

• Create Stimuli: In this third suggestion, the researcher uses [17] theory as a reference to determine students' viewpoints of the flipped classroom learning paradigm in teaching writing. Perception, according to Barry [17] is a set of systems that allows us to perceive, regulate, respond to and generate stimuli in our environment. The primary distinction between the two major perception theories is that each stresses the importance of emotions and perception in higher cognitive processes. Educators must utilize media in the learning process because it may stimulate or develop student interest in the subjects presented by the educator. According to Hamalik [30], employing instructional media in the learning process may inspire and encourage students in learning tasks, as well as having psychological benefits on pupils. The researcher asks students in this indication, "How do you develop yourself to be more motivated in engaging in the flipped classroom learning paradigm in teaching writing?"

Based on their experiences at the IMMIM Islamic Boarding School, class XI students stated that by using the flipped classroom learning approach in teaching writing, they may inspire or nurture a feeling of enthusiasm in engaging in the learning process. However, in the flipped classroom learning style for teaching writing, some students also offered feedback that they had encountered problems. However, the majority of students responded that the flipped classroom learning approach in teaching writing may encourage or promote an interest in engaging in the learning process; student comments can be found in the Appendix by looking at the following codes: S.A.5, S.B.3, S.C.3.

Extract 1

Kode S.A.5: “Tanpa dirangsang sendiri saya sudah tertarik, saya bisa belajar dalam keadaan santai dan tidak usah buru-buru dan kita bisa mempelajari dengan rileks sesuai waktu yang diberikan oleh guru yang telah di setting di aplikasi. Kan itu sih sebenarnya nggak usah di rangsang karena sudah tertarik sendiri. Karena aplikasi tersebut sangat membantu juga.

Code S.A.5: “Without being stimulated myself, I am already interested, I can learn in a relaxed state and there is no need to rush and we can study in a relaxed manner according to the time given by the teacher which has been set in the application. You really don't need to be stimulated because you're already interested in yourself. Because the application is very helpful too.

Extract 2

Kode S.B.3: “Saya percaya kita harus sadar bahwa kita sekarang hidup di dunia digital yang sangat canggih, oleh karena itu kita harus mengikuti tren agar tidak ketinggalan dari pesantren lain dan dapat bersaing.”

Code S.B.3: "I believe we must be conscious that we are now living in a highly sophisticated digital world, therefore we must keep up with the trends so that we do not lag behind other Islamic boarding schools and can compete."

Extract 3

Kode S.C.3: “Nah, cara merangsang minat belajar kita pada model flipped classroom ini adalah dengan memahami detail aplikasi pembelajarannya sehingga kita bisa mendapatkan manfaat dari proses pembelajaran karena kita memahami aplikasinya.”

Code S.C.3: "Well, the way to stimulate our interest in learning in this flipped classroom model is to understand the details of the learning application so that we can benefit from the learning process because we understand the application." 

According to the findings of researcher interviews, using the flipped classroom learning model in teaching writing motivates students to participate in the learning process, especially when teachers use media, particularly online learning media, such as the IMMIM Islamic Boarding School E-Learning application. They are excited since the flipped classroom learning model is still relatively new and with their newfound experience, students will use the applications employed in the flipped classroom learning model when they become educators in their various fields.

Code S.D.3: "This is for the flipped classroom learning model. You are interested because the learning media is new in Islamic boarding schools, meaning that it hasn't been too long. Use the IMMIM Islamic boarding school e-learning to send assignments and take attendance. But here is another new application that teachers can use to explain learning materials. It means a good application, so that you don't have to go to school to study; you can go to your own home and take those subjects too. "

According to the findings of the interviews, the use of media in the learning process has an influence that may encourage students to participate in the learning process. This supports Hamalik [30] thesis that the use of learning media can generate new needs and interests, as well as motivate and self-stimulate students in learning activities.

This study shows that the flipped classroom learning model is perceived more positively by teachers who usually use e-learning as the main means of delivering material. teachers who have a more interactive way of delivering material. This flipped classroom learning model is only seen as useful for teachers who usually teach through e-learning applications. Flipped Classroom Learning This model shows the trend of a transition from traditional teaching styles to classrooms that require students to be responsible for finding information.

One of the advantages of the flipped classroom learning model mentioned both in the literature and by the teachers in this study is the ability for students to receive immediate feedback on their work as they complete it in class while being supervised by a teacher. The flipped classroom learning model makes the learning process more efficient. However, its implementation must remain under the supervision of the teacher. Based on the existing conditions, it is recommended for teachers to further improve their professionalism in learning (understanding of strategies, models and learning methods) and the use of E-Learning Pesantren IMMIM for learning. In order to make the Flipped Classroom Learning Model work better, teachers and other education staff also need to work together.

