Communication Skills Test Research Articles

The Improvement of Students’ Mathematical Communication Ability and Learning Interest on Junior High School through The Application of Reciprocal Teaching

This research is an experiment which aims to examine improving the mathematical communication skills and interest in learning of junior high school students in set material by implementing the reciprocal teaching learning model. The problem behind this research is that students' mathematical communication skills and interest in learning in set material are still in the low category, so learning alternatives are needed that can develop students' mathematical communication skills and interest in learning. The research method used is Pre-Experimental with a one group pretest-posttest research design. The population in this study were all class VII students in one of the private junior high schools in Karawang Regency. The sample in this research was 25 students with a purposive sampling technique. The instrument used is a communication skills test and a non-test in the form of a learning interest questionnaire. Based on the analysis of the data obtained, it shows that students' mathematical communication skills after implementing the reciprocal teaching model are better, namely from 8.32 to 75.32 and students' interest in studying set material after using the reciprocal teaching model is 60% in the low interest category and 40% with the high category which was previously 32% in the very low category and 68% in the low interest category. Thus, it can be concluded that the application of the reciprocal teaching model can improve the mathematical communication skills and interest in learning of class VII SMP students in set material, although not optimally.

Application Of Wingeom-Assisted Think Pair Share Model to Students' Mathematical Communication Skills

The cooperative learning model of Think Pair Share assisted by WinGeom provides an opportunity for students to develop their mathematical communication skills during the learning process. This study aims to determine the effect of implementing the Think Pair Share cooperative learning model assisted by WinGeom on mathematical communication skills among junior high school students in Geometry. The research uses a quasi-experimental design with pretest-posttest 1, 2, and 3. The population of this study consists of grade VIII students at SMP Negeri 7 Serang City. The sample includes students from classes VIII-A and VIII-B class was selected randomly. Data collection techniques used mathematical communication skills tests. This study compares Think Pair Share assisted by WinGeom with conventional learning methods. ANOVA was used to analyze the effectiveness of the two learning methods. ANOVA test results for each posttest indicate that Think Pair Share assisted by WinGeom has a different effect compared to conventional learning. The study results show a significant difference between the average mathematical communication skills of students in the experimental class and the control class. This means that the cooperative learning model of Think Pair Share assisted by WinGeom has an impact on junior high school students' mathematical communication skills. In the future, this learning method could be a solution for teachers worldwide to improve students' learning achievements, particularly in mathematical communication skills. Keywords: Think pair share model, WinGeom, Mathematical Communication, Cooperative

Profil kemampuan komunikasi peserta didik materi SPLDV

This research aims to find out and describe how high the mathematical communication skills of Grade IX Middle School (SMP) students are on the material Systems of Linear Equations in Two Variables (SPLDV). This study involved students in class IX-D at one of the State Middle Schools in Karawang Regency for the 2023/2024 academic year as research subjects. Purposive sampling technique was used to select subjects and obtained 32 students. Qualitative descriptive research was used. The data collection method was carried out using a mathematical communication ability evaluation tool which consisted of three descriptive questions. The data processing technique used descriptive statistics to determine the high, medium and low categories of all students in classes IX-D. It is proven from the result of the students’ mathematical communication skills test that they are in the low classification because they show an average score of 32,00957.

Meningkatkan Kemampuan Komunikasi Matematis Siswa Dan Self Confidence Melalui Penerapan Model Problem Based Learning Di SMA Negeri 1 Tanjung Morawa

The objective of this classroom action research is to determine the improvement in students' mathematics communication abilities and self-confidence resulting from the implementation of the Problem Based Learning learning model. The research subjects consisted of 26 students from Class XI-Creative at SMA Negeri 1 Tanjung Morawa. The analysis of data on students' mathematical communication abilities in cycle I revealed that only 11 students, representing 42.30% of the total, met the criteria by scoring at least 70. The results indicated that the level of classical completeness fell short of the minimum threshold of 85%. In the second cycle, it was observed that 23 students, equivalent to 88.46% of the total student population, successfully met the desired communication level by attaining a minimum score of 70. The number of pupils who have achieved learning mastery has grown by 12. In Cycle I, there was a 14.49 rise in mathematical communication abilities, with an average score of 64.95 on the communication skills test. In Cycle II, the skills climbed to 79.44. Regarding students' self-confidence in the pre-cycle, the study revealed that 49.45% of students had trust in their own talents. This percentage grew to 59.89% in cycle I and further improved to 77.74% in cycle II. Regarding students' self-confidence in the pre-cycle, the study revealed that 51.8% of students demonstrated independent decision-making. This percentage grew to 65.62% in the first cycle and further rose to 78.6% in the second cycle. Regarding students' self-confidence in the pre-cycle, the study revealed that students had a favourable self-perception of 49.4%. In cycle I, this percentage rose to 62.3%, and in cycle II, it further grew to 78.75%. Regarding students' self-confidence in the pre-cycle, it was observed that 50% of students had the bravery to voice their ideas. In the first cycle, this percentage increased to 67.4, and in the second cycle, it further rose to 75.59. The use of the problem-based learning paradigm in the subject of systems of linear equations in two variables at SMA N 1 Tanjung Morawa has resulted in an improvement in students' mathematical communication.

