Comparing the Effectiveness of Flipped Classroom and Online Learning on Improving Critical Thinking Skills in High School Physics Learning

DOI

10.2991/iccd-19.2019.170How to use a DOI?

Keywords

Flipped classroom, online learning, physics education, learning technology, educational technology, learning media, learning innovation.

Abstract

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.

Copyright

© 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/).

Download article (PDF)

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  - 10.2991/iccd-19.2019.170
ID  - Sulisworo2019/10
ER  -