Student Engagement: The Effect of Flipped Classroom on Improving Critical Thinking Skills
DOI:
https://doi.org/10.32585/ijimm.v5i1.3514Keywords:
Student Engagement, Flipped Classroom, Critical Thinking SkillsAbstract
History subject is very urgent in social education and there are four skills that students must master in learning social education: analyzing skills, critical thinking skills, evaluating skills, and creating skills. This study aimed to analyze the effect of the flipped classroom method and learning engagement on students’ critical thinking skills in history lessons. This research used a quantitative approach with a quasi-experimental design. The used instruments in this research were observation sheets, questionnaires, and critical thinking tests. The data analysis used Two Way ANOVA. The results showed that the flipped classroom and student engagement affect the student's critical thinking skills. Historical teachers should apply this method by building a pleasant learning atmosphere so that student engagement and critical thinking skills of a student increase.
References
Abaeian, H., & Samadi, L. (2016). The effect of flipped classroom on Iranian EFL learners’ L2 reading comprehension: Focusing on different proficiency levels. Journal of Applied Linguistics and Language Research, 3(6), 295–304.
Abid, S. O. (2020). The effect of hot seat strategy on the 1st intermediate students’ Reading comprehension. Cypriot Journal of Educational Sciences, 15(5), 1089–1098.
Akkara, S., Anumula, V., & Mallampalli, M. (2020). Impact of WhatsApp Interaction on Improving L2 Speaking Skills. International Journal of Emerging Technologies in Learning (IJET), 15(3), 250–259.
Al-Qahtani, A. A. (2020). Investigating Metacognitive Think-Aloud Strategy in Improving Saudi EFL Learners’ Reading Comprehension and Attitudes. English Language Teaching, 13(9), 50–62.
Alfawareh, H. M., & Jusoh, S. (2014). Smartphones usage among university students: Najran University case. International Journal of Academic Research, 6(2).
Almarzooq, Z. I., Lopes, M., & Kochar, A. (2020). Virtual learning during the COVID-19 pandemic: a disruptive technology in graduate medical education. American College of Cardiology Foundation Washington DC.
Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108–121.
Asmara, R. (2020). Teaching english in a virtual classroom using whatsapp during COVID-19 pandemic. Language and Education Journal, 5(1), 16–27.
Bahasoan, A. N., Ayuandiani, W., Mukhram, M., & Rahmat, A. (2020). Effectiveness of online learning in pandemic COVID-19. International Journal of Science, Technology & Management, 1(2), 100–106.
Binti Mistar, I., & Embi, M. A. (2016). Students ‘perception on the use of WhatsApp as a learning tool in ESL classroom. Journal of Education and Social Sciences, 4, 96–104.
Borich, G. D. (2016). Observation skills for effective teaching: research-based practice. Routledge.
Connor, C. M., Lara J, J., Crowe, E. C., & Meadows, J. G. (2009). Instruction, student engagement, and reading skill growth in Reading First classrooms. The Elementary School Journal, 109(3), 221–250.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Creswell W, J. (2014). Research Design, Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). SAGE Publication, Inc.
Fadi, A.-K. (2019). The Impact of Vocabulary Knowledge on the Reading Comprehension of Saudi EFL Learners. Journal of Language and Education, 5(3 (19)).
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114.
Guszak, F. J. (1967). Teacher questioning and reading. The Reading Teacher, 21(3), 227–234.
Guthrie, J. T., & Klauda, S. L. (2014). Effects of classroom practices on reading comprehension, engagement, and motivations for adolescents. Reading Research Quarterly, 49(4), 387–416.
Hamilton, B. E., Martin, J. A., Osterman, M. J., Driscoll, A. K., & Rossen, L. M. (2019). Vital statistics rapid release. Birth, 35, 39.
Hasanah, I., & Arifani, Y. (2020). The Effect of Flipped Classroom toward ESP Students Reading Comprehension.