Mathematical Communication Skills of Junior High School Students in Solving Straight Line Equation Problems Based on Learning Interest

One of the skills that students should possess to compete in the 21st century is communication skills, including mathematical communication skills. In short, mathematical communication skill is an ability of students to convey their mathematical ideas. However, the facts show that the mathematical communication skills of junior high school students are still relatively low. This problem is closely related to learning interests. This study aims to analyze and describe the mathematical communication skills of junior high school students in solving straight-line equation problems based on learning interest. This study used a qualitative research method with a case study design. The research subjects were 33 grade VIII students from one of the junior high schools in Bandung, West Java, Indonesia. Data were collected using triangulation techniques from data on mathematical communication skills tests about straight line equations, learning interest questionnaires, and interviews. The research findings revealed that students with good and very good learning interests, mostly at level 3 mathematical communication skills (in general they can communicate ideas effectively but there are some small errors), students in the good enough learning interest category are at level 2 mathematical communication skills (can communicate some ideas with slightly ambiguous explanations), and students in poor learning interest are at level 3 mathematical communication skills (in general they can communicate ideas effectively but there are some minor errors). Keywords: mathematical communication,students, straight line equations, learning interest

Investigation of Correlation between Communication Skills and Self-Reported Elder Mistreatment in Family Abuse

Abstract Introduction In today's world, old age has become an important global phenomenon following the increase in life expectancy and the decrease in birth rates. Communication skills are an important requirement in old age. Changing role of the family and existing tensions, mental pressures, and modern life undermine the social position of the elderly and lead to abuse of the elderly by family members. The goal of the present study is to determine the relationship between communication skills and family self-reported domestic abuse among older adult in Iran. Materials and Methods For this cross-sectional-analytical study, 153 elderly adult people admitted in hospitals of the Guilan province were randomly selected. The research instruments were the following questionnaires: demographic characteristics, abbreviated mental test (AMT), the Persian version of Domestic Elder Abuse Questionnaire, family mistreatment of the elderly (Heravy), and Queendom Communication Skill Test–Revise (QCSTR). The data were analyzed by SPSS software (version 22) using descriptive (frequency distribution tables, mean, and standard deviation [SD]) and analytical statistics (Mann–Whitney, Kruskal–Wallis, and Spearman's correlation tests) considering the significance level of 0.05. Results A majority of the elderly were men (51%), were in the age group of 60 to 69 years (72.5%) and married (75.5%), did not hold high school diploma (88.8%), had four to five children (41.2%) with low income (75.9%), and suffered from chronic diseases (68.6%). The mean score of communication skills was 129.09 ± 12.60. The mean score of domestic elder abuse was 2.89 ± 3.97. Communication skills have a significant relationship with age and marital status, but not with sex, education level, income, and chronic disease. There is an inverse correlation between communication skills and domestic elder_abuse (p < 0.001, r = −0.468). Conclusion Communication skills are one of the influential factors of domestic violence. Therefore, to prevent or reduce the amount of violence, it is recommended that family members increase the communication skills of the elderly.

