Implementation Of Flipped Classroom Based On Discovery Learning Model To Improve Students' Critical Thinking Skills In Temperature And Heat Materials

Abstract

The purpose of this study is to ascertain how the Discovery Learning Model-Based Flipped Classroom might enhance students' critical thinking abilities about heat and temperature. This study used a nonequivalent control group design and a quasi-experimental methodology. While the control group used the discovery learning model without the assistance of the flipped classroom, the experimental group used the flipped classroom based on the model. All 11th grade classes at SMA 1 Bina Negara Baleendah comprised the research population. Thirty students from the 11th grade Interest A class served as the experimental class, and thirty students from the 11th grade Interest B class served as the control class. The Authentic Assessment Based on Teaching and Learning Trajectory with Student Activity Sheets (AABTLT with SAS) instrument and tests of critical thinking abilities based on five indicators created by Robert Ennis were used to collect data for this study. The Shapiro-Wilk test for normality, the Levene test for homogeneity, the independent sample t-test for hypothesis testing, and N-Gain testing were among the data analysis methods used in the AABTLT with SAS data analysis and critical thinking skills exam data analysis. According to the findings, the experimental class's learning implementation achieved an average of 85.33%, which is considered highly effective, whereas the control class's average was 83.66%, which is considered effective. The N-Gain score, which was 0.76 in the experimental class and 0.69 in the control class, demonstrated the improvement in students' critical thinking abilities. The control group was categorized as moderate, and the experimental group as high. A significant value (sig.2-tailed) of 0.001 < 0.05 was obtained from the hypothesis test findings using the independent sample t-test. These findings show that students' critical thinking abilities differ significantly between the experimental and control groups. As a result, students' critical thinking abilities improved more when the Discovery Learning Model-Based Flipped Classroom was implemented than when the Discovery Learning Model was used alone.