Online Flipped Classroom: Developing Postgraduate Science Education Students’ Critical Thinking Skills

Abstract

During the Covid-19 pandemic, online learning should be carried out through innovative methods. This study aims to determine whether implementing an online flipped classroom, with converting all face-to-face sessions into virtual face-to-face sessions, can facilitate the development of critical thinking skills of postgraduate science education students in the School Physics course. This quantitative study used one group pretest-postest research design. The subjects were postgraduate science education students who took School Physics courses in the first semester at one of the public universities in Indonesia. Online Flipped classroom was supported by Google Classroom Learning Management System (LMS). Critical thinking skills data in School Physics were obtained through tests. Data were analyzed using a description of normalized changes (c) and nonparametric-inferential analysis with the Related-Samples Wilcoxon Signed Rank Test. The results showed that the online flipped classroom could facilitate the development of the students’ critical thinking skills with an average normalized change of .71 in a high category. Even though the students felt the benefits of an online flipped classroom, they still wanted a face-to-face learning mode to be carried out soon.

Discussion of Learning: Implementation and Effect on Critical Thinking Skills of Students in General Physics Courses

“…Ability of critical thinking is one of the learning outcomes for all students in the Faculty of Mathematics and Natural Science UNESA programming subject General Physics (Jatmiko et al, 2018;Widodo, 2022). This is stated in the Semester Learning Plan Subject General Physics, namely that after following subject general physics student must (1) have the ability to think critically and use appropriate concepts to qualitatively analyze problems and situations related to physics, (2) have the ability to use concepts of physics and mathematical methods are appropriate for get solution of quantitative problems in physics, (3) have the ability to collect and analyze data and compile reports coherent for their abilities, and (4) have the ability to communicate their findings both verbally and in writing.…”

The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students' Creative Thinking Skills of Online Physics Educational Learning

“…A flipped classroom is a simple inverted classroom with two defining components: moving the lecture outside of class, usually delivered through electronic means, and moving the practical application assignments, formerly homework, into the classroom (Forster et al, 2022;Nja et al, 2022). Many other optional components arguably optimize this structure and provide enhanced learning opportunities to students, creating a wide variation in practice (Elzainy & El Sadik, 2022;Widodo, 2022). The lecture format has varied and evolved from audio, screen captures, presentation slides, podcasts, narrated presentations (Turiman et al, 2012;Tinmaz et al, 2022;Senali et al, 2022), video, and other multimedia content (Forster et al, 2022;Phillips & Wiesbauer, 2022).…”

“…Lecturers have taken countless paths to teaching with the flip because the learning context and objectives determine the most useful features. However, the new era after the COVID-19 pandemic demands a new learning strategy that can adopt an online or blended learning system, as studied in a previous study for university students (Widodo, 2022). especially for the physics educational study program, which has a specific science.…”