Interpersonal Communication Skills of Nursing Students: A Cross-Sectional Study During the COVID-19 Pandemic

Background: Assessing the interpersonal communication skills of nursing students during the COVID-19 pandemic enables us to understand their communication challenges and needs in crises and devise appropriate solutions to address them effectively. Objectives: This study aimed to determine the interpersonal communication skills of nursing students at Islamic Azad University, Karaj Branch, amidst the COVID-19 pandemic. Methods: This descriptive cross-sectional study was conducted on 167 nursing students in the seventh and 8th semesters of the School of Nursing and Midwifery at Islamic Azad University, Karaj Branch, during the academic year 2020 - 2021. Sampling was performed using a purposeful sampling method. Data were collected through a demographic information form and the Interpersonal Communication Skills Test, which was completed via self-report. Data were analyzed using SPSS software version 26, employing descriptive statistics (mean, standard deviation, frequency, percentage) and inferential tests such as the Pearson correlation coefficient and t-test. Results: The majority (53.3%) of nursing students exhibited moderate interpersonal communication skills. The lowest mean score was related to assertiveness (13.72 ± 3.24), while the highest mean score was associated with the ability to receive and send messages (28.53 ± 4.62). A weak, significant inverse correlation was observed between the total score of interpersonal communication skills and age (r = -0.182, P = 0.019). Conclusions: The results indicate that most nursing students during the COVID-19 pandemic possessed moderate interpersonal communication skills. The area of greatest weakness was assertiveness. These findings underscore the necessity of attention and training to enhance assertiveness skills among nursing students. Additionally, teaching nursing students interpersonal communication skills, particularly in critical conditions, is essential.

Perbedaan Kemampuan Komunikasi Matematis Siswa Menggunakan Model Pembelajaran Kooperatif Tipe Think-Talk-Write (TTW) dan Model Pembelajaran Konvensional Pada Tingkat SMP

This research aims: (1) the mathematical communication abilities of students using the think-talk-write (TTW) cooperative learning model are higher than the mathematical communication abilities of students using conventional learning models in class VIII SMP Negeri 19 Medan, (2) the process of completing answers is created by students in solving problems in the think-talk-write (TTW) cooperative learning model and conventional learning models. This type of research is quantitative research with a Quasi Experimental method. This research was conducted at SMP Negeri 19 Medan. The sampling technique in this research used the Purposive Sampling technique, namely class VIII-5 as a class taught using the think-talk-write type cooperative learning model and class VIII-6 as a class taught with a conventional learning model. The data collection instruments were an observation sheet and a test sheet for students' mathematical communication skills in the form of 4 essay questions. Data analysis in this study used a t-Test with the Independent sample t-Test technique with the help of the SPSS 22 program. The results of the research showed that the average score for the class taught using the think-talk-write cooperative learning model was 80.1 and the class taught with a conventional learning model of 74.6. Hypothesis testing was carried out using the t-test, from the calculation results it was obtained that tcount was 2.501 and ttable 1.67469, the significance level was 0.016<0.05, then H0 was rejected and Ha was accepted, so it was concluded that students' mathematical communication skills used the cooperative learning model type. think-talk-write is higher than students' mathematical communication skills using conventional learning models. Based on the analysis of the process of students' answers to the mathematical communication skills test, students who received think-talk-write cooperative learning were better than students who received conventional learning.

Penerapan Model Pembelajaran Kooperatif Think Talk Write Untuk Meningkatkan Komunikasi Matematis Siswa MAN 1 Medan

This research aims to enhance the mathematical communication skills of students after implementing the Think Talk Write cooperative learning model. The study was conducted in the first semester of the 2023/2024 academic year in class XI MIA 3 at MAN 1 Medan. The subjects of this research were 39 students from class XI MIA 3 MAN 1 Medan. The object of this research was the mathematical communication skills of students by applying the Think Talk Write learning model. The research method used was classroom action research conducted over 2 cycles. The results of the students' mathematical communication skills test showed improvement from the initial test to the tests given in Cycle I and Cycle II. In the initial test, only 1 student (2.5%) achieved proficiency with an average score of 56, categorized as low. In Cycle I, there was a classical increase, with 10 students (25.6%) achieving proficiency with an average score of 67.9, categorized as moderate. In Cycle II, there was also a classical increase, with 33 students (84.6%) achieving proficiency with an average score of 86.9, categorized as high. It can be concluded that by implementing the Think Talk Write cooperative learning model, it is possible to improve the mathematical communication skills of class XI MIA 3 students at MAN 1 Medan.

