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Flipped classroom in history learning to improve students’ critical thinking

International Journal of Evaluation and Research in Education (IJERE) · Vol. 11 No. 3 (2022) · hlm. 1416–1423

DOI
10.11591/ijere.v11i3.22785
ISSN
2620-5440, 2252-8822
Terbit
2022-09-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

The flipped classroom is very helpful for students to understand learning material, but it is still very minimally used, especially in history learning. This study analyzed the effect of the flipped classroom model in history learning to improve students' critical thinking. This study employed a quasi-experimental non-equivalent control group design, by dividing into two class groups, namely experimental and control. The sample was 121 students who were selected through cluster random sampling technique. The data collection was through observation, interviews, and instruments in the form of critical thinking tests. Data analysis used an independent sample t-test and N-gain score test to analyze the effect of a flipped classroom in history learning to improve critical thinking. The results showed that the flipped classroom in history learning had a significant effect on improving students' critical thinking skills as evidenced by the independent sample t-test test with a significance value of 0.000<0.05, and the N-gain score test which was included in the moderate criteria. So, the flipped classroom model in history learning is very suitable to be used and implemented. Hence, learning objectives are achieved so that history learning can run well and optimally.

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  • Yogyakarta State University
  • Tadulako University
  • Universitas Muhammadiyah Metro
  • Universitas Islam Negeri Antasari Banjarmasin
  • Universitas Jambi
  • Indonesia University of Education
  • Universitas Islam Negeri Sultan Syarif Kasim Riau
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Rekan penulisOrganisasiArtikel bersama
Johan SetiawanUniversitas Muhammadiyah Metro10
Kian AmboroUniversitas Muhammadiyah Metro5
Dyah KumalasariYogyakarta State University2
Lia YulianaYogyakarta State University2
Taat WulandariYogyakarta State University2
Yoyon SuryonoYogyakarta State University1
Miskiah MiskiahYogyakarta State University1
Haryadi HaryadiUniversitas Jambi1
Noor AlfulailaUniversitas Islam Negeri Antasari Banjarmasin1
Nashrullah NashrullahTadulako University1
Sekar Purbarini KawuryanYogyakarta State University1
Suminto A. SayutiYogyakarta State University1
Asri WidowatiYogyakarta State University1
Suharno SuharnoYogyakarta State University1
Rifai RifaiAfiliasi tidak diketahui1
Leli YulifarIndonesia University of Education1
Rhoma Dwi Aria YuliantriYogyakarta State University1
Miftahuddin MiftahuddinUniversitas Islam Negeri Sultan Syarif Kasim Riau1
Muhammad ZakySunan Gunung Djati State Islamic University Bandung1
Lukman NadjamuddinTadulako University1
Idrus A. RoreTadulako University1
WindayantiTadulako University1
Wilman LumanginoTadulako University1
Nurgan TadekoTadulako University1
Rahmat FadhliThe University of Melbourne1
Fery Muhamad FirdausYogyakarta State University1
Adi SuryantoIndonesia Open University1
Nurtanio Agus PurwantoYogyakarta State University1
Myristica ImanitaLampung University1
Suranto AwYogyakarta State University1
Zamroni ZamroniYogyakarta State University1
Nurizky HandayaniYogyakarta State University1
Nanda SaputraSekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli1
Ofianto OfiantoUniversitas Negeri Padang1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Flipped classroom in history learning to improve students’ critical thinking</dc:title>
	<dc:creator>Fadli, Muhammad Rijal</dc:creator>
	<dc:creator>Rochmat, Saefur</dc:creator>
	<dc:creator>Sudrajat, Ajat</dc:creator>
	<dc:creator>Aman, Aman</dc:creator>
	<dc:creator>Rohman, Arif</dc:creator>
	<dc:creator>Kuswono, Kuswono</dc:creator>
	<dc:subject xml:lang="en-US">Critical thinking; Flipped classroom; History learning</dc:subject>
	<dc:description xml:lang="en-US">The flipped classroom is very helpful for students to understand learning material, but it is still very minimally used, especially in history learning. This study analyzed the effect of the flipped classroom model in history learning to improve students' critical thinking. This study employed a quasi-experimental non-equivalent control group design, by dividing into two class groups, namely experimental and control. The sample was 121 students who were selected through cluster random sampling technique. The data collection was through observation, interviews, and instruments in the form of critical thinking tests. Data analysis used an independent sample t-test and N-gain score test to analyze the effect of a flipped classroom in history learning to improve critical thinking. The results showed that the flipped classroom in history learning had a significant effect on improving students' critical thinking skills as evidenced by the independent sample t-test test with a significance value of 0.000&amp;lt;0.05, and the N-gain score test which was included in the moderate criteria. So, the flipped classroom model in history learning is very suitable to be used and implemented. Hence, learning objectives are achieved so that history learning can run well and optimally.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US">Yogyakarta State University</dc:contributor>
	<dc:date>2022-09-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/22785</dc:identifier>
	<dc:identifier>10.11591/ijere.v11i3.22785</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 11, No 3: September 2022; 1416-1423</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v11i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/22785/13407</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>