Implementation of Flipped Classroom Learning to Improve Critical Thinking and Self Managements Skills of Vocational Students

Abstract

The involvement of vocational students to be minimized makes their critical thinking skills being underdeveloped, especially in the new normal period where studying in school is limited. This study aims to determine the improvement and differences of critical thinking skills, the differences in self-management and the correlation of them after implementation of flipped classroom learning. This study used a quantitative approach, applied research, and pre-experimental method with one group pretest-posttest design. The subjects of this study were 35 students of class X majoring in Fishing Vessel Nautics at SMK Negeri 6 Lhokseumawe which 30 students and SMK Negeri 1 Muara Batu which 5 students on November-December 2021. The parameters measured were critical thinking skills, self-management, correlation of them. The instruments used are multiple-choice questions with reasons for critical thinking skills and questionnaires for self-management. Data collected through pretest and posttest. Data on critical thinking skills and self-management were analyzed by n-gain test, the paired sample t-test, correlation between self-management and critical thinking skills with the Pearson correlation test, and expert validation. The results showed critical thinking skills was increased which 0.61 with the medium category, there were differences in students critical thinking skills and self-management after the implementation of flipped classroom learning on reproduction and basic genetics in fish which the value of ρ is 0.000 ≤ 0.05, and there was a correlation between self-management and critical thinking skills of vocational students which 0.793 with high positive correlation category