Связь моральной направленности принимаемых решений в ситуациях потенциального кибербуллинга с индивидуально-психологическими особенностями студентов

Background. The Internet environment creates a special reality for communication, in which socially accepted systems of norms and values are often no longer valid. In conflict situations, the anonymity of Internet communication may reduce the degree of personal moral responsibility for the “digital deeds” and lead to the choice of unethical ways of behaviour, which include cyberbullying. Highlighting the system of cognitive and personal factors involved in the regulation of the moral orientation of behaviour in online communication is an urgent scientific task. Objective. The aim is to explore the regulation of moral orientation in decision-making in situations containing possibility of cyberbullying. The following psychological features of students are considered: the level of moral development, the level of communicative skill development, the perception of cyberbullying as a phenomenon. Study Participants. The sample included 85 respondents of varying ages, ranging from 18 to 26 years old (M = 21; SD = 1.8). Methods. The study engaged the following materials: the “Justice-Care” technique by S.V. Molchanov; communication skills test by L. Michelson (adapted by Yu.Z. Gilbukh); authors' techniques “Open questions” and “Case-method” applied for identifying the content of ideas about cyberbullying and orientation of decision-making (ethical/unethical) in situations of potential cyberbullying. Results. A significant positive correlation (ρ-Spearman; p < 0.05) was found between the ethical choice of decisions in situations of potential cyberbullying, subscales of moral development (“Self-sacrifice”, “Self-respect”) and the content of ideas about cyberbullying. Moreover, significant negative correlations (ρ-Spearman; p < 0.05) were identified between the unethical choices in the investigated situations, subscale of “Preconventional” level of moral development, and communication skills. Conclusions. The moral orientation of the decisions we make in situations of potential cyberbullying is significantly related to the following individual psychological features of students: (1) students who often choose ethical decisions have fully formed ideas about cyberbullying as a phenomenon, they do not prioritize their own interests and consider the values of others; (2) students who choose unethical decisions have low level of development of communication skills, look for personal gain in communication and less often consider the values of other people.

ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMA BERDASARKAN PERSPEKTIF SEMIOTIK PEIRCE

This study aimed to analyze and describe the mathematical communication abilities of high school students of the Xth grade based on Peirce's semiotic perspectives. The research method used in this research is descriptive. Sampling techniques using purposive sampling. The instrument for gathering data on this research is a test of mathematical communication skills. All the MIPA 1 class X students were identified through their communication skills tests, and then three students represented the highest category. Tests were carried out on trigonometric derivatives. Further analysis of the entire data is carried out with the following steps: data reduction stage, data presentation stage, and conclusion. The results of the study showed that these high-level students could associate representations seen, make complex mathematical expressions, describe various representations of symbols or images made by students when dealing with mathematics problems, explain clearly and in-depth the mathematic processes they perform, represent a concept (objects) verbally or visually, and associate their representations with relevant concepts or material. In addition, the three students solved mathematical communication problems through the stages of representamen, object, and interpretant

Visual Perceptions Skills and its Association with Written Mathematical Communication Skills among Learning Disabilities Students in Jordan.

The present research sought at investigating the association between visual perception skills and written mathematical communication skills among a sample of students with learning disabilities in mathematics in Jordan. This was a cross-sectional correlational study that included a sample of 90 primary-stage students who were diagnosed as having learning disabilities in mathematics. To collect data, the researchers developed two data collection tools; the visual perception skills test (50 items) and the written mathematical communication skills test (6 items). The tests were validated and ensured for reliability before implementation on the original study sample. The data gathered in this study was analyzed using the Statistical Package of Social Sciences (SPSS). The results showed that there was a significant statistical association between visual discrimination and Written mathematical communication skills test (r=0.218), visual closing test and Written mathematical communication skills test (r=0.411), shape relationship perception test and Written mathematical communication skills test (r=0.438), Visual Integration and Spatial Relationship Perception Test and Written mathematical communication skills test (r=0.614), Visual information recall test and Written mathematical communication skills test (r=0.154). The results showed that there was a significant positive association between visual perception skills and written mathematical communication skills (r=0.509). The study ended up with that there is a significant positive association between visual perception skills and written mathematical communication skills among students with learning disabilities in mathematics. The study recommends developing mathematical educational material based on the visual approach and improving these skills among students with learning disabilities to develop their written mathematical communication skills.

