Measuring the Effect of A Flipped Classroom Model on Critical Thinking Skills

Asmara, R and Asmara, W R and Wulansari, A and Munirah, Munirah and Hersulastuti, Hersulastuti (2019) Measuring the Effect of A Flipped Classroom Model on Critical Thinking Skills. In: WOL2SED 2018, December 21-22, 2018, Solo, Indonesia.

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Abstract

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

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: flipped classroom; digital natives; perceptions
Subjects: H Social Sciences > H Social Sciences (General)
Depositing User: EAI Editor IV
Date Deposited: 22 Nov 2021 12:38
Last Modified: 22 Nov 2021 12:38
URI: https://eprints.eudl.eu/id/eprint/8504

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