Project-Based Flipped Learning Model in Achieving Students Critical Thinking Skills in Digital Simulation Learning at Vocational Schools
Made Delina Rusnawati, I Wayan Santyasa

Universitas Pendidikan Ganesha
Jln. Udayana No. 11, Singaraja,
Kec. Buleleng, Kabupaten Buleleng, Bali

Abstract

Abstract. The development of science in the 21st century requires individuals to become quality human resources. One of the characteristics of quality human resources is being able to manage, use and develop critical thinking skills. Critical thinking skills are the core competencies that students must achieve on Digital Simulation subjects. This study aims to describe the difference effect between the project-based flipped learning (PjBFL) model and the direct flipped learning (DFL) model on the critical thinking skills of vocational students. This study is a quasi-experimental with a pretest-posttest control group design. The population is 4 classes (133 people) grade X students of SMK Negeri 2 Sawan. The research sample consisted of 1 classes (69 students) selected using simple rondom sampling technique. This study uses the description test instrument to measure students^ critical thinking skills. Data were analyzed with analysis of covariance and hypothesis testing using a significance level of 5%. The results showed that the value of F = 116.813 with a significance number sig = 0.001 smaller than 0.05. So, there is a significance difference effect between PjBFL and DFL on students^ critical thinking skills. Students who study with PjBFL show higher in achieving critical thinking (M = 32.2- SD = 3.23) than those who study with DFL (M = 23.55- SD = 3.67).

Keywords: project-based flipped, direct flipped learning, critical thinking skills.

Topic: Global Issues in Education and Research