The Effectiveness of Flipped Classroom Model in Improving Higher-Order Thinking Skills

Syamsidah, Syamsidah and Jusniar, Jusniar and Ratnawati T, Ratnawati T and Amir Muhiddin, Amir Muhiddin (2022) The Effectiveness of Flipped Classroom Model in Improving Higher-Order Thinking Skills. The Effectiveness of Flipped Classroom Model in Improving Higher-Order Thinking Skills, 12 (5). pp. 46-51. ISSN 2320–7388

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Abstract

Background: This developmental study was urgent to conduct not only to improve the students' Higher Order Thinking Skills (HOTS) but also to design Flipped Classroom (FC) model and develop a valid, practical, and effective FC model Materials and Methods: The study adopted Thiagarajan, Semmel, and Semmel's model, which was modified through four stages: defining, designing, developing, and disseminating.The research subjects were all ten grade students joining the Crafts and Entrepreneurship subject and the teacher teaching the subject in Senior High School 1 Gowa. Expert judges rated the learning model and media. Data were collected through Focus Groups Discussion (FGD), Interviews, Documentation, Questionnaires, Checklist, and Scale. Data were then analyzed descriptively. Results: Data analyzed using front end analysis technique shows that the approach implemented by teachers in teaching Crafts and Entrepreneurship subject was teacher-centered, limiting students to think creatively so that the learning was less effective in achieving the target. In the observation, we found that teachers carried out the learning activities mainly with one-way talk rather than inviting students to discuss the material that allows them to build their creativity and innovation, especially to improve their Higher Order Thinking Skills (HOTS). Teachers mostly implemented the conventional methods instead of the philosophical constructivism-based]approach. Conclusion:This study found that the FC model and learning media we designed and developed, followed by limited trial and validation by experts, were valid, practical, and effective. We also found that after implementing the Flipped Classroom (FC) model, students improved their HOTS. It means a significant correlation exists between the Flipped Classroom (FC) model and the improvement of students' cognitive skills Key Word: Development, Flipped Classroommodel, HOTS

Item Type:	Article
Subjects:	KARYA ILMIAH DOSEN Universitas Negeri Makassar > KARYA ILMIAH DOSEN
Depositing User:	Syam sidah ida
Date Deposited:	11 May 2023 04:07
Last Modified:	11 May 2023 04:07
URI:	http://eprints.unm.ac.id/id/eprint/28303

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