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accessible via the World Wide Web. The advent of the global pandemic has also led to the

implementation of online learning, necessitating the separation of learners from one another and

educators, particularly from the direct dialogical encounters that occur in classrooms (Pacheco,

2021).

In addition, the Indonesian Ministry of Education has implemented policies that include the

closure of educational institutions and the substitution of traditional teaching and learning

processes for online systems. The advent of e-learning is prompting educators to reconsider the

models and methodologies employed in the traditional learning environment (Siahaan, 2020).

Online learning is also a novel approach to education, offering a diverse array of learning

resources. The degree of success of the learning process is contingent upon the characteristics of

In light of these considerations, the Ministry of Education and Culture has recently

permitted the resumption of offline learning in schools. However, this return to face-to-face

instruction comes with certain stipulations. These include the necessity for parental consent,

mandatory mask-wearing, and a cap on attendance at 50% of the maximum school capacity, to

be achieved through rolling (alternating) attendance. Additionally, schools are required to

provide the necessary health protocols, including handwashing stations, thermometers, and hand

sanitizer. Furthermore, educators must also develop a suitable and effective instructional model

that can be employed in the context of face-to-face learning within this new era. As such, the

model represents a crucial component that can influence the success and achievement of lesson

objectives.

character. This encompasses more than simply imparting general knowledge in a school

environment, as the education of students to become morally good individuals is of greater

importance. In light of the aforementioned, it is evident that the implementation of character

education by the Indonesian government prior to the emergence of the SARS-CoV-2 virus

represented a significant challenge. This was due to the fact that, at this juncture, it was difficult

for students to emulate the exemplary conduct of their teachers. This was particularly true in the

context of the instruction of good character traits, which proved to be a significant challenge

even for the most dedicated and skilled instructors (Habibi & Astuti, 2021).

The ongoing global pandemic has had a profound impact on every aspect of human life,

including the Indonesian education sector. The abrupt emergence of the pandemic led to a rapid

essential to the learning process. These resources support the quality of learning, enabling

students to gain knowledge, develop behaviors, and hone skills. Conversely, the implementation

of an online learning system has an impact on the learning process, including: a limited use of

technology by teachers, a limited standardized infrastructure, a limited internet access, a limited

financial support, and even the effect of weather during the online process becoming a problem

(Asakir & Mahmudah, 2022).

This article employs the methodology of a literature review. The data gathering phase was

problem being studied. The second stage is literature/data search, which entails identifying

sources of information that can support the research. The third stage is data evaluation, which

assesses the quality and relevance of the data in relation to the research objectives. The fourth

stage is analysis and interpretation, which involves discussing, finding, and summarizing

documents.

Winaputra (2005: 3) in Thamrin Tayeb (Tayeb, 2017) posits that the model is related to

learning. A learning model may be conceived of as a conceptual framework that describes the

systematic steps involved in the organization of learning experiences, ultimately aimed at the

process, and explain information; 2) Social teaching model. These models emphasise the

development of what teachers and students can do and the creation of a democratic atmosphere

in a community environment; 3) Personalised teaching model. These models aim to design

schools that adopt a nondirective philosophy as the core approach to teaching; 4) Behavioral

system model. The model places particular emphasis on students adopting more productive

attitudinal dispositions in their learning.

In his journal, entitled “Considering Learning Models (Theoretical-Critical Review of

Learning Models in Islamic Education)," Abas Asyafah enumerates several reasons for the

importance of learning models in the context of educational advancement. 1) Effective learning

models facilitate the achievement of learning objectives, thereby enhancing the quality of

Professional teachers are also required to possess motivation and an innovative spirit in carrying

out their duties and functions (Asyafah, 2019).

The learning model constitutes a comprehensive learning structure, encompassing

approaches, strategies, methods, and techniques. Syntax, defined as a set of standardized steps

that must be adhered to when implementing a learning model, represents a critical element

within this structure. The necessity for reflection of this syntax, particularly with regard to

detailed learning steps, is particularly evident in the context of the basic learning activities. In

developing a Learning Implementation Plan (RPP) that incorporates a specific learning model,

educators' activities are required to align with the syntax of the chosen learning model, while

learners' activities are expected to adhere to the necessary behavior and interaction patterns

(Hayati, 2017).

