The human brain has the cognitive areas that can be used to think high, and need maintenance of brain development. Brain cells of human beings from birth and forever keep possession, even grew as an adult, in line with the development of maturity. The frontal lobes are dealing with abstract reasoning and problem solving more mature and parietal lobes grow in size. Students are appropriately able to manage her brain to produce results in the form of thoughts or ideas. The ability of the student to manage his brain does not always work, even more students are silent, without ideas. In such conditions, the student needs habituation way of managing the brain through a series of learning activities. This study aimed to obtain a student response to the application of the model A-CAR on critical thinking skills. Model A-CAR has a syntax to enable the brain works. The syntax includes Activation, Confirmation, Activities, Resume. The study was designed using the experiment. Data obtained from the test are then analyzed using t-test. The results of t-test showed that the model A-CAR higher critical thinking skills acquisition results compared to direct instructional models.

As an innovative active learning method, flipped learning provides students with several opportunities. This study was conducted to reveal the trends and outcomes in research into the flipped learning approach published between 2012 and 2018. Descriptive content analysis was used to review 316 research and conceptual articles published in academic journals included in five significant databases that ascribe to journals the highest impact factor. The results indicate that most of the studies are conducted with students as the most frequent study group and with a mixed-method research design in the subject areas of education and medicine. The flipped learning approach is mostly conducted in higher education. As a region, Asia has taken the lead in flipped learning studies. Finally, the outcomes of flipped learning indicate an increase in student performance and positive influence on cognitive, affective, and soft skills.

This study evaluates the first years of the full-scale flipped learning implementation process that began with an authority innovation-decision at the world's first fully flipped university in terms of departmental differences. The study employs an explanatory sequential mixed-method research. The primary respondents were 69 freshmen enrolled in the Faculty of Education at a private university in Istanbul, Turkey. In addition to student participants, five faculty members were recruited to the study. The primary data was collected through a Likert-type scale on flipped learning, including components on motivation, course structure, and interaction. Pre and post semi-structured interviews and a structured ranking form were also used to support the quantitative data. The findings of the study reveal that the students felt relatively unmotivated when instructed through flipped learning, although were satisfied with the course structure. In general, the students lacked student-student interaction. Due to the nature of the Guidance and Psychological Counseling department, the students faced some difficulties in engaging in all three types of interaction (student-student, student-educator, and student-content). Lengthy and poor-quality videos and students' lack of preparation for classes emerged as major problems in flipped learning. The faculty members complained about the amount of time required for preclass preparation (i.e., recording flipped videos). This paper discusses how to foster motivation, collaboration, discussion, and interaction in flipped learning in higher education settings so as to guide prospective practitioners.

Teachers' preferred teaching methods are of the utmost importance. The aim of this qualitative study is to examine 47 primary and secondaryschool teachers' (1) teaching method preferences, (2) reasons for group work preferences, and (3) implementation paths for the methods they use. Results show that (1) teachers mostly prefer direct instruction; group work is the second preference; (2) permanent learning, physical conditions, and comprehensive programs are the result of the preference; (3) while teachers are implementing the cooperative method, they implement activities and projects at all levels, form the groups themselves based on students' qualifications, and see the highest success in 4th, 6th, and 11th grades.

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