Article Sidebar

Download
PDF
Statistic
Read Counter : 15 Download : 5

Downloads

Download data is not yet available.

Main Article Content

Abstract

This study aims to determine the effect of the flipped classroom learning model assisted by instructional videos on the critical thinking skills and science learning outcomes of seventh-grade students at SMP Negeri 27 Samarinda. The research used a quasi-experimental method with a non-equivalent control group design. The sample consists of 21 students, with the experimental group using the flipped classroom model and the control group using the Student Team Achievement Division (STAD) model. The results show that in the experimental group, the average pretest and posttest scores for critical thinking increased from 28.29 to 76.67 (N-gain 0.67), and learning outcomes improved from 24.76 to 77.10 (N-gain 0.69). In contrast, in the control group, critical thinking scores increased from 20.29 to 64.29 (N-gain 0.54), and learning outcomes improved from 16.48 to 62 (N-gain 0.54). The t-test showed a significance value of 0.000 < 0.05, with t-value > t-table for both critical thinking and learning outcomes. In conclusion, the flipped classroom model assisted by instructional videos has a significant impact on enhancing students' critical thinking skills and science learning outcomes.

Article Details

License

Copyright (c) 2025 Anggi Putri Yulia Chipsy, Sri Purwati, Herliani, Nelda A. Serena, Masitah, Akhmad

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The journal allows the author(s) to hold the copyright without restrictions.


Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite
Chipsy, A. P. Y., Purwati, S., Herliani, Serena, N. A., Masitah, & Akhmad. (2025). Pengaruh Model Pembelajaran Flipped Classroom Berbantuan Video Pembelajaran terhadap Kemampuan Berpikir Kritis dan Hasil Belajar IPA. PENDIPA Journal of Science Education, 9(1), 118–123. https://doi.org/10.33369/pendipa.9.1.118-123
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: a review of the evidence across disciplines. In Educational Technology Research and Development. 68(3), 1018. DOI: 10.1007/s11423-019-09718-8
  2. Auliza, E., & Widyastuti, E. (2024). Pengaruh Model Pembelajaran Flipped Classroom Tipe Peer Instruction Flipped Berbantuan Video Pembelajaran Terhadap Kemampuan Pemecahan Masalah dan Kemandirian Belajar. MES: Journal of Mathematics Education and Science, 9(2), 166–177. Diambil dari https://jurnal.uisu.ac.id/index.php/mesuisu/article/download/8592/pdf
  3. Dakhi, A. S. (2020). Peningkatan Hasil Belajar Siswa. Jurnal Education and development. 8(2), 468. Diambil dari https://journal.ipts.ac.id/index.php/ED/ article/view/1758
  4. Facione, P. a. (2015). Critical Thinking : What It Is and Why It Counts. Insight Assessment. 1(1), 1–28. Diambil dari https://www.law.uh.edu/blakely/advocacysurvey/Critical%20Thinking%20Skills.pdf
  5. Frasiska, A., Sri, P., Evie, P., & Masitah. (2018). Pengaruh Model Pembelajaran Learning Cycle 5E Berbantuan Quizwhizzer Terhadap Hasil Belajar Kognitif Siswa Pada Materi Sistem Eksresi. Eduproxima: Jurnal Ilmiah Pendidikan IPA., 7(1), 256-264. DOI: 10.29100/.v7i1.5897
  6. Khoiriyah, S., & Suprapto, N. (2021). Effectiveness of Comics to Train Students’ Critical Thinking Skills in Physics Learning: A Mini-Review. Studies in Learning and Teaching, 2(1), 5–15. DOI: 10.46627/silet.vi.49
  7. Komara, A. L., Pamungkas, A. S., &Dewi, R. S. (2022). Pengembangan Media Pembelajaran Berbasis Video Animasi Kartun Di Sekolah Dasar. Primary: Jurnal Pendidikan Guru Sekolah Dasar. 11(2), 316-326. DOI:10.33578/jpfkip.v11i2.8585.
  8. Kurniawan, A. B., & Hidayah, R. (2020). Kepraktisan Permainan Zuper Abase Berbasis Android Sebagai Media Pembelajaran Asam Basa. UNESA Journal of Chemical Education, 9(3), 317–323. DOI: 10.26740/ujced.v9n3.p317-323
  9. Maolidah, I. S. (2017). Efektivitas Penerapan Model Pembelajaran Flipped Classroom Pada peningkatan Kemampuan Berfikir Krit. Edutcehnologia, 3(2), 160–170. Diambil dari https://ejournal.upi.edu/index.php/edutechnolog ia/article/view/9147
  10. Nento, F., & Roswan, W. (2023). Peran Teknologi Dalam Dunia Pendidikan. E-Tech: Jurnal Ilmiah Teknologi Pendidikan. 11(1), 1-5. Diambil dari https://journal.ilmiah teknologi.com/RI/article/view/536
  11. Nuryanti, L., Siti, Z., & Markus, D. (2018). Analisis Kemampuan Berpikir Kritis Siswa SMP. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan. 3(2), 155-158. Diambil dari https://journal.um.ac.id/index.php/jptpp/article/view/1 0490
  12. Rapi, N. K., Suastra, I. W., Widiarini, P., & Widiana, I. W. (2022). the Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning. Jurnal Pendidikan IPA Indonesia, 11(3), 351–362. DOI:10.15294/jpii.v11i3.38275
  13. Sahara, R., & Sofya, R. (2020). Pengaruh Penerapan Model Flipped Learning dan Motivasi Belajar Terhadap Hasil Belajar Siswa. Jurnal Ecogen, 3(3), 419-422. DOI:10.24036/jmpe.v3i3.9918
  14. Sania, N. R., Sayono, J., & Khakim, M. N. L. (2022). Pengaruh Model Flipped Classroom Terhadap Kemampuan Berpikir Kritis Pada Pembelajaran Sejarah Siswa SMAI Almaarif Singosari Malang. Jurnal Pattingalloang, 9(2), 130. DOI:10.26858/jp.v9i2.35703
  15. Sari, K. Y. B., Purwati, S., & Jailani, J. (2024). Effect of The Problem Based Learning Model With Concept Map On Biology Learning Outcomes and Collaboration Skills. Bioedukasi: Jurnal Pendidikan Biologi. 17(1), 24. Diambil dari https://jurnal.uns.ac.id/bioedukasi/article/view/76093
  16. Savitri, O., & Meilana, S. F. (2022). Pengaruh Model Pembelajaran Flipped Classroom terhadap Pemahaman Konsep IPA Siswa Sekolah Dasar. Jurnal Basicedu, 6(4), 7242–7249. DOI:10.31004/basicedu.v6i4.3457