The Effectiveness of Think Talk Write (TTW) Learning in Improving Students’ Mathematical Communication Ability

Learning mathematics is useful for students to be able to think critically, count, reason, and be able to analyze a problem. Not only that learning mathematics has an impact on improving mathematical communication skills related to everyday life. The purpose of this study was to test the effectiveness of using the Think Talk Write (TTW) learning model in improving students' mathematical communication skills at the junior high school level. This research took place at SMP Muhammadiyah 01 Medan. The population of this study was all students in class IX and the research sample was students in class IX-T1 at SMP Muhammadiyah 1 Medan, TA 2022/2023. This study used a quantitative pre-experiment design one-group pretest-posttest method. The test of mathematical communication skills is the instrument of this research. The research data was tested for its hypothesis using the paired sample t-test with the normality assumption test. While testing the effectiveness of increasing their mathematical communication skills using the N-Gain test.

Pengaruh Model Pembelajaran Treffinger Terhadap Kemampuan Komunikasi Matematis Siswa di SMP Negeri 1 Botomuzoi

Mathematics is a subject that must be mastered by students at school. But the reality is that SMP Negeri 1 Botomuzoi students suffer from learning difficulties because of the mathematical communication skills of the students who are still in the category. So, the student is unable to communicate his ideas and ideas without the teacher's involvement. The aim of this study was to find out the influence of Trefffinger's learning model on students' mathematical communication skills. This type of research is experimental research using experimental methods (quasy experimental research). The research population was a whole of class VIII students consisting of 4 classes with samples of 2 classes taken by random sampling, namely class VIII-3 as a control class and class VIII-4 as an experimental class. The data is collected by giving the student a mathematical communication skills test that is analyzed by guiding the student's mathematics communication ability test withdrawal. Based on the results of the research, obtained the test of the hypothesis with the value thitung = 11,687 and the value ttable = 1,67. Because thitung > ttable or 11,687>1,67 then reject Ho and accept Ha. which means “There is an effect of Treffinger's learning model on the mathematical communication skills of students in SMP Negeri 1 Botomuzoi

Analisis pemahaman konsep dan kemampuan komunikasi matematis siswa dengan strategi pembelajaran think-talk-write

This study aims determine results of tests of conceptual understanding and communicatio skills with the TTW learning strategy conducted in class VIII of MTs Al Ikhlas Beringin Private. In this study, researcher used a qualitative descriptive type of research. In this study, data was collected by administering tests, by distributing test tests in the form of essay questions on cubes and blocks to 30 students in class 8-B of Al Ikhlas Beringin Private MTs in even semester of the school year. 2022/2023. After that, the results of each student's answer were classified for each indicator in understanding the concept and mathematical communication ability to be achieved as well as being used as a sample consisting of 6 students from the concept understanding test and 6 students from the student's mathematical communication ability test. The assessment is carried out by means of reduction, presentation of data and drawing conclusions. From the results of the analysis obtained, it can be concluded that the TTW learning strategy is carried out in class 8 MTs Al Ikhlas Beringin has a good effect because the average student score on the test of understanding concepts and students' mathematical communication skills is quite good.

Gender differences in written mathematical communication skills of junior high school students

Some research about identifying the differences between male and female students’ written communication skills has been done before. However, the previous research only focused on qualitative studies. Therefore, there is still a lack of empirical proof of the result. This study aims to test whether a significant difference exists between male and female students' written mathematical communication skills and identify their performance difficulties. The subjects were 14 male and 14 female students at the junior high school. The instrument was a test of mathematical communication skills on quadrilateral topics. The research method used was a mixed method with a sequential explanatory design. The data were analyzed using Mann-Whitney U to measure the difference between male and female students’ written mathematical communication skills, and document analysis was conducted to analyze their difficulties in performing written mathematical communication. The results showed that even though there is no significant difference between written mathematical communication skills between male and female students, there is a significant difference when viewed from each indicator. In addition, the difficulties experienced by male and female students are difficulties expressing mathematical ideas using mathematical symbols, using facts and concepts to solve problems, and operating algebraic forms.

Analysis of Mathematical Communication Ability on Problem-Solving Pythagoras Theorem Viewed From Students' Cognitive Style

This research is motivated by the fact that students' mathematical communication skills still need to be improved. This study aims to describe students' written and oral mathematical communication abilities toward solving the Pythagorean theorem problem in terms of field-dependent and field-independent cognitive styles in class VIII-B at SMP Al-Islam Krian. This type of research is qualitative research with a descriptive method. Subjects in this study were taken using a purposive sampling technique after carrying out the GEFT test in class VIII-B of 2 students, each based on field-independent and field-dependent cognitive styles. The instruments prepared in this study were the GEFT test, a mathematical communication skills test, and an oral examination. Based on the analysis of the answer sheets for the mathematical communication ability test and the oral test, it was concluded that students with field-independent cognitive styles have good written or oral mathematical communication skills. This can be seen from students' ability to write down and convey information, solve problems coherently, systematically, and transparently, and draw conclusions correctly. Students with field-dependent cognitive styles need better mathematical communication skills. This can be seen from the ability of students who need help to correctly write down and convey information, problem-solving ideas coherently, systematically, and clearly, as well as conclusions

