Enhancing self-regulated learning and critical thinking in STEM through flipped classroom models

Authors

DOI:

https://doi.org/10.29408/jel.v10i2.25322

Keywords:

flipped classroom, mathematical critical thinking, Self-regulated Learning, STEM

Abstract

One of the causes of low proficiency among high school students in mathematical critical thinking is their lack of willingness to learn independently. This study investigated the mathematical critical thinking skills and self-regulated learning of high school students through the Flipped Classroom STEM approach. The research employed a sequential explanatory design, beginning with quasi-experimental pre-tests and post-tests for quantitative assessment of the learning process, followed by qualitative methods such as questionnaires, interviews, and observations for deeper analysis. Data analysis utilized quantitative techniques, including normality and homogeneity tests and hypothesis testing in SPSS, alongside qualitative methods for data reduction, data presentation, and conclusion. The findings revealed that flipped classroom learning significantly improved students' abilities in critical mathematical thinking, particularly highlighting the importance of self-regulated learning. There was a notable difference in post-test scores compared to those from traditional learning methods. Moreover, the study found that students with higher self-regulated learning skills were more effective in critical thinking, underscoring the effectiveness of the flipped classroom approach in fostering independent learning and enhancing essential thinking abilities in mathematics education.

Author Biographies

Ali Akhmad Setiyawan, Universitas Negeri Semarang

Universitas Negeri Semarang

Arief Agoestanto, Universitas Negeri Semarang

Lektor Kepala

Pendidikan Matematika

Universitas Negeri Semarang

Isnarto Isnarto, Universitas Negeri Semarang

Universitas Negeri Semarang

References

Afriansyah, E. A., Herman, T., Turmudi, & Dahlan, J. A. (2020). Mendesain soal berbasis masalah untuk kemampuan berpikir kritis matematis calon guru [Designing problem-based questions for mathematical critical thinking abilities of prospective teachers]. Mosharafa: Jurnal Pendidikan Matematika, 9(2), 239–250. https://doi.org/10.31980/mosharafa.v9i2.649

Agoestanto, A., Sukestiyarno, Y., & Rochmad. (2017). Analysis of mathematics critical thinking students in junior high school based on cognitive style [Analysis of junior high school students' mathematical critical thinking based on cognitive style]. Journal of Physics: Conference Series, 755(1), 011001. https://doi.org/10.1088/1742-6596/755/1/011001

Agustyaningrum, N., Pradanti, P., & Yuliana. (2022). Teori perkembangan piaget dan Vygotsky: bagaimana implikasinya dalam pembelajaran matematika sekolah dasar? [Piaget and Vygotsky's developmental theory: What are the implications in elementary mathematics education?]. Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika, 5(1), 568–582. https://doi.org/10.30606/absis.v5i1.1440

Aidoo, B., Tsyawo, J., Quansah, F., & Kwadwo Boateng, S. (2022). Students’ learning experiences in a flipped classroom: A case study in ghana. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 18(1), 67–85. https://files.eric.ed.gov/fulltext/ej1345826.pdf

Akdeniz, A. (2023). Exploring the impact of self-regulated learning intervention on students’ strategy use and performance in a design studio course. International Journal Of Technology and Design Education, 33(5), 1923-1957. https://doi.org/10.1007/s10798-022-09798-3

Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: a review of the evidence across disciplines. Educational technology research and development, 68(3), 1017-1051. https://doi.org/10.1007/s11423-019-09718-8

Al-Zoubi, A. M., & Suleiman, L. M. (2021). Flipped classroom strategy based on critical thinking skills: helping fresh female students acquiring derivative concept. International Journal of Instruction, 14(2), 791–810. https://doi.org/10.29333/iji.2021.14244a

Angkotasan, N., & Jalal, A. (2019). Peningkatkan kemampuan berpikir kritis matematis mahasiswa dengan menggunakan model pembelajaran kooperatif tipe team assisted individualization (TAI) pada materi program linier [Enhancing students' mathematical critical thinking ability through cooperative learning type Team Assisted Individualization (TAI) on linear programming material]. Saintifik@: Jurnal Pendidikan MIPA. 4(1), 34-46. https://doi.org/10.33387/saintifik.v4i1.2057

Ariawan, R., & Zetriuslita. (2021). Kemampuan berpikir kritis matematis mahasiswa ditinjau dari gaya kognitif (studi kasus pada mata kuliah persamaan differensial) [Students' mathematical critical thinking abilities viewed from cognitive styles (a case study on differential equations course)]. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(2), 1410–1426. https://doi.org/https://doi.org/10.31004/cendekia.v5i2.652

Aspi, M., & Syahrani, S. (2022). Profesional guru dalam menghadapi tantangan perkembangan teknologi pendidikan [Teacher professionalism in facing the challenges of educational technology development]. Indonesian Journal of Education (INJOE), 2(1), 64–73. https://adisampublisher.org/index.php/adiba/article/view/57/51

Cevikbas, M., & Kaiser, G. (2023). Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review. ZDM - Mathematics Education, 55(1), 177–191. https://doi.org/10.1007/s11858-022-01388-w

