The Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning

Rapi, Ni Ketut; Suastra, I. W.; Widiarini, P.; Wayan, I

doi:10.15294/jpii.v11i3.38275

Cited by 10 publications

(11 citation statements)

References 74 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…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.…”

Section: Discussionmentioning

confidence: 67%

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

Fathonah,

Cahyono,

Haryani

et al. 2024

IJCRSEE

View full text Add to dashboard Cite

The 21st-century competencies students need to have include creative thinking skills, critical thinking skills, literacy, and numeracy. These competencies can be developed in the learning process in class explicitly. This research aims to analyze the effectiveness of the Multirepresentation Based Creative Problem-Solving (MBCPS) learning model in improving students’ critical and creative thinking skills. The MBCPS Model Syntax consists of four stages: 1) problem identification, 2) finding ideas, 3) evaluating ideas with multiple representations (verbal, visual, and mathematical), and 4) validating solutions. The MBCPS model was applied to the experimental group and the Problem-Solving (PS) learning model in the comparison group on four study programs, natural science education. culinary education, public health science, and nutrition science with material on the science of nutrition. The difference between before and after learning was tested by Mann-Whitney, and N-gain tested the effectiveness. The results showed that before learning, there was no difference in critical and creative thinking skills, with a p-value > 0.05 between the experimental group and the comparison group. After learning, there was a very significant difference (p < 0.05). Learning the MBCPS model can improve critical thinking skills with an N-gain of 0.72 (high category) and creative thinking skills with an N-gain of 0.67 (medium category). The MBCPS learning model can be implemented on a broader scale according to the characteristics of complex course material to develop models in the field of education.

show abstract

Section: Discussionmentioning

confidence: 67%

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

Fathonah,

Cahyono,

Haryani

et al. 2024

IJCRSEE

View full text Add to dashboard Cite

show abstract

“…In other words, the use of CPS-based emodules does not significantly influence the improvement of students' digital literacy. Nevertheless, CPS has developed responses to enhance students' thinking processes (Rubenstein, 2019) in organizing creative ideas (Beda, 2020;Rahayu, 2022). CPS-based e-modules that allow students to interact with interactive text or images presented are not sufficient to enhance students' digital literacy.…”

Section: Discussionmentioning

confidence: 99%

“…The subject of Physics is highly suitable for applying the CPS model. Physics is the most fundamental science with complexities identical to problem-solving (Puspitasari, 2021;Rahayu, 2022). Physics learning often involves contextual problems (Satriawan, 2020).…”

Section: Introductionmentioning

confidence: 99%

The development of e-module optical physics instruments based on Creative Problem Solving (CPS) for improving high school students' digital literacy

Nuraeni,

Rosana

2023

joease

View full text Add to dashboard Cite

The accelerating development of digital technology has shaped a rapidly evolving information landscape, significantly impacting the realm of education. The integration of digital technology in education necessitates a positive outlook and a strong digital literacy. The research adopts a Research and Development (R&D) approach and employs the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model for development. Data collection tools in this study include observation sheets, expert validation sheets, student response questionnaires, and digital literacy tests. The data analysis combines qualitative and quantitative techniques, including a t-test. The findings of this research indicate that the utilization of e-modules based on CPS only succeeded in enhancing the indicators of communication skills through digital media and the responsible and positive use of digital media, among all the digital literacy indicators.

show abstract

“…Today, various platforms that are widely used by schools and universities have been exploited in order to promote proper interaction among the educational community, and thus students become more responsible towards their obligations. Google Classroom, Blackboard, Moodle, and other similar platforms are nowadays commonly used [28], [29].…”

Section: Flipped Classroommentioning

confidence: 99%

Implementing the Flipped Classroom Model in Science Lessons for Junior High School Students

Bessas,

Tzanaki,

Vavougios

et al. 2024

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

The present study refers to the idea of the flipped classroom. The flipped or otherwise called inverted classroom is a modern teaching concept, which essentially reverses the terms of the traditional learning method. The students study the lesson beforehand, outside the classroom using new technologies, while the time inside the classroom is mainly devoted to discussions and solving questions by the educator, hands-on activities that stimulate the students’ interest and connect the acquired knowledge with everyday problems. Reversing the traditional teaching process appears to be paying off for students, as since utilizing classical teaching techniques, their performance seemed to decline over time. For this purpose, the flipped classroom method was applied in a junior high school class in Athens, Greece, for Physics lessons during the 2022–2023 school year. At the end of the school year, the students that participated in the flipped classroom completed a survey that was developed jointly with the cooperation of the respective teachers who taught the course in order to establish the degree of the students’ acceptance of the specific method. The results of the survey and a correlation of the students’ performance who participated in the flipped classroom with the performance achieved by the rest of the students that followed traditional teaching methods, as well as with the previous year’s students’ performance who also followed the classical teaching model, are analyzed and discussed.

show abstract

The Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning

Cited by 10 publications

References 74 publications

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

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

The development of e-module optical physics instruments based on Creative Problem Solving (CPS) for improving high school students' digital literacy

Implementing the Flipped Classroom Model in Science Lessons for Junior High School Students

Contact Info

Product

Resources

About