The influence of flipped classroom in inquiry learning to student’s critical thinking skills in impulse and momentum

Abstract

Critical thinking skills are one of the main competencies of educational goals. However, the critical thinking skills of Indonesian students are low. Some studies indicated that inquiry learning could train students independently to solve problems by using critical thinking. However, the implementation of this learning model still requires improvements in time management. Therefore, an innovative learning model of a flipped classroom can be applied to optimize the learning process. Flipped classrooms utilize technology to make students start learning at home first through online assignments. This study was a quasi-experimental research with a pretest-posttest control group design. The research sample was composed of 50 students; 26 students experienced learning through the flipped classroom, and 24 students with inquiry learning. The instrument of critical thinking skills consisted of 9 items with a reliability coefficient of 0.659. The results of the study showed that the critical thinking skills of students learning with the flipped classroom were higher than that of students learn through inquiry learning. The aspect of self-regulation of students who learn through flipped classroom was well developed, while the evaluation aspects have not been developed optimally.