Colomo-Magaña, E., Soto-Varela, R., Ruiz-Palmero, J., & Gómez-García, M. (2020). University students’ perception of the usefulness of the flipped classroom methodology. Education Sciences, 10(10), 1–19. https://doi.org/10.3390/educsci10100275

Holisin, i., & mursyidah, h. (2021). Pengaruh metode flipped classroom berbantuan [University students’ perception of the usefulness of the flipped classroom methodology]. Jomes: Journal of Mathematic Education and Science, 4(2), 101–110. https://doi.org/10.32665/james.v4i2.247

Howard, j. L., bureau, j., guay, f., chong, j. X. Y., & ryan, r. M. (2021). Student motivation and associated outcomes: a meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789

Hsia, l. H., lin, y. N., & hwang, g. J. (2021). A creative problem solving-based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration. British Journal Of Educational Technology, 52(4), 1771–1787. https://doi.org/10.1111/bjet.13073

Inayah, S., Septian, A., & Komala, E. (2021). Efektivitas model flipped classroom berbasis problem based learning dalam meningkatkan kemampuan berpikir kritis mahasiswa [Effectiveness of the problem-based learning flipped classroom model in improving students' critical thinking abilities]. Wacana Akademika: Majalah Ilmiah Kependidikan, 5(2), 138–144. https://jurnal.ustjogja.ac.id/index.php/wacanaakademika/article/view/11323/4567

Isnarto, I., Utami, N. R., & Utomo, A. P. Y. (2018). Identification of learning model including conservation value in college as a strength of students’ character. Proceedings of the International Conference on Science and Education and Technology, 247, 263–267. https://doi.org/10.2991/iset-18.2018.56

Karunia, R., & Ridlo, S. (2022). STEM integrated flipped classroom learning tools on biodiversity materials to improve students’ critical thinking skills. Journal of Biology Education, 11(2), 242–253. https://journal.unnes.ac.id/sju/index.php/ujbe/article/view/58584

Kemendikbud. (2022). Standar proses no. 16 tahun 2022 [Process standard no. 16 of 2022]. Kemdikbud.

Lestari, S. Z. D., & Roesdiana, L. (2021). Analisis kemampuan berpikir kritis matematis siswa smp pada materi himpunan [Analysis of junior high school students' mathematical critical thinking abilities on set material]. Transformasi: Jurnal Pendidikan Matematika dan Matematika, 8(1), 82–90. https://doi.org/10.36526/tr.v6i2.2222

Li, S., & Lajoie, S. P. (2022). Cognitive engagement in self-regulated learning: an integrative model. European Journal of Psychology of Education, 37(3), 833–852. https://doi.org/10.1007/s10212-021-00565-x

Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in stem education: A systematic review of journal publications. International Journal of STEM Education, 7(11), 1-16. https://doi.org/10.1186/s40594-020-00207-6

Lin, H. C., Hwang, G. J., Chang, S. C., & Hsu, Y. D. (2021). Facilitating critical thinking in decision making-based professional training: an online interactive peer-review approach in a flipped learning context. Computers and Education, 173(1), 1–25. https://doi.org/10.1016/j.compedu.2021.104266

Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2023). Virtual reality in education: a review of learning theories, approaches and methodologies for the last decade. Electronics (Switzerland), 12(13), 1–21. https://doi.org/10.3390/electronics12132832

Orhan, A. (2023). Comparing the effectiveness of online, flipped, and in-class critical thinking instruction on critical thinking skills and dispositions in higher education: flipped classroom produces the greatest gains. International Journal of Technology in Education, 6(2), 238–259. https://doi.org/10.46328/ijte.376

Puspitasari, I., Purwasih, R., & Nurjaman, A. (2017). Analisis hambatan belajar mahasiswa pada mata kuliah program linear [Analysis of student learning obstacles in linear program courses]. JIPM (Jurnal Ilmiah Pendidikan Matematika), 6(1), 39-46. https://doi.org/10.25273/jipm.v6i1.1569

Puspitasari, R. D., Herlina, K., & Suyatna, A. (2020). A need analysis of stem-integrated flipped classroom e-module to improve critical thinking skills. Indonesian Journal of Science and Mathematics Education, 3(2), 178–184. https://doi.org/10.24042/ijsme.v3i2.6121

Qiu, X., Zhang, T., & Dong, S. (2024). Self-regulated strategy instruction: Insights from Esp teachers at a Chinese university and vocational college. System, 120(1), 1–14. https://doi.org/10.1016/j.system.2023.103188

Rahmawati, A. Y., Rohaeti, E. E., & Yuliani, A. (2018). Analisis kemampuan berpikir kritis matematis ditinjau dari kemandirian belajar siswa kelas XI melalui pendekatan metakognitif [Analysis of students' mathematical critical thinking abilities viewed from their learning independence through a metacognitive approach]. JPMI (Jurnal Pembelajaran Matematika Inovatif), 1(4), 607-616. https://doi.org/10.22460/jpmi.v1i4.p607-616

