Flipped classroom in history learning to improve students’ critical thinking (original) (raw)
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The Influence of the Flipped Classroom Model to Improves the Critical Thinking Skills Students
JULIET (Journal of English Language and Literature), 2024
Critical thinking skills must be trained in learning, therefore researchers tried to apply the flipped class method to improve students' critical thinking. Research was conducted to describe the profile of critical thinking abilities through the implementation of flipped classes. The type of research used is quantitative descriptive research. The research uses a quasi-experimental design (quasi-experimental research). Data collection was obtained using test techniques. The test is used to measure critical thinking skills in accordance with the critical thinking indicator, namely FRISCO (Fokus, Reason, Inference, Situation, Clarity, and Overview). Data were analyzed using percentage correction and Ancova. The profile of students' critical thinking ability scores before treatment in the experimental class obtained an average of 38.30 (low). After implementing the flipped class, the thinking ability in the experimental class obtained an average of 86.00 (very high). Based on this analysis, it can be concluded that the profile Students' critical thinking abilities can be trained and improved through the implementation of flipped classroom learning.
Measuring the Effect of A Flipped Classroom Model on Critical Thinking Skills
Proceedings of the 2nd Workshop on Language, Literature and Society for Education, 2019
The present study investigated the effect of flipped classroom on learners' critical thinking skills of inference and explanation — the flipped classroom used lecturing video as homework and group discussion as classroom activities. The participants were 60 participants aged 19-20 years old. Using quasi-experimental research, this study measured the effect size with the dependent analysis of variance (ANOVA) from the pretest-posttest score on critical thinking skills. Through 10-week intensive meetings, the two groups were identified as intact and control groups and asked to do the procedure starting from the pretest to posttest. The study was able to confirm the effect of the flipped classroom for sharpening students' critical thinking. The intervention for the EFCG was effective to help them to explore their thoughts and develop their critical thinking.
Analysis of the Flipped Classroom Model on Students' Critical Thinking Skills
KnE Social Sciences
The role of education is very important in improving human resources. The purpose of education is to prepare students to be able to develop and apply knowledge. This study analyzes students’ critical thinking skills using the flipped classroom model. The method used in this research is descriptive qualitative method. Data were collected through class observations and interviews. The results of the study show that the use of the flipped classroom model can help shorten learning time in class, that learning is not boring, the students’ analytical ability increases, as well as their ability to work together and communicate. Keywords: flipped classroom, critical thinking skills
Jurnal Penelitian Pendidikan IPA, 2022
Critical thinking skills are competencies that are expected to be possessed by every student in 21st century learning. One of the efforts that can be made to improve students' critical thinking skills is to apply the flipped classroom learning model. This study aims to determine the effect of students' critical thinking skills through the application of the blended learning model of the flipped classroom. The research approach used is quantitative with a quasi-experimental type of research, the research design used is pretest-posttest non-equivalent control group design. Sampling used a total sampling technique from the entire population of 102 students of class XI IPA at SMAN 1 Peulimbang. The instrument used to measure critical thinking skills is in the form of essay questions accompanied by an assessment rubric. Data on critical thinking skills were analyzed by parametric statistics using the independent sample t test. The results showed that the value of < 0.05, then ...
How Can Flipped Classroom Develop Critical Thinking Skills? A Literature Review
International Journal of Information and Education Technology
This review aimed at providing a comprehensive overview of how the flipped classroom can give the positive effects on developing students’ critical thinking skills. Data were collected from four databases, which included Google Scholar, ResearchGate, EBSCO, and Emerald. This study synthesized the findings of 16 studies published from 2015 to 2020. The results revealed that there were many learning activities that could be designed in a flipped classroom both outside and inside the classroom so that it allowed students to be actively involved in learning, flipped classrooms could also be integrated with other learning methods and utilize various technologies to increase their effectiveness in developing students’ critical thinking skills.
Proceedings of the 6th International Conference on Community Development (ICCD 2019), 2019
This study aims to see the impact of applying the flipped classroom to improve students critical thinking skills. The research design was the pretest-posttest controlled group design which consists of three groups taught different learning. Teacher applied direct instruction learning at the control group. Two other groups taught using a flipped classroom approach or online using Google Classroom. The participants of this study were 10th-grade students in physics subjects. Samples are taken randomly simple to determine groups. The analysis technique used is ANOVA to know the effect of learning strategies on critical thinking skills. Measurement of critical thinking skills is carried out using critical thinking test questions in the form of descriptions that have previously tested for difficulty and power of difference.