1. Kompas. “Aturan masuk sekolah dibuka Juli; jumlah murid, jadwal, dan durasi pelajaran.” 2021.

2. Munir et al. “Students’ attitudes on blended learning-based instruction in Indonesian EFL classroom.” GNOSI: An Interdisciplinary Journal of Human Theory and Praxis, vol. 4, no. 2, 2021, pp. 146–162. https://gnosijournal.com/ index.php/gnosi/article/view/110.

3. Dwiningsih, K. et al. “Pengembangan media pembelajaran kimia menggunakan media laboratorium virtual berdasarkan paradigma pembelajaran di era global.” Kwangsan: Jurnal Teknologi Pendidikan, vol. 6, no. 2, 2018, pp. 156–176. http://dx.doi.org/10.31800/jtp.kw.v6n2. p156-176.

4. Asfar, N. and Z. Zainuddin. “Secondary students’ perceptions of information, communication and technology (ICT) use in promoting self directed learning in Malaysia.” The Online Journal of Distance Education and E-Learning, vol. 3, 2015, pp. 67–82.

5. Utomo, S.W. and M. Ubaidillah. “Pemanfaatan aplikasi Whatsapp pada pembelajaran berbasis masalah untuk mata kuliah akuntansi internasional di Universitas PGRI Madiun.” Kwangsan, vol. 6, no. 2, 2018, pp. 199–211. http://dx.doi.org/10.31800/jtp.kw.v6n2.p199--211.

6. Veleger, B. “The flipped classroom: A survey of the research.” 2013.

7. Zappe, S. et al. “Flipping the classroom to explore active learning in a large undergraduate course.” Proceedings of American Society for Engineering Education (ASEE) Annual Conference & Exposition, 2009, pp. 596–616.

8. Bergmann, J. and A. Sam. Flipped Learning: Gateway to Student Engagement. International Society for Technology in Education, 2014.

9. Driscoll III, T. and K. Petty. “Student-driven education with flipped learning and 20-time.” Practical Applications and Experiences in K-20 Blended Learning Environments, Information Science Reference (IGI Global), 2013.

10. Johnson, L. et al. The 2010 Horizon Report. New Media Consortium, 2010.

11. Gannod, G.C. et al. “Using the inverted classroom to teach software engineering.” 2008.

12. Lage, M.J. et al. “Inverting the classroom: A gateway to creating an inclusive learning environment.” Journal of Economic Education, vol. 31, no. 1, 2010, pp. 30–43. https://doi.org/10.1080/00220480009596759.

13. Lage, M.J. and G. Platt. “The internet and the inverted classroom.” The Journal of Economic Education, vol. 31, no. 1, 2000, pp. 11–11.

14. Bergmann, J. and A. Sams. “Remixing chemistry class: Two Colorado teachers make vodcasts of their lectures to free up class time for hands-on activities.” Learning & Leading with Technology, vol. 36, no. 4, 2009, pp. 22–27.

15. Hung, H.T. “Flipping the classroom for English language learners to foster active learning.” Computer Assisted Language Learning, vol. 28, no. 1, 2015, pp. 81–96.

16. Bergmann, J. and A. Sams. Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education, 2012.

17. Barry. “A study of students perception in English classes.” vol. 33, no. 2, 1998.

18. Millikan, R.G. Varieties of Meaning. MIT Press, 2004.

19. Robbins, S.P. Organizational Behaviour. 10th ed., Prentice Hall, 2003.

20. Brain. Techniques in Teaching Writing. 1995.

21. Byrne. English Teaching Perspective. Longman, 1984.

22. Lever, J. et al. “Four words of writing.” Forum, vol. 25, 1981, Washington, D.C.

23. Meyer, A. Writing with Confidence. Harper Collins, 1992.

24. O’Suilivan, K. and L.J. Focusing on ELTS Reading and Writing Skill. Macquarie University, 2000.

25. George, W.E. and B.M. Julia. Let’s Write English. Litten Education Publishing International, 1980.

26. Miles, M.B. and A.M. Huberman. Qualitative Data Analysis: An Expanded Source Book. 2nd ed., Sage, 1994.

27. Yin, R.K. Case Study Research: Design and Methods. 4th ed., Sage Publications, 2009.

28. IMMIM. E-Learning Pesantren IMMIM. 2019, https://elearning.immim.sch.id/.

29. Ally, M. “Foundations of educational theory of online learning.” The Theory and Practice of Online Learning. Edited by T. Anderson, 2nd ed., Athabasca University Press, 2008.

30. Hamalik, O. Media Pendidikan. 7th ed., Penerbit PT.Citra, 1994.