Rahmawati, L., Juandi, D., & Nurlaelah, E. (2022). Implementasi stem dalam meningkatkan kemampuan berpikir kritis dan kreatif matematis [The effect of problem-based learning on students' high-level mathematical thinking abilities]. Aksioma: Jurnal Program Studi Pendidikan Matematika, 11(3), 2002-2014. https://doi.org/10.24127/ajpm.v11i3.5490

Ramadhanti, F. T., Juandi, D., & Jupri, A. (2022). Pengaruh problem-based learning terhadap kemampuan berpikir tingkat tinggi matematis siswa [The effect of problem-based learning on students' high-level mathematical thinking abilities]. Aksioma: Jurnal Program Studi Pendidikan Matematika, 11(1), 667–682. https://doi.org/10.24127/ajpm.v11i1.4715

Rehmat, A. P., & Hartley, K. (2020). Building engineering awareness: problem-based learning approach for stem integration. Interdisciplinary Journal of Problem-Based Learning, 14(1), 1–15. https://doi.org/10.14434/ijpbl.v14i1.28636

Shah, R. K. (2019). Effective constructivist teaching learning in the classroom. Shanlax International Journal of Education, 7(4), 1–13. https://doi.org/10.34293/education.v7i4.600

Siagian, H., Pangaribuan, J. J., & Silaban, P. J. (2020). Pengaruh kemandirian belajar terhadap hasil belajar matematika siswa di sekolah dasar [The influence of learning independence on students' mathematics learning outcomes in elementary schools]. Jurnal Basicedu, 4(4), 1363–1369. https://doi.org/10.31004/basicedu.v4i4.528

Subramaniom, K., & Adnan, M. (2022). Kajian meta-analisis terhadap keberkesanan flipped classroom dalam pembelajaran dan pemudahcaraan (PDPC) alaf baru [A meta-analysis study on the effectiveness of flipped classroom in new era learning and facilitation (PDPC)]. Asian Pendidikan, 2(2), 14–25. https://journalarsvot.com/index.php/aspen/article/view/318/251

Susilowati, Y., & Sumaji, S. (2021). Interseksi berpikir kritis dengan high order thinking skill (HOTS) berdasarkan taksonomi bloom [The intersection of critical thinking with high order thinking skills (HOTS) based on Bloom's taxonomy]. Jurnal Silogisme: Kajian Ilmu Matematika dan Pembelajarannya, 5(2), 62-71. https://doi.org/10.24269/silogisme.v5i2.2850

Sutiono, C., Arapah, E., & Triana, N. (2023). Self-regulated learning (SRL) in english language teaching. Proceedings of the 69th Teflin International Conference in Conjunction with the 3rd English Education International Conference (EEIC), 1–12. https://jurnal.usk.ac.id/eeic/article/view/37059

Tonkin, K., Page, S., & Forsey, M. (2019). Managing cognitive load with a flipped language class: an ethnographic study of the student experience. Foreign Language Annals, 52(3), 551–575. https://doi.org/10.1111/flan.12412

Topsakal, I., Yalçin, S. A., & Çakir, Z. (2022). The effect of problem-based stem education on the students’ critical thinking tendencies and their perceptions for problem solving skills. Science Education International, 33(2), 136–145. https://doi.org/10.33828/sei.v33.i2.1

Ulfa, F. K. (2020). Kemampuan koneksi matematis dan berpikir kritis siswa dalam pembelajaran matematika melalui model brain-based learning [Students' mathematical connection abilities and critical thinking in mathematics learning through the brain-based learning model]. JPM: Jurnal Pendidikan Matematika, 6(2), 106–116. https://riset.unisma.ac.id/index.php/jpm/article/view/5537/7182

Weinhandl, R., Lavicza, Z., & Houghton, T. (2020). Mathematics and stem teacher development for flipped education. Journal of research in innovative teaching & learning, 13(1), 3–25. https://doi.org/10.1108/jrit-01-2020-0006

Widiastuti, F., & Rahmah, S. (2023). Matematika dan berpikir kritis di era global [Mathematics and critical thinking in the global era.]. Gunung Djati conference series, 32, 52–60. https://conferences.uinsgd.ac.id/index.php/gdcs/article/view/1993/1420

Winda, a., & hendro, u. F. (2022). Analisis kemampuan berpikir kritis matematis pada materi trigonometri berdasakan self-regulated learning [Analysis of students' mathematical critical thinking abilities on trigonometry material based on self-regulated learning]. GAUSS: jurnal pendidikan matematika, 5(2), 78–91. https://doi.org/10.30656/gauss.v5i2.5263

Downloads

Published

01-06-2024

How to Cite

Setiyawan, A. A., Agoestanto, A., & Isnarto, I. (2024). Enhancing self-regulated learning and critical thinking in STEM through flipped classroom models. Jurnal Elemen, 10(2), 341–362. https://doi.org/10.29408/jel.v10i2.25322

Issue

Section

Articles

Similar Articles

<< < 5 6 7 8 9 10 11 12 13 14 > >> 

You may also start an advanced similarity search for this article.