Completion of an online curriculum comprising entirely online learning, with no offline

components; 2) Online curriculum with an offline option, but not a mandatory requirement; 3)

Majority of curriculum conducted online, with some days offline (in-class/in-school); 4) Online

curriculum comprising all or the majority of learning; This includes schools or classrooms where

students meet daily; 5) In-class instruction with an online component and a requirement to

extend learning beyond the classroom and out-of-school days; 6) Classroom instruction that

integrates online resources, but little or no requirement for online students; 7) Face-to-face

settings with little or no online resources/communication (Hrastinski, 2019).

The syntax of the Blended Learning model, as outlined by Ramsay (2001) in Marlina

(Marlina, 2020), is as follows: The following are the five steps of the Blended Learning model,

process comprises three stages. The first stage involves the initiation of learning, which can

occur through face-to-face or fully online means. The second stage entails providing direction to

students to seek information from a variety of sources. The third stage encompasses students’

comprehension, interpretation, communication, and construction of knowledge, as well as the

drawing of conclusions from ideas or information derived through online or offline sources.

Given that the Blended Learning model is conducted online, an application that facilitates the

teaching process is required, with Google Classroom being a suitable example.

The advantages of this model are as follows: 1) Reduction of time spent on tasks; 2)

Reduction of expenditure; 3) Improved effectiveness and efficiency of learning; 4) Simplified

access to learning materials for students; 5) Students can access learning materials at no cost, at

help educators maximize the results, benefits, and attractiveness of their lessons (Kholiqul Amin,

2017).

The disadvantages of this approach are as follows: 1) It is difficult to implement if facilities

and infrastructure do not support it; 2) Not all students have complete facilities; 3) There is

uneven internet access in all locations.

One of the key initiatives that can help address critical thinking issues in education is the

Flipped Classroom model. The fundamental premise of the Flipped Classroom learning model

is that students engage in learning activities at home, replicating the classroom environment.

This includes understanding the material presented by the teacher and completing assignments

and problem-solving exercises. Bergmann and Sams (2012) in Maolidah et al. (2017) provide a

comprehensive overview of this approach.

activities traditionally conducted within a traditional educational setting into an alternate

environment. For instance, activities that are typically conducted within the classroom can now

be conducted outside the classroom, and vice versa (Mohammed & Daham, 2020).

In the view of Goedhart and colleagues (Goedhart et al., 2019), a fundamental aspect of the

Flipped Classroom approach is the transfer of learning through the provision of materials before

the commencement of class, which may take the form of instructional videos or other recorded

materials, as well as remotely accessible knowledge sources. This enables the Flipped Classroom

to offer opportunities for adaptation of the learning process in response to the diverse skills and

learning styles of students, through the utilisation of a range of learning processes and activities.

In accordance with the theoretical framework proposed by Bergmann and Sams (2012) as

The benefits of the flipped classroom as outlined by Millard in Hamid and Hadi (Hamid &

Hadi, 2020) include 1. Increased student engagement in learning; 2. Reinforcement of skills

based on group achievement; 3. Individualization of teaching through pedagogical approach; 4.

Enhanced focus of student activities through discussions; 5. Increased creative freedom.

Furthermore, the application of the Flipped Classroom learning model allows teachers to

dedicate more time to the provision and explanation of learning materials.

The disadvantages of the Flipped Classroom learning model include: 1) Not all teachers and

students have access to technological devices that enable them to access online content; 2) A

lack of teacher capacity in ICT (Information and Communication Technology); 3) Not all

students feel comfortable learning through digital devices, such as laptops/computers; 4)

(traditional) classroom activities in a planned manner (Aristika et al., 2021).

