Development of Flipped Classroom using Cloud-Based Learning and Board Games Model to Enhance Critical Thinking Skills

Chukusol, Chawin; Piriyasurawong, Pallop

doi:10.18421/tem111-11

Cited by 6 publications

(5 citation statements)

References 28 publications

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“…Critical thinking is a skill that students must have. The existence of critical thinking skills in a person indicates that he has been able to discover concepts independently, is able to interpret them, is able to process and analyze his thought patterns, and is able to apply his understanding in a more understandable form (Chukusol & Piriyasurawong, 2022;Lestari et al, 2021). Therefore, critical thinking skills have become one of the variables that is used as a benchmark in assessing students' abilities in the lessons they have been given.…”

Section: The Results Of the Normality Test And Homogeneity Test Of Th...mentioning

confidence: 99%

SIRI Learning Model in Empowering Biology Students' Critical Thinking

Jamaluddin,

Palennari,

Fatmawati

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research aims to investigate the influence of the SIRI learning model, namely learning based on integrated problem solving in Indonesian Siri' culture in improving the critical thinking skills of biology students. This experimental research was conducted with a pretest-posttest nonequivalent control group design and involved 109 biology students at Universitas Negeri Makassar, Universitas Pendidikan Mandalika, and Universitas PGRI Sumatera Barat, Indonesia. Data was collected using a critical thinking skills essay test. A critical thinking skills rubric was used to assess student answers and the results were analyzed using ANCOVA at a significance level of 0.05. Research findings show that there is an influence of the SIRI learning model on the critical thinking skills of biology students. The LSD test results show that the critical thinking skills of the SIRI class are significantly different from those of the PBL class and conventional class. It was concluded that the SIRI learning model could improve biology students' critical thinking skills.

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Section: The Results Of the Normality Test And Homogeneity Test Of Th...mentioning

confidence: 99%

SIRI Learning Model in Empowering Biology Students' Critical Thinking

Jamaluddin,

Palennari,

Fatmawati

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…In addition to monitoring through worksheets, teachers have various other means of observing and engaging with students' activities. These may include monitoring notifications on a Facebook group platform by Tan et al [32] or utilizing communication channels such as Cloud by Chukusol & Piriyasurawong [61] and Ligi & Raja [62], WhatsApp, Instagram, Google Meet, Google Classroom, and Zoom by Purba [50]. Monitoring of student activities before class can also occur in-class, where the teacher interacts with students, asking questions and seeking clarification based on the information derived from learning resources and addressing any errors in video content provided pre-class [21].…”

Section: Discussionmentioning

confidence: 99%

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Yuliana,

Abadi,

Hendrowibowo

et al. 2024

P Sci Edu

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The problem and the aim of the study. The mPBLFC model combines elements of problem-based learning (PBL) and the flipped classroom, incorporating the use of mobile devices. Problems arise in developing the mPBLFC model, including the combination of PBL steps into a flipped classroom and the integration of mobile technology. This research aims to provide relevant references to serve as a guide for developing the mPBLFC model, specifically designed for mathematics learning. The objective of this study is to scrutinize the attributes of the mPBLFC learning model through a comprehensive literature review. Research methods. This research, conducted through a comprehensive literature review using the PRISMA method, investigates 46 selected articles that have passed through identification (1,000 papers), screening (247 papers), eligibility (90 papers), and inclusion stages (46 papers). These 46 articles provide a general description of the year of publication, research geography, research object, research subject, and the developed model. After obtaining a general overview of the articles, a more in-depth review is conducted regarding the various components of the learning models they have developed. Subsequently, the mPBLFC model is synthesized and can be implemented in mathematics learning. Results. An overview of articles reviewed from 2017–2023 based on geography reveals the following distribution: Southeast Asia (37.14% of the reviewed articles), East Asia (25.71%), the United States (2.86%), West Asia (11.43%), Australia (5.71%), and Europe (5.71%). The distribution of articles based on research objects indicates a focus on mathematics (26%), science (17%), social (7%), and other (50%). Furthermore, articles are distributed based on research subjects across elementary school/SD (6%), middle school/SMP (15%), high school (SMA)/vocational school (SMK) (33%), and higher education/PT (46%).The mPBLFC model is an innovative blend of mobile PBL techniques, incorporating learning activities both before, during, and after classes, all facilitated through mobile devices. The integral components of the learning model encompass (a) learning syntax, (b) support systems, (c) social systems, (d) the reaction principle, and (e) learning effects. Conclusion. These characteristics encompass (a) a targeted focus on mathematics education with the aim of enhancing high school students' critical, computational, and creative thinking skills; (b) a structured approach involving preclass, in-class, and out-of-class learning activities; (c) a fundamental principle emphasizing students' ability to gather, share, and explore various problem-solving strategies while comprehending the steps to solve problems; (d) preclass activities that encompass problem orientation, understanding key concepts, and exploring a variety of problem-solving resources, allowing students to engage independently with diverse learning materials; (e) classroom activities that include discussions, experiments, problem-solving sessions, collaborative information sharing, and presentations, with the teacher transitioning from facilitator and mentor preclass to guide and support students' activities in class; and (f) a positive impact on students, fostering their drive to seek, share, and apply various information while enhancing their problem-solving skills.

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“…The results of the literature review show that there has never been any use of e-modules to develop TPACK competencies. Improving the educational process through the use of information and communication technology is the focus of educational technology, including the integration of various digital media into learning to change the learning process [18].…”

Section: Literature Reviewmentioning

confidence: 99%

Development of E-Module Based on Geospatial Technology to Improve TPACK Competencies of Geography Pre-Service Teacher: A Needs Analysis Review

et al. 2023

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21st-century education affected pre-service teachers to have TPACK competencies. One way to support pre-service teacher to have TPACK competencies is through teaching materials. The development of e-modules, particularly those of geospatial technology, was prompted by the poor quality of the instructional materials utilized in geography classes. Therefore, a need analysis is required before designing and developing the e-modules. This research evaluated a need analysis based on the PRISMA 2020 guidelines. This research aimed to explain the need analysis related to: 1) curriculum documents, 2) the lecturing process, 3) the availability of laboratories, and 4) the student's need for e-module based on geomorphology course. The data was collected from 186 university students who were preparing as pre-service geography teachers. The results indicated that pre-service geography teachers required e-modules to support the course and achieve TPACK competencies. The developed e-modules are expected to support in geomorphology lectures through the use of geospatial data, websites, and applications.

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Development of Flipped Classroom using Cloud-Based Learning and Board Games Model to Enhance Critical Thinking Skills

Cited by 6 publications

References 28 publications

SIRI Learning Model in Empowering Biology Students' Critical Thinking

SIRI Learning Model in Empowering Biology Students' Critical Thinking

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Development of E-Module Based on Geospatial Technology to Improve TPACK Competencies of Geography Pre-Service Teacher: A Needs Analysis Review

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