Using the STEM Approach to Improve Students' Critical Thinking Abilities in an Integrated Flipped Classroom in Physics Learning
DOI:
10.29303/jppipa.v11i7.10660Published:
2025-07-25Downloads
Abstract
This study investigates the effect of a STEM (Science, Technology, Engineering, and Mathematics) approach integrated with the flipped classroom model on students’ critical thinking skills in physics learning. Using a quasi-experimental method with a nonequivalent control group design, data were collected through pretests and posttests using validated and reliable essay tests. The sample consisted of students selected through purposive sampling from two senior high schools. Results indicate a significant improvement in the critical thinking skills of students in the experimental group compared to the control group, based on N-gain and independent t-test analyses. Notably, improvements were observed in inference and explanation indicators. These findings suggest that integrating STEM with the flipped classroom model can effectively enhance students’ critical thinking in physics education. This shows that students with a STEM approach have better abilities to solve problems, draw conclusions, and explain ideas.
Keywords:
Critical thinking Flipped classroom Physics learning STEMReferences
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