Development of Learning Tools With Flipped Classroom Models to Train Critical Thinking Skills for 4th Grade Elementary School Students
Abstract
This development research aims to describe the validity, practicality, and effectiveness of Flipped Classroom Model Learning Devices to Train Critical Thinking Skills of Grade IV Elementary School Students. The learning tools developed are teaching modules, Student Worksheets (LKPD), Student Teaching Materials (BAPD), and Critical Thinking Tests. The method used is the Thiagarajan 4D Research and Development model: Define, Design, Develop, and Dessiminate. The same research was previously conducted using the 2013 curriculum, with research subjects ranging from high school to university students. In this research, the development of learning tools used an independent curriculum with the subject of fourth-grade elementary school students. Data collection techniques are carried out through validation, observation, and tests. The results showed that the Tools Validity Score (TVS)) for teaching modules had 3.64 very good criteria, student worksheet had 3.54 very good criteria, Student Teaching Materials had 3.73 very good criteria, and a critical thinking test had 3.66 very good criteria. The practicality of learning tools in terms of the implementation of learning by the teacher in the class obtained 97.25% very good criteria, and the activeness of students obtained 84.65% very good criteria. While the effectiveness of learning tools obtained from the N-Gain analysis of pretest and posttest results obtained 0.57 moderate criteria. The results obtained indicate that the learning tools developed are very feasible as learning media for fourth grade students.
Downloads
References
Agung, & Riyadi. (2021). Pengaruh model pembelajaran flipped classroom terhadap kemampuan berpikir kritis siswa pada mata pelajaran sejarah kelas XI-3 SMA Negeri 15 Surabaya [The effect of flipped classroom learning model on students' critical thinking ability in history class XI-3 SMA Negeri 15 Surabaya]. Avatara, 10(3).
Apriliana, M. S. R. (2019). Pengembangan media pembelajaran buletin flipbook interaktif materi sistem ekskresi ginjal untuk meningkatkan keterampilan berpikir kritis dan hasil belajar kognitif siswa kelas XI SMAN 1 Lawang [Diploma thesis, Universitas Negeri Malang]. Repositori Universitas Negeri Malang. http://repository.um.ac.id/77739/
Ati, T. P., & Setiawan, Y. (2020). Efektivitas problem based learning-problem solving terhadap kemampuan berpikir kritis dalam pembelajaran matematika siswa kelas V. Jurnal Cendekia: Jurnal Pendidikan Matematika, 4(1), 294-303. https://doi.org/10.31004/cendekia.v4i1.209
Baharuddin, & Wahyuni, E. N. (2008). Teori belajar dan pembelajaran. Ar-Ruzz Media.
Bobek, E., & Tversky, B. (2016). Creating visual explanations improves learning. Cognitive Research: Principles and Implications, 1(27), 1–14. https://doi.org/10.1186/s41235-016-0031-6
Damayanti, A. N., & Raharjo. (2020). Validitas flipbook interaktif pada materi sistem pernapasan manusia untuk melatihkan kemampuan berpikir kritis siswa kelas XI SMA [The validity of interactive flipbooks on the material of the human respiratory system to train critical thinking skills for class xi high school students]. Bioedu: Berkala Ilmiah Biologi, 9(3), 443-450. https://doi.org/10.26740/bioedu.v9n3.p443-450
Febriani, H., & Azizah, U. (2021). Metode blended learning berbantuan Google Classroom meningkatkan kemandirian belajar siswa [Google Classroom assisted blended learning methods improve student’s independence of learning]. Jurnal Pendidikan Kimia Indonesia, 5(1), 9–15. https://doi.org/10.23887/jpk.v5i1.31343
Indrajit, R. E., & Patandean, Y. R. (2021). Flipped classroom: Membuat peserta didik berpikir kritis, kreatif, mandiri, dan mampu berkolaborasi dalam pembelajaran yang responsif [Flipped classroom: Making students think critically, creatively, independently, and be able to collaborate in responsive learning]. Andi.
Maolidah I. S., Ruhimat, T., & Dewi, L. (2017). Efektivitas penerapan model pembelajaran flipped classroom pada peningkatan kemampuan berpikir kritis siswa [The effectiveness of applying the flipped classroom learning model to increasing students' critical thinking]. Edutechnologia, 1(2).
Mardhiyah, H. M., Aldriani, S. N. F. A., Chitta, F., & Zulfikar, M. R. (2021). Pentingnya keterampilan belajar di abad 21 sebagai tuntutan dalam pengembangan sumber daya manusia [The importance of 21st century skills as a demand for human resource development]. Lectura: Jurnal Pendidikan, 12(1), 29-40. https://doi.org/10.31849/lectura.v12i1.5813
Nida, N. K., Usodo, B., & Saputro, D. R. S. (2018). Effectiveness of the flipped classroom model on the students’ mathematical creative thinking skills. Proceedings of the International Conference on Online and Blended Learning 2019 (ICOBL 2019). Atlantis Press. https://doi.org/10.2991/assehr.k.200521.022
Norrizqa, H. (2021). Berpikir kritis dalam pembelajaran IPA [Critical thinking in science learning]. Prosiding Magister Pendidikan Ilmu Pengetahuan Alam.
Potts, B. (1994). Strategies for teaching critical thinking. Practical Assesment, Research & Evaluation, 4(3). https://doi.org/10.7275/hdhj-fc81
Santos, A. I., & Serpa, S. (2020). Flipped classroom for active learning. Journal of Education and e-Learning Research, 7(2), 167-173. https://doi.org/10.20448/journal.509.2020.72.167.173
Seftian, B., Permanasari, A., & Rubini B. (2017). Pengembangan interactive problem based module untuk meningkatkan keterampilan berpikir kritis dan penguasaan konsep IPA [Development of interactive problem based module to improve critical thinking skills and mastery of science concepts]. Journal of Science Education and Practice, 1(1), 47-58. https://doi.org/10.33751/jsep.v1i1.381
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D [Quantitative, qualitative, amd R&D research methods]. Alfabeta.
Zakiyah, L, & Lestari, I. (2019). Berpikir kritis dalam konteks pembelajaran [Critical thinking in the context of learning]. Erzatama Karya Abadi.
Copyright (c) 2023 Studies in Philosophy of Science and Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright Notice
The copyright of the received article once accepted for publication shall be assigned to the journal as the publisher of the journal. The intended copyright includes the right to publish the article in various forms (including reprints). The journal maintains the publishing rights to the published articles.
