Blended Learning Flipped Classroom (BLFC) VS Problem-Based Learning on Students Critical Thinking Skills in Animalia Material
Sekar Darmastuti (a*), Nurmasari Sartono (a), Hanum Isfaeni (a)

a) Magister of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Jakarta-Indonesia
*sekardarmastuti[at]gmail.com

Abstract

In the era of globalization, information can develop very quickly. Thinking skills are needed to support someone in facing these changes. One of these thinking skills is critical thinking skills, and for that, this skill needs to be trained and improved. Learning models that can improve these skills are blended learning flipped classroom (BLFC) and problem-based learning. Therefore, this study was conducted to compare students critical thinking skills between classes that implement BLFC and classes that implement problem-based learning on animalia material. This study used a quasi-experimental method with a post-test-only treatment design. The research hypothesis testing used an independent t-test. Then, to measure students critical thinking skills, 25 multiple-choice questions were used with reasons. Based on the study results, it can be concluded that there is a difference in critical thinking skills between classes that implement BLFC and problem-based learning classes. This difference can be seen in the average value of students critical thinking skills in the BLFC class being higher. This happens because the BLFC class is facilitated with online classes that can be used as a discussion space and sharing learning materials.

Keywords: Flipped Classroom- Blended Learning- Critical Thinking

Topic: Biology