Proceedings of the 5th Asian Education Symposium 2020 (AES 2020)

The Effect of Problem-Based Flipped Learning and Academic Procrastination on Students’ Critical Thinking in Learning Physics in High School

Authors
I Wayan Santyasa, Ketut Agustini, I Made Tegeh
Corresponding Author
I Wayan Santyasa
Available Online 17 July 2021.
DOI
https://doi.org/10.2991/assehr.k.210715.094How to use a DOI?
Keywords
problem-based flipped learning, direct flipped learning, critical thinking
Abstract

Learning physics in SMA cannot be separated from students’ critical thinking activities without delay. Critical thinking will not develop optimally if the learning still tolerates the direct learning model. One of the learning models that are accommodative in developing critical thinking is the problem-based learning model. Both models can be used as pedagogical content for flipped learning, which is termed problem-based flipped learning (PBFL) and direct flipped learning (DFL). This study aims at describing the difference effect between PBFL and DFL on critical thinking (CT) viewed from students’ academic procrastination (AP) in learning physics in SMA. Student’s AP is a variable of sorting critical thinking skills based on low AP (LAP) and high AP (HAP). The study population was 6 classes of students of class XI SMAN 2 Semarapura. A sample of 4 classes was selected by random assignment technique, which then randomized again to determine 2 classes as PBFL class and 2 classes as DFL class. To collect the students’ academic procrastination, the questionnaire is used. Students’ critical thinking skills were collected by means of an essay test using a 4-point scale. Data were analyzed using two-way ANACOVA with initial critical thinking skills scores as covariates. Hypothesis testing is carried out at the 5% significance level. The results showed 1) There was a significant difference in the effect between PBFL and DFL on CT (F = 11,769; p <0.05). Students’ CT was higher achieved by students who studied with PBFL than them studied in the DFL model. 2) There is a significant difference in the effect between LAP and HAP on CT (F = 7.006; p <0.05). Higher CT rates were achieved by students who had LAP compared with them had HAP. 3) There is no significant interactive effect between the learning model and AP on CT (F = 1.451; p> 0.05). In learning physics class XI SMA, the two AP categories are accommodating to the PBFL and DFL models.

Copyright
© 2021, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the 5th Asian Education Symposium 2020 (AES 2020)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
17 July 2021
ISBN
978-94-6239-405-6
ISSN
2352-5398
DOI
https://doi.org/10.2991/assehr.k.210715.094How to use a DOI?
Copyright
© 2021, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - I Wayan Santyasa
AU  - Ketut Agustini
AU  - I Made Tegeh
PY  - 2021
DA  - 2021/07/17
TI  - The Effect of Problem-Based Flipped Learning and Academic Procrastination on Students’ Critical Thinking in Learning Physics in High School
BT  - Proceedings of the 5th Asian Education Symposium 2020 (AES 2020)
PB  - Atlantis Press
SP  - 456
EP  - 462
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210715.094
DO  - https://doi.org/10.2991/assehr.k.210715.094
ID  - Santyasa2021
ER  -