PENGARUH MODEL FLIPPED CLASSROOM-PROBLEM BASED LEARNING BERBANTUAN TEACHMINT TERHADAP KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI GELOMBANG BUNYI - Rahimah Suka, - (2023)
Penelitian ini dilatarbelakangi rendahnya keterampilan berpikir kritis peserta didik dikarenakan belum memiliki pengetahuan awal untuk berpikir secara objektif dalam memecahkan suatu permasalahan serta belum siap mengikuti kegiatan pembelajaran. Tujuan penelitian ini untuk mengetahui pengaruh model flipped classroom-problem based learning berbantuan teachmint terhadap keterampilan berpikir kritis peserta didik pada materi gelombang bunyi. Metode yang digunakan quasi experimental design, dengan desain non-equivalent control group. Penelitian ini dilaksanakan di salah satu SMA/MA di Kota Cimahi dengan pemilihan sampel secara purposive sampling yang terdiri dari kelas eksperimen dan kelas kontrol masing-masing berjumlah 31 peserta didik. Hasil penelitian menunjukkan peningkatan keterampilan berpikir kritis kelas eksperimen lebih tinggi (N-Gain 0,44 kategori sedang) dibandingkan kelas kontrol (N-Gain 0,22 kategori rendah). Hasil uji hipotesis menggunakan uji t (α = 0,05) dengan nilai sig (2-tailed) sebesar 0,000, sehingga diperoleh temuan adanya perbedaan signifikan antara kedua kelas sebagai hasil pengaruh model flipped classroom-problem based learning berbantuan teachmint. Respons peserta didik terhadap model yang digunakan sebesar 73% dengan kategori baik. Dapat disimpulkan bahwa model flipped classroom-problem based learning berbantuan teachmint memberikan pengaruh terhadap keterampilan berpikir kritis peserta didik. This research is motivated by the low critical thinking skills of students because they do not have the initial knowledge to think objectively in solving a problem and are not ready to participate in learning activities. The purpose of this study was to determine the effect of the flipped classroom-problem based learning model assisted by teachmint on students' critical thinking skills on sound waves material. The method used was quasi experimental design, with a non-equivalent control group design. This research was conducted at one of the SMA/MA in Cimahi City with purposive sampling consisting of experimental and control classes totaling 31 students each. The results showed that the increase in critical thinking skills of the experimental class was higher (N-Gain 0.44 medium category) than the control class (N-Gain 0.22 low category). The results of hypothesis testing using the t test (α = 0.05) with a sig (2-tailed) value of 0.000, so the findings showed a significant difference between the two classes as a result of the influence of the flipped classroom-problem based learning model assisted by teachmint. Learners' response to the model used was 73% with a good category. It can be concluded that the flipped classroom-problem based learning model assisted by teachmint has an influence on students' critical thinking skills.