Hellman, D. S., & Milling, S. (2020). Social emotional learning in arts teacher education policy: a content analysis of assurance standards and course descriptions. Arts Education Policy Review, 1–11.
Herlindayana, H., Sahlan, S., & Alberth, A. (2017). The effect of flipped classroom on students’ reading comprehension. Journal of Language Education and Educational Technology (JLEET), 2(1).
Huang, Y.-N., & Hong, Z.-R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2), 175–193.
Karabiyik, C. (2019). The Relationship between Student Engagement and Tertiary Level English Language Learners’ Achievement. International Online Journal of Education and Teaching, 6(2), 281–293.
Kawinkoonlasate, P. (2019). Integration in Flipped Classroom Technology Approach to Develop English Language Skills of Thai EFL Learners. English Language Teaching, 12(11), 23–34.
Kvashnina, O. S., & Martynko, E. A. (2016). Analyzing the potential of flipped classroom in ESL teaching. International Journal of Emerging Technologies in Learning (IJET), 11(03), 71–73.
McElhone, D. (2012). Tell us more: Reading comprehension, engagement, and conceptual press discourse. Reading Psychology, 33(6), 525–561.
Mik, F. (2019). The Effects of Collaborative Note-Taking in Flipped Learning Contexts. Journal of Language and Education, 5(4 (20)).
Mohd, I. H., Hussein, N., Aluwi, A. H., & Omar, M. K. (2016). Enhancing students engagement through blended learning satisfaction and lecturer support. 2016 IEEE 8th International Conference on Engineering Education (ICEED), 175–180.
Neisi, L., Hajijalili, M., & Namaziandost, E. (2019). The impact of using inverted classrooms on promoting extensive versus intensive reading comprehension among Iranian upper-intermediate EFL learners. Theory and Practice in Language Studies, 9(12), 1513–1523.
Phothongsunan, S. (2020). Student and teacher engagement in Learning and assessment with portfolios. Cypriot Journal of Educational Sciences, 15(6), 1569–1573.
Risnanda, R. (2018). Cognitive Level of Reading Questions in English Textbook for Senior High School. UMSU.
Santosa, P. I. (2015). Student engagement with online tutorial: A perspective on flow theory. International Journal of Emerging Technologies in Learning (IJET), 10(1), 60–67.
Sencibaugh, J. M., & Sencibaugh, A. M. (2015). The effects of questioning the author on the reading comprehension of middle school students. Reading Improvement, 52(3), 85–92.
Setyosari, P. (2017). Menciptakan pembelajaran yang efektif dan berkualitas. Jinotep (Jurnal Inovasi Dan Teknologi Pembelajaran): Kajian Dan Riset Dalam Teknologi Pembelajaran, 1(1), 20–30.
Sin, S. L., & Siahpoosh, H. (2020). Looking at the Impact of the Flipped Classroom Model on Reading Comprehension of Iranian EFL Learners. Arabic Language, Literature & Culture, 5(2), 14.
Syafitri, W. (2014). The impact of flipped classroom on reading comprehension of high school students with different learning styles. Disertasi Dan Tesis Program Pascasarjana Um.
Verawardina, U., Asnur, L., Lubis, A. L., Hendriyani, Y., Ramadhani, D., Dewi, I. P., Darni, R., Betri, T. J., Susanti, W., & Sriwahyuni, T. (2020). Reviewing online learning facing the COVID-19 outbreak. Talent Development & Excellence, 12.
Zarinfard, S., Rahimi, M., & Mohseny, A. (2020). The impact of flipped classroom on EFL learners’ development of reading comprehension. Technology of Education Journal (TEJ), 14(2), 247–259.
Zen, Z. Z., Zen, Z., & Reflianto, R. (2019). Influence of Flipped Classroom and Social Engagement on Vocational Students’ Speaking Performance. 5th International Conference on Education and Technology (ICET 2019).
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with the Indonesian Journal of Instructional Media and Model agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
