THE EFFECT OF THE FLIPPED CLASSROOM LEARNING MODEL ON STUDENTS' CRITICAL THINKING SKILL IN ECONOMICS SUBJECT

Abstract

This study aims to determine the effect of the flipped classroom learning model on the critical thinking skills of State Senior High School 3 Sragen students. In conducting the research, the researchers used an experimental method (one-group pretest-posttest design). The sampling method was conducted by using a random sampling simple technique and was participated by 36 students. In analysing the data, SPSS version 21 was used to examine the significance of the differences in the results of the pre-test and post-test data. Based on descriptive analysis, the result shows: (a) the average critical thinking skill of students before using the flipped classroom learning model was 44.60 (sufficient category) and after using the flipped classroom learning model was 82.12 (very good category). Furthermore, based on inferential statistics using the paired sample t-test, the results of Sig. (2-tailed) = 0.000 < 0.05. In conclusion, using the flipped classroom learning model affects the critical thinking skills of State Senior High School 3 Sragen students.