The Critical Thinking Skills Impacts on the Utilization of PhET Simulation in the Flipped Classroom Setting
Arman La Aca, Dwi Sulisworo, Guntur Maruto
Arman La Aca
Available Online 20 October 2020.
- https://doi.org/10.2991/assehr.k.201017.024How to use a DOI?
- flipped classroom, PhET simulation, critical thinking skills
- This study examines the impact of flipped classrooms on problem-based learning assisted by PhET simulations in improving students’ critical thinking skills. The design of this study was a pretest-posttest controlled group design. The subjects were 33 students for each group who learned the parabolic motion. In the experimental group, before doing activities at school, students have studied PhET simulations related to the parabolic motion on various variables in the simulation. When at school, the teacher applied problem-based learning related to the material that the worksheet facilitated. At the end of learning, the students were given a test to measure critical thinking skills. The critical thinking skills were measured using essay questions. The questions had been validated for the level of difficulty and determination level. The analysis technique used was the t-test. The results showed that there were significant differences between the two groups. These findings indicate that the application of this model can improve students’ critical thinking skills.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Arman La Aca AU - Dwi Sulisworo AU - Guntur Maruto PY - 2020 DA - 2020/10/20 TI - The Critical Thinking Skills Impacts on the Utilization of PhET Simulation in the Flipped Classroom Setting BT - International Conference on Community Development (ICCD 2020) PB - Atlantis Press SP - 104 EP - 108 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201017.024 DO - https://doi.org/10.2991/assehr.k.201017.024 ID - Aca2020 ER -