| This study aims to explore the attitudes of elementary school students towards the implementation of Flipped Classrooms (FC). The Flipped Classroom approach modifies traditional teaching methods by having students engage with course materials and lecture content at home through videos, while using class time for problem-solving, analysis, and teacher-led discussions. To gain insights into how FC affects the teaching and learning process, it is crucial to examine teachers' and students' perceptions and attitudes towards this approach. This research specifically focuses on elementary school students, as previous studies primarily concentrated on higher education. A randomly selected group of 45 students from Yayasan Bunda Hati Kudus participated in the study, where the flipped classroom learning model was implemented under the guidance of their teachers. Semi-structured interviews were conducted to gather data on the students' feelings, beliefs, and behaviors regarding the flipped classroom approach. The collected interview responses were analyzed using mixed methods, involving the categorization of data into three aspects to assess students' preferences and indications of likes and dislikes. Mean scores for each aspect were calculated to determine overall positive and negative trends in students' attitudes. There were challenges when implementing the Flipped Classroom, one of which was parental control of technology for elementary school students at YBHK. Despite encountering challenges and obstacles during the implementation process, the findings revealed a positive attitude among the students towards learning with the flipped classroom model. This research contributes to the field of elementary education, where the utilization of flipped classroom approaches is relatively scarce. The findings provide valuable insights for teachers and practitioners seeking to implement innovative teaching methods, ultimately enhancing the learning experience of elementary school students. |