Comparing the Effectiveness of Flipped Classroom and Online Learning on Improving Critical Thinking Skills in High School Physics Learning
- https://doi.org/10.2991/iccd-19.2019.170How to use a DOI?
- Flipped classroom, online learning, physics education, learning technology, educational technology, learning media, learning innovation.
This study aims to see the impact of applying the flipped classroom to improve students critical thinking skills. The research design was the pretest-posttest controlled group design which consists of three groups taught different learning. Teacher applied direct instruction learning at the control group. Two other groups taught using a flipped classroom approach or online using Google Classroom. The participants of this study were 10th-grade students in physics subjects. Samples are taken randomly simple to determine groups. The analysis technique used is ANOVA to know the effect of learning strategies on critical thinking skills. Measurement of critical thinking skills is carried out using critical thinking test questions in the form of descriptions that have previously tested for difficulty and power of difference.
- © 2019, 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 - Dwi Sulisworo AU - Khusnul Basriyah AU - Lustiana Sari AU - Moh Toifur PY - 2019/10 DA - 2019/10 TI - Comparing the Effectiveness of Flipped Classroom and Online Learning on Improving Critical Thinking Skills in High School Physics Learning BT - Proceedings of the 6th International Conference on Community Development (ICCD 2019) PB - Atlantis Press SP - 645 EP - 649 SN - 2352-5398 UR - https://doi.org/10.2991/iccd-19.2019.170 DO - https://doi.org/10.2991/iccd-19.2019.170 ID - Sulisworo2019/10 ER -