PEDAGOGICAL TRANSFORMATION THROUGH TEACHER LEADERSHIP IN IMPLEMENTING FLIPPED CLASSROOM AT SMP MUHAMMADIYAH BANGKINANG KOTA

Abstract

This study explores the implementation of the flipped classroom (FC) model through the lens of teacher leadership at SMP Muhammadiyah Bangkinang Kota. It investigates how leadership practices facilitate pedagogical transformation in a digital learning context. Employing a qualitative descriptive design, the research involved in-depth interviews, participant observation, and document analysis with teachers, students, and school administrators. The findings reveal that transformational leadership significantly influences the success of FC, enabling shifts from teacher-centered to student-centered pedagogy. Enabling factors included teacher commitment and administrative support, while constraints included digital literacy gaps and infrastructure limitations. The FC model contributed to the development of 21st-century skills, such as critical thinking, communication, and collaboration. The study underscores the importance of equipping teachers with leadership and digital competencies to support innovative instructional practices