The Effect of Flipped Classroom Based on Disaster Map Visualization in Disaster Mitigation Learning on Students’ Self-Efficacy and Critical Thinking Skills

Abstract

Disaster mitigation material in geography learning requires not only critical thinking skills but also independence and optimism from students. In this regard, the effective approach needed relies not only on theory but also on practice in independent assignments and exercises. It makes limited face-to-face learning, which has been applied recently, unable to optimize learning outcomes. This study aims to analyze the impact of flipped classroom learning based on disaster map visualization on students' self-efficacy and critical thinking skills in disaster mitigation materials. The study used a quasi-experimental design with a pretest-posttest control group design. The research sample consisted of the experimental class (30 students) and the control class (30 students), which were determined randomly after the equivalence test. Data on critical thinking skills were collected using a test method in 10 description items, and self-efficacy data were collected using a questionnaire consisting of 30 statements. The data were analyzed using quantitative descriptive and inferential statistical analysis with MANOVA. The results show a significant effect simultaneously or partially with the sig value. 0.05, so it can be concluded that there is an effect of flipped classroom learning based on disaster map visualization on students' self-efficacy and critical thinking skills in disaster mitigation materials.

The effectiveness of the flipped learning strategy in developing the critical thinking and accounting skills of commercial technical secondary school students

“…When compared to the summarised prior research, the results of the current study are generally in agreement with those of other studies, especially those by Astawa et al [23] who aimed to determine if and how students' sense of agency and critical thinking skills may be improved through exposure to disaster map visualisation as part of a flipped classroom learning approach in the context of geography education, the study of Pardosi & Ming [24] examined how flipped learning instruction in a Chinese 'teaching with technology' course affects the growth of students' higher-order thinking skills (HOTS)., Alkhawaldeh & Khasawneh [25] also compared the effectiveness of the conventional approach to teaching English to students who are blind or visually impaired with the more innovative approach of using cellphones to flip the classroom., José et al [26] examined the flipped classroom as a pedagogical paradigm, with a special emphasis on how it encourages active learning in light of the current generation's preference for technological and collaborative approaches to education, Shih & Tsai [29] attempted to find out how students felt about using the flipped classroom method to complete projects online for marketing research classes., and finally Lee [30] aimed to test out a flipped classroom model in a functional English course for undergraduates and to analyse its benefits and drawbacks.. The results of these research show that the flipped classroom approach is effective in a variety of educational settings.…”

“…Astawa et al [23] The purpose of this research is to determine whether or not students' confidence and analytical abilities in disaster mitigation resources improve after participating in a flipped classroom learning experience based on the visualisation of disaster maps. The research followed a controlled group pre-and post-test quasiexperimental design.…”

Application of Multirepresentation-Based Creative Problem-Solving Learning Models to Improve Critical and Creative Thinking Skills for Students

“…Various previous studies have shown the same results, namely that the application of learning models can improve critical thinking skills, among other things Android-based media in Androwebic and E-Bokartumban (Isnaeni, Sujatmiko, and Pujiasih, 2021), reflective inquiry learning (Verawati et al, 2021), Problem-based interactive physics e-modules (Sujanem and Suwindra 2023), Learning Strategy "Students as Researchers" (Daryanes et al, 2023). Flipped classroom learning based on disaster map visualization (Astawa et al, 2022) and flipped Classroom-Based Project Assessment (Rapi et al, 2022) influence critical thinking skills.…”

The Impact of The Virtual-Based Disaster Learning Model on Elementary Students' Understanding of COVID-19 Disaster-Learning

“…According to research by Astawa et al (2022), students in high school could develop their critical thinking abilities and self-efficacy in disasters by using visualization-based flipped learning. Astawa's research suggested they have developed a visualization-based flipped learning system for high school students.…”