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The Effectiveness of the Problem Based Flipped Classroom Model with E-Modules in Improving Critical Thinking Skills of Pre-Service Physics Teachers 基于问题的翻转课堂模式与电子模块对提高职前物理教师批判性思维能力的有效性
Pub Date : 2023-12-13 DOI: 10.29303/jpft.v9i2.5826
S. Sutrio, A. Busyairi, Aris Doyan, K. Kosim, H. Hikmawati
Critical thinking skills are one of four skills that students must have in the 21st century. However, several research results show that students' critical thinking skills in Indonesia are still very low. This research aims to test the effectiveness of the Problem-Based Flipped Classroom (PBFC) model assisted by e-Modules in improving the critical thinking skills of prospective physics teachers. This type of research is quasi-experimental with a non-equivalent control group design. The research was conducted at the Physics Education Study Program at the University of Mataram. The research subjects consisted of 52 prospective physics teachers who were studying Basic Physics I. Data was collected using a critical thinking skills test given before and after treatment. The results of data analysis show that the average score of critical thinking skills of prospective physics teachers in the experimental class and control class both increased to the moderate category with N-Gain scores of 0.63 and 0.48 respectively. Based on the results of the t-test at the 95% confidence level with the degree of freedom dk= 52 it shows that there is a significant difference in the increase in Critical Thinking Skills between the experimental class and the control class with a value of tcount= 2.21 with a value of ttable = 2.01 . Apart from that, based on the results of the effect size calculation, it shows that the effectiveness of the E-Module assisted PBFC model in improving students' critical thinking skills relative to the conventional model is different in the large category. In other words, the PBFC model assisted by e-modules can be used as an alternative learning in the classroom to improve the critical thinking skills of prospective physics teachers or students in general.
批判性思维能力是 21 世纪学生必须具备的四种能力之一。然而,多项研究结果表明,印尼学生的批判性思维能力仍然很低。本研究旨在检验在电子模块辅助下的基于问题的翻转课堂(PBFC)模式在提高未来物理教师的批判性思维能力方面的有效性。这类研究是采用非等效对照组设计的准实验研究。研究在马打兰大学物理教育研究项目中进行。研究对象包括 52 名正在学习基础物理 I 的准物理教师。数据收集采用的是治疗前后的批判性思维能力测试。数据分析结果表明,实验班和对照班的准物理教师的批判性思维能力平均分都提高到了中等水平,N-Gain 分值分别为 0.63 和 0.48。根据自由度 dk= 52、置信度为 95% 的 t 检验结果显示,实验班和对照班的批判性思维能力的提高有显著差异,tcount= 2.21,ttable= 2.01。除此之外,根据效应大小的计算结果,可以看出,相对于传统模式,E-Module辅助PBFC模式在提高学生批判性思维能力方面的效果在大类上是不同的。换言之,电子模块辅助的 PBFC 模式可作为课堂上的另一种学习方式,以提高未来物理教师或一般学生的批判性思维能力。
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Jurnal Pendidikan Fisika dan Teknologi
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