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

2019 ◽  
Author(s):  
R Asmara ◽  
W Asmara ◽  
A Wulansari ◽  
Munirah Munirah ◽  
Hersulastuti Hersulastuti
Keyword(s):  
Critical Thinking ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Critical Thinking Skills

The influence of flipped classroom in inquiry learning to student’s critical thinking skills in impulse and momentum

2020 ◽  
Author(s):  
Supriyono Koes-H. ◽  
Fenudya Sanding Putri ◽  
Endang Purwaningsih ◽  
Afifah Yusalina Salim
Keyword(s):  
Critical Thinking ◽  
Flipped Classroom ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals How Can Flipped Classroom Develop Critical Thinking Skills? A Literature Review

2022 ◽  
Vol 12 (1) ◽  
pp. 82-90
Author(s):  
Benedecta Indah Nugraheni ◽  
◽  
Herman Dwi Surjono ◽  
Gregorius Punto Aji ◽  
Keyword(s):  
Critical Thinking ◽  
Literature Review ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Learning Methods ◽  
Comprehensive Overview ◽  
Positive Effects ◽  
Flipped Classrooms

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.

scholarly journals Andragogy and teaching techniques to enhance adult learners’ experience

2021 ◽  
Vol 11 (11) ◽  
pp. 31
Author(s):  
Nicole Lewis ◽  
Venise Bryan
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Adult Learners ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Clinical Teaching ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Techniques

Nurse educators need to be cognizant of their instructional methods to ensure they are using appropriate techniques to effectively teach students as adult learners. Andragogy is the practice of teaching adult learners; its role and application in concept-based nursing education in the online, classroom, and clinical teaching contexts are explored in this reflective literature review. Concept-based curriculum is a method of teaching that utilizes active learning strategies to aid in developing critical thinking skills and knowledge comprehension. Reflections on incorporating andragogy to teach in a concept-based curriculum in nursing by a novice educator is also presented along with selected teaching techniques that has been utilized to solidify nursing students learning. It has been shown that non-traditional teaching techniques such as simulation, case studies, debates, and creating a “flipped” classroom can be effective in applying andragogy in a concept-based curriculum model. Incorporating andragogy within the concept-based curriculum is vital for equipping nursing students with necessary critical thinking and reflection skills required for nursing practice.

scholarly journals Combining Flipped Classroom and Mind Mapping in Indonesian Vocational Schools: Their Influence to Students’ Critical Thinking Ability

2020 ◽  
Vol 4 (1) ◽  
pp. 24
Author(s):  
Roni Agung Nugroho ◽  
Basori Basori ◽  
Dwi Maryono
Keyword(s):  
Critical Thinking ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Mind Mapping ◽  
Thinking Ability ◽  
Post Test ◽  
Score Gain ◽  
Quasi Experimental ◽  
Validity Tests

<span lang="EN-US">The main problem of students in solving problems is the low ability to think. This study aims to improve students' critical thinking skills and measure the effectiveness of the combination of flipped classroom learning models and mind mapping. This research method used is a quantitative approach with a quasi-experimental design. The sample from this study was 31 students from the experiment class and 31 students from the control class. Data collection is done through critical thinking tests. Before using multiple-choice pre-tests and post-tests, instruments are tested first using validity tests and reliability tests. The results showed that the critical thinking abilities of students in the experiment class through the combined learning of flipped classroom models and mind mapping were higher than the control class, interpreted from the post-test score of the experiment class 77.6 while the control class got a score of 71.4. From the effectiveness of the experiment, class learning also got a score gain of 40.4947 with a fairly effective category, while the control class gained a score gain of 38.0115 with ineffective categories.</span>

scholarly journals The Effect of Applying Blended Learning Strategies Flipped Classroom Model on Students’ Critical Thinking Skills

2022 ◽  
Vol 8 (1) ◽  
pp. 86-93
Author(s):  
Zulhamdi Zulhamdi ◽  
Hafnati Rahmatan ◽  
Wiwit Artika ◽  
Andi Ulfa Tenri Pada ◽  
Ismul Huda
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Research Approach ◽  
Control Group Design

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 there was an effect of students' critical thinking skills after the application of the blended learning model of the flipped classroom on the respiratory system material

scholarly journals Critical Thinking of Field Independent Students; which Model of Teaching is more Supportive?

2020 ◽  
Vol 22 (2) ◽  
pp. 108-116
Author(s):  
Nurnia Nurnia ◽  
Herlina Anggaraini Tasina
Keyword(s):  
Critical Thinking ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Model Data ◽  
Independent Function ◽  
Learning Condition ◽  
Field Independent ◽  
Independent Students ◽  
Treatment Data

This study examines whether a certain learning condition as of model of teaching is more supportive to the enhancement of critical thinking of field independent students. To be brief is that whether students with cognitive style of field independent function more superior through particular implemented models of flipped classroom, pure online or direct instruction. The study was a quasi-experiment conducted to 96 English majors divided equally in three different classes and treated with a different model. Data were collected by asking samples to take a critical thinking skills test after the treatment. Data were analyzed by means of two-way analysis of variance. Findings of the study show that the critical thinking skills of field independent students differ significantly after the three models implementation and the flipped classroom model is found to be more supportive.

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