In a subsequent article published in the same journal, Aristika et al. (2021) further elucidated

the rationale behind hybrid learning. They posited that this pedagogical approach strives to

integrate the strengths of both traditional and contemporary teaching methodologies to enhance

the quality of learning outcomes. This quality is purportedly superior to that achieved through

either a purely online or a face-to-face learning experience. Additionally, the hybrid learning

model has the potential to foster students' metacognitive abilities. In addition to the

aforementioned advantages, the hybrid learning approach offers the dual benefit of employing

both a face-to-face and an ICT-based (Information and Communication Technology)

methodology, encompassing both mobile and non-mobile technological solutions (Aristika et al.,

2021).

Parents are encouraged to seek out additional information regarding hybrid learning. This

can be accomplished by communicating with teachers (communicate with teachers); 4) Parents

must refrain from placing undue pressure on students to achieve optimal outcomes, as this can be

detrimental to the learning environment. Instead, they should adopt a more supportive role in

their children's education, particularly in terms of ensuring their health and monitoring their

engagement with online learning activities. 5) Parents can also play a vital role in developing

effective strategies for parenting, including monitoring their children's academic performance,

observing them during online learning, and providing encouragement through rewards and

recognition. 6) Finally, maintaining communication with both teachers and students is essential

for fostering a collaborative and supportive learning atmosphere.

demonstrate an understanding of the material presented by their teachers.

The advantages of the hybrid learning model include: 1) Students not only learn more in

online sessions, but they also have the opportunity to increase student interaction and

satisfaction. Students have many options in addition to classroom learning, which improves their

understanding of what has been learned and gives them the opportunity to access further

learning. 3) Faster data presentation by students who learn using e-learning/online; 4) Students

have the opportunity to study the material according to their wishes, as well as a flexible

schedule (Wahyuni, 2021).

The disadvantages of the hybrid learning model, which act as obstacles to its application,

include: 1) The need for a variety of media, which requires optimal preparation before the

education system. After nearly two years of implementing online learning, the Indonesian

Ministry of Education and Culture has finally permitted schools to resume face-to-face learning

(offline) with the stipulation of applicable terms and conditions. This shift presents a significant

challenge for education personnel, particularly teachers. The learning model is a crucial element

in the learning process. The teacher, as the primary facilitator of learning, must utilize an

effective learning model to facilitate the achievement of learning objectives. In the context of the

"new normal," there are several models that may be applied to learning, including blended

learning, flipped classroom, and hybrid learning. However, the efficacy of these models is

contingent upon the characteristics of the students and the abilities of their instructors.

Aristika, A., Darhim, ., Juandi, D., & Kusnandi, . (2021). The Effectiveness of Hybrid Learning in

Asakir, I., & Mahmudah, F. (2022). Kreativitas dan Inisiatif Guru dalam Pengembanggan Mutu

Dra. Indrawati, M. (2016). Pelatihan Widyaiswara Penyesuaian/Inpassing.

Goedhart, N. S., Blignaut-van Westrhenen, N., Moser, C., & Zweekhorst, M. B. M. (2019). The

flipped classroom: supporting a diverse group of students in their learning. Learning

Habibi, M. F. A., & Astuti, A. P. (2021). Ismuba Learning Problems And Solutions During

Pandemic In Elementary School. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 6(2),

342–362. https://doi.org/https://doi.org/https://doi.org/10.31538/ndh.v6i2.1580

Hamid, A., & Hadi, M. S. (2020). Desain Pembelajaran Flipped Learning sebagai Solusi Model

Pembelajaran PAI Abad 21. QUALITY, 8(1), 149. https://doi.org/10.21043/quality.v8i1.7503

Hasanudin, C., Supriyanto, R. T., & Pristiwati, R. (2020). Elaborasi Model Pembelajaran Flipped

Mahmudah, F. N., & Putra, E. C. S. (2021). Tinjauan pustaka sistematis manajemen pendidikan:

Kerangka konseptual dalam meningkatkan kualitas pendidikan era 4.0. Jurnal Akuntabilitas

Pembelajaran Pada Masa Pandemi Di SD Negeri Bungurasih Waru Sidoarjo. Mudir : Jurnal

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