Flipped classroom in history learning to improve critical thinking

Muhammad Rijal Fadli, Saefur Rochmat, Ajat Sudrajat, Aman Aman, Arif Rohman, Kuswono Kuswono


The flipped classroom is very helpful for students to understand learning material, but it is still very minimally used, especially in history learning, so the purpose of this study is to analyze the influence of the flipped classroom model in history learning to improve students' critical thinking. This study uses a method using a quasi-experimental nonequivalent control group design, by dividing into two class groups, namely experimental and control. The population uses class X high school students in Yogyakarta, with a sample of 121. The sampling technique uses cluster random sampling, while data collection uses observation, interviews, and instruments in the form of critical thinking tests. Data analysis used an independent sample t-test and N-gain score test to analyze the effect of a flipped classroom in history learning to improve critical thinking. The results showed that the flipped classroom in history learning had a significant effect on improving students' critical thinking skills as evidenced by the independent sample t-test test with a significance value of 0.000 <0.05, and the N-gain score test which was included in the moderate criteria. So, the flipped classroom model in history learning is very relevant to be used and implemented by teachers so that learning objectives are achieved so that history learning can run well and optimally.


History learning; Flipped classroom; Critical thinking


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DOI: http://doi.org/10.11591/ijere.v11i3.22785


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