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The Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning

Jurnal Pendidikan IPA Indonesia · Vol. 11 No. 3 (2022) · pp. 351–362

DOI
10.15294/jpii.v11i3.38275
ISSN
2089-4392, 2339-1286
Published
2022-09-30
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

This study aims to analyze the influence of flipped classroom-based project assessment on critical thinking skills and physics learning outcomes. This quantitative research has a post-test-only non-equivalent control group design. The population is distributed into two classes. The data are collected using questionnaires and tests and analyzed using descriptive statistics and Manova. The results indicate differences between critical thinking skills and physics learning outcomes between students who learned with project assessments based on the flipped classroom approach and students who learned with conventional assessments simultaneously and partially. The significance value indicates more than 0.05. Thus, it can be concluded that flipped classroom-based project assessment influences critical thinking skills and concept understanding. Flipped classroom-based project assessment is recommended as one innovative assessment based on constructivism to improve concept understanding and critical thinking. Excellent critical thinking skills and concept understanding will help students solve contextual problems.

Keywords

Collaboration network of the authors

13 authors · 29 co-authorship links · 12 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Pendidikan Ganesha
  • Binus University
  • Islamic University of Riau
  • University of Gothenburg
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
I Nyoman JampelUniversitas Pendidikan Ganesha2
Gede IndrawanUniversitas Pendidikan Ganesha1
T. D. HermayuniUniversitas Pendidikan Ganesha1
Gusti Ngurah Sastra AgustikaUniversitas Pendidikan Ganesha1
Fransiska Astri KusumastutiBinus University1
Desak Putu ParmitiUniversitas Pendidikan Ganesha1
F FahrurroziIslamic University of Riau1
Gde ArtawanUniversitas Pendidikan Ganesha1
Jörgen HellmanUniversity of Gothenburg1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">The Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning</dc:title>
	<dc:creator>Rapi, N. K.</dc:creator>
	<dc:creator>Suastra, I. W.</dc:creator>
	<dc:creator>Widiarini, P.</dc:creator>
	<dc:creator>Widiana, I. W.</dc:creator>
	<dc:subject xml:lang="en-US">concept understanding; critical thinking skills; flipped classroom; project assessment</dc:subject>
	<dc:description xml:lang="en-US">This study aims to analyze the influence of flipped classroom-based project assessment on critical thinking skills and physics learning outcomes. This quantitative research has a post-test-only non-equivalent control group design. The population is distributed into two classes. The data are collected using questionnaires and tests and analyzed using descriptive statistics and Manova. The results indicate differences between critical thinking skills and physics learning outcomes between students who learned with project assessments based on the flipped classroom approach and students who learned with conventional assessments simultaneously and partially. The significance value indicates more than 0.05. Thus, it can be concluded that flipped classroom-based project assessment influences critical thinking skills and concept understanding. Flipped classroom-based project assessment is recommended as one innovative assessment based on constructivism to improve concept understanding and critical thinking. Excellent critical thinking skills and concept understanding will help students solve contextual problems.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2022-09-30</dc:date>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/38275</dc:identifier>
	<dc:identifier>10.15294/jpii.v11i3.38275</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 11, No 3 (2022): September 2022; 351-362</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v11i3</dc:source>
	<dc:language>eng</dc:language>
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	<dc:rights xml:lang="en-US">Copyright (c) 2022 Jurnal Pendidikan IPA Indonesia</dc:rights>
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