Comparing the Effectiveness of Flipped Classroom and Online Learning on Improving Critical Thinking Skills in High School Physics Learning
Dwi Sulisworo (a*), Khusnul Basriyah (a), Lustiana Sari (a), Moh Toifur (a)
(a) Physics Education, Ahmad Dahlan University
Jl. Pramuka No. 42, Yogyakarta, Indonesia 55161
*sulisworo[at]gmail.com
Abstract
The development of information and communication technology (ICT) has influenced various life activities including human behavior. The use of this technology has increased productivity, but this technology is still deficient to use in education. The teacher must innovate the learning environment to be more comfortable for generally millennial students. One of the learning innovations is the application of the flipped classroom concept. This concept still gives teachers room to face to face in class but also utilizes ICT in activities outside the classroom. From a variety of previous research studies, the application of this concept has a positive impact on various competencies in students. This study aims to see the impact of applying the flipped classroom to improving 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.
Keywords: critical thinking skills; learning innovation; mobile learning; flipped classroom; information technology; learning management system
Topic: PHYSICS EDUCATION