Sampoerna University, 2015
Flipped classroom has changed the teachers' roles as content presenters into learning facilitators. In the last three years, many teachers have grasped the potential of flipped classroom. Along the learning process, flipped classroom increases students-tostudents interaction in group discussion to let them learn from each other. The discussions carried out in flipped classroom engage students in exploring their ideas freely and critically during the discussions. This study was conducted at college students' level. Critical thinking is important for them since there are many assignments, which require them to build critical thinking skill, such as paper analysis, essay, mini research papers, etc. This study aims to answer one research question; what critical thinking aspects are practiced by students in group discussion of flipped classroom. For the research method, this study employed a case study of six students. They were assigned to join in two group discussions, which were group x and y and each group consisted of three students. The data was gained from classroom observation, which used audio recorder. Additionally, semi-structured interview was conducted as the secondary data to support and to ensure the validity of the gained data from classroom observation. The finding showed that all participants were not able to practice all aspects of critical thinking. There were only two students who practiced the most aspects of critical thinking. They were student x.1 and x.2 as the participants of this research. Student x.1 was not able to practice only one aspect of critical thinking while student x.2 was not able to practice two aspects of critical thinking. Oppositely, there was one student who practiced the least number of critical thinking aspects, it was student y.2. Student y.2 was not able to practice five aspects of critical thinking.
Flipped classroom strategy in promoting critical thinking in social science
World Journal Of Advanced Research and Reviews, 2024
The research study aimed to assess the effectiveness of a flipped classroom strategy in enhancing the critical thinking skills of grade 12 humanities and social sciences students. Two approaches, pre-class and in-class activities were implemented with 80 students from Recto Memorial National High School. Overall, students had a positive perception of the flipped classroom strategy, and their performance in critical thinking tests was generally good. However, there were areas for improvement, particularly in inference and evaluation skills. The study found no significant difference in recognition and inferencing skills between the pre-class and in-class activities, but there was a significant difference in interpretation and evaluation skills. Recommendations were made for curriculum developers, supervisors, and administrators to enhance teaching methods through training and workshops, focusing on improving students' inference and evaluation skills. The adoption of the flipped classroom approach was encouraged, especially in social sciences, to make class discussions more engaging. Further research with a larger sample size or exploring different critical thinking subskills was suggested to provide more insight into the effectiveness of the flipped classroom approach.
Transformative Learning: Flipped Classroom and Its Impact on Writing Skill and Critical Thinking Level, 2024
The study sought to ascertain if critical thinking instruction delivered via the Flipped Classroom may improve students’ EFL writing skills. In addition to determining if the present instructional model influences students’ views of critical thinking and attitudes toward Flipped Learning integration, another goal is to determine whether students’ attitudes about Flipped Learning integration change. Students at the School of Languages at the upper-intermediate level took part in a reading and writing course to enhance their writing abilities. It was an experimental study with two groups consisting of an experimental group and a control group that each got training from the researcher for six weeks, and each group included 15 students. A variety of qualitative and quantitative data collection tools were used for this study, with the California critical thinking level inventory survey used in the first phase of the study, and critical thinking interviews used in the latter stage of the flipping classroom survey. Analyzing students’ responses to the California Critical Thinking Level Inventory found that the experimental group outperformed the control group, indicating a substantial boost in critical thinking abilities in those who took part in the experiment. The findings of the Flipped Classroom questionnaire show that students have a significant influence on the new teaching model in terms of their opinions regarding it.
The Flipped Classroom: Using Thematic Teaching to Develop Critical Thinking for High School Students
American Journal of Educational Research, 2018
The 21st century education tends to train comprehensive human with a range of capacities and working skills in a collaborative environment and towards global citizens, with a particular emphasis on developing critical thinking for learners. People with high level of critical thinking can develop skills, abilities and core values that help them succeed in life. In education, however, critical thinking is not the only goal separate from other important components and it is seen as one of the most important competencies of learner to develop. There has been various ways, methods and techniques to develop critical thinking for students so far. One of those is the flipped classroom model which is used successfully in universities in US, Australia.... This paper aims to introduce such flipped classroom model and its use in the thematic teaching to develop critical thinking for students as well as provide an example for the use of this model in teaching the topic "The use of cosmetics in school-Risks to be learned" for grade 11 students.