Experimentation of cooperative learning model with group investigation type on communication ability and mathematical disposition

This study tries to see: 1) Are there differences in mathematical communication between students who use the direct learning model and students who use the cooperative learning model? 2). Is there a difference in disposition between students who use the direct learning model and students who use the cooperative learning model? A quantitative approach to the type of experimental quiz used in this study, Nonrandomized Control Group design, and Pre-Posttest Design. The population is class VIII students of SMP N 2 Pekalongan. Sixty-four students were included in the sample; 32 were in the experimental group, and 32 were in the control group. Sampling was tried by simple random sampling. The research instrument was a test of communication skills and a questionnaire on students' mathematical dispositions. Data were analyzed using MANOVA, one-way ANOVA, and paired sample t-test. After fulfilling the prerequisite tests, namely the multivariate normality test and the homogeneity of variance and covariance. According to the results of the t-test calculations for two paired samples, the value of Sig. Equal to 0.000 < 0.05. This means that Ho is rejected, and H1 is accepted. It can be concluded that there is a difference between the pre and post-test results for the experimental and control classes, as well as showing if the type of GI cooperative learning model on students' communication abilities and mathematical dispositions can increase. The Manova and Anova tests show if the Wilks' Lambda value is in the model line with Sig. 0.000 is smaller than the alpha value of 0.05, so Ho is rejected, and the two educational models do not have the same impact on students' communication abilities and dispositions. The conclusions of this research are: 1). There is a difference in communication between students using the cooperative and direct learning models. 2) There is a difference in mathematical disposition between students who use cooperative and direct learning models.

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK MODEL STUDENT FACILITATOR AND EXPLAINING TERKAIT KEMAMPUAN KOMUNIKASI MATEMATIS DAN MINAT BELAJAR

This research is motivated by the absence of teaching tools that suit the needs of students and the low ability of mathematical communication and interest in learning. This is the main reason for the need to develop student facilitator model worksheets and explain mathematical communication skills and interest in learning. This study aims to determine the feasibility, ability test results, and interest in learning from the developed student worksheets. This research method is Research and Development with the ADDIE design. The data sources in this study were expert validators and class X IPS 1 students. The data collection instruments used were expert validation sheets, ability test sheets, and learning interest questionnaire sheets. Data were analyzed using proportions written according to their qualifications. Based on the analysis that has been carried out, it can be interpreted that the developed student worksheets is feasible to use, the results of the test of mathematical communication skills show that students of class X IPS 1 have good abilities, and have an interest in learning mathematics. It is suggested that the developed student worksheets can be an alternative tool for learning mathematics, it is necessary to carry out further trials with a larger number of students so that the results are more varied and increase the number of validators so that the quality of the eligibility of student worksheets can be even better.

Enhancing Critical Thinking Skills and Communication Skills through Flipped Learning Technology in Moroccan Middle Schools

Flipped learning technology is an effective approach that has been used widely in Morocco during the pandemic period. It is an approach that combines both face-to-face and online settings of learning and teaching. It is claimed that the utilisation of this approach matches the learners’ needs and promotes autonomous learning among students at almost all educational levels. In this regard, this study aims to examine the effectiveness of Flipped learning technology in upgrading critical thinking and communication skills. This paper employed a quasi experimental pre-test post-test study design and teacher’s observations. The sample was two groups consisting of 60 students aged 13 and 14 years old in the 8th grade at Tazi middle high school in Casablanca, Morocco. The participants were divided into an experimental group (N=30) that received the treatment study using Flipped learning technology approach and a control group (N=30) taught traditionally. They were taught using a teacher centred method. The researcher used a critical thinking and communication skills test as an instrument and a paired sample t-test for the analysis. The findings revealed a significant difference between the experimental and the control group (sig <0.05); it showed that experimental group participants achieved higher thinking and communication skills. Overall, we conclude that Flipped learning technology influenced critical thinking and communication skills.