The Influence of Various Types of Flipped Classroom Assisted by Learning Management System (LMS) on Creative Thinking Skills in Junior High School Students
DOI:
10.29303/jppipa.v11i4.10991Published:
2025-04-25Issue:
Vol. 11 No. 4 (2025): AprilKeywords:
Creative thinking, Flipped classroom, Learning management system (LMS), Mastery flipped, Peer instruction flippedResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
This study aims to analyze the effect of various types of flipped classrooms (Mastery Flipped, Peer Instruction Flipped, and Problem-Based Learning Flipped) assisted by Learning Management System (LMS) on creative thinking skills. The research design used is pretest-posttest control group design. The type of research is experimental. The research population came from grade VII students of SMP Negeri 17 Baubau consisting of 5 classes. The research sample consisted of 104 students consisting of 4 classes. The type of instrument used was a creative thinking ability test which aims to assess the impact of the implementation of flipped classrooms on students' creative thinking skills. The test was given before and after the implementation of flipped classrooms. The data collection technique used was simple random sampling. The data analysis used was descriptive and inferential data analysis, namely by conducting normality, homogeneity, ANCOVA, and LSD tests. The results showed that the three types of flipped classrooms had a significant effect on improving creative thinking skills, with the PBL-Flipped type showing the highest average score. Problem-based discussions in PBL-Flipped train students to see problems from various perspectives, generate unique solutions, and improve analytical and innovative skills. In addition, the use of LMS strengthens the effectiveness of the flipped classroom by providing flexible access to materials, increasing interaction between teachers and students, and creating a more personal and dynamic learning environment.
References
Alyoussef, I. Y. (2022). Acceptance of a flipped classroom to improve university students’ learning: An empirical study on the TAM model and the unified theory of acceptance and use of technology (UTAUT). Heliyon, 8(12), e12529. https://doi.org/10.1016/j.heliyon.2022.e12529
Azmi, U., Safrijal, & Rahmi, M. (2024). Analysis of 4C Skills (Critical Thinking, Creativity and Innovation, Collaboration, and Communication) of Physics Education Students In Facing the Industrial Revolution 4.0. Jurnal Penelitian Pendidikan IPA, 10(2), 695–703. https://doi.org/10.29303/jppipa.v10i2.5584
Bangun, W. A., & Naphiah, S. (2021). Project Based Learning dengan Desain Flipped Classroom Tipe Peer Instruction Flipped untuk Meningkatkan Ketrampilan Berpikir Kritis Dan Literasi Sains. Jurnal Pajar (Pendidikan Dan Pengajaran), 5(2). https://doi.org/10.33578/pjr.v5i2.8214
Baroroh, A. Z., Kusumastuti, D. A., & Kamal, R. (2024). Pemanfaatan Teknologi dalam Pembelajaran. Perspektif: Jurnal Pendidikan Dan Ilmu Bahasa, 2(4), 269–286. https://doi.org/10.59059/perspektif.v2i4.1952
Barua, L., & Lockee, B. B. (2024). A review of strategies to incorporate flexibility in higher education course designs. Discover Education, 3(1), 127. https://doi.org/10.1007/s44217-024-00213-8
Bayley, S. H. (2022). Learning for adaptation and 21st-century skills: Evidence of pupils’ flexibility in Rwandan primary schools. International Journal of Educational Development, 93, 102642. https://doi.org/10.1016/j.ijedudev.2022.102642
Benedek, M., & Fink, A. (2019). Toward a neurocognitive framework of creative cognition: The role of memory, attention, and cognitive control. Current Opinion in Behavioral Sciences, 27, 116–122. https://doi.org/10.1016/j.cobeha.2018.11.002
Cavus, N., Mohammed, Y. B., & Yakubu, M. N. (2021). Determinants of Learning Management Systems during COVID-19 Pandemic for Sustainable Education. Sustainability, 13(9), 5189. https://doi.org/10.3390/su13095189
Chang, Y.-H., Lin, J.-Y., & Lu, Y.-T. (2021). Enhancing the Intention to Preview Learning Materials and Participate in Class in the Flipped Classroom Context through the Use of Handouts and Incentivisation with Virtual Currency. Sustainability, 13(6), 3276. https://doi.org/10.3390/su13063276
Chen, T., Luo, H., Wang, P., Yin, X., & Yang, J. (2023). The role of pre-class and in-class behaviors in predicting learning performance and experience in flipped classrooms. Heliyon, 9(4), e15234. https://doi.org/10.1016/j.heliyon.2023.e15234
Choi, H., Kim, H., & Kim, N. (2024). Enhancing creativity through a problem-based design thinking project in higher education. Cogent Education, 11(1), 2378272. https://doi.org/10.1080/2331186X.2024.2378272
Darling-Hammond, L., Schachner, A. C. W., Wojcikiewicz, S. K., & Flook, L. (2024). Educating teachers to enact the science of learning and development. Applied Developmental Science, 28(1), 1–21. https://doi.org/10.1080/10888691.2022.2130506
Fanshawe, M., & Barton, G. (2023). PhD by LMS: Using a learning management system to facilitate self-directed learning in a doctoral study. Australasian Journal of Educational Technology, 39(4), 104–126. https://doi.org/10.14742/ajet.8615
Gligorea, I., Cioca, M., Oancea, R., Gorski, A.-T., Gorski, H., & Tudorache, P. (2023). Adaptive Learning Using Artificial Intelligence in e-Learning: A Literature Review. Education Sciences, 13(12), 1216. https://doi.org/10.3390/educsci13121216
Gunawan, G., Harjono, A., Suranti, N. M. Y., Herayanti, L., & Nisrina, N. (2024). The impact of LMS-based mechanics course on the creativity of prospective physics teachers in the post-pandemic era: A quasi-experimental study. Journal of Infrastructure, Policy and Development, 8(11), 8644. https://doi.org/10.24294/jipd.v8i11.8644
Herlinawati, H., Marwa, M., Ismail, N., Junaidi, Liza, L. O., & Situmorang, D. D. B. (2024). The integration of 21st century skills in the curriculum of education. Heliyon, 10(15), e35148. https://doi.org/10.1016/j.heliyon.2024.e35148
Hu, X., Liu, Y., Huang, J., & Mu, S. (2022). The Effects of Different Patterns of Group Collaborative Learning on Fourth-Grade Students’ Creative Thinking in a Digital Artificial Intelligence Course. Sustainability, 14(19), 12674. https://doi.org/10.3390/su141912674
Isaksen, S. G. (2023). Developing Creative Potential: The Power of Process, People, and Place. Journal of Advanced Academics, 34(2), 111–144. https://doi.org/10.1177/1932202X231156389
Istofany, M. A. B., Negara, H. R. P., & Santosa, F. H. (2024). Analisis Penggunaan Teknologi dalam Pembelajaran Matematika untuk Meningkatkan Keterampilan Berpikir Kritis pada Mahasiswa. Jurnal Ulul Albab, 28(1), 1. https://doi.org/10.31764/jua.v28i1.23325
Jageer Singh, A. K., & Raja Harun, R. N. S. (2021). Peer Instruction in a Flipped Learning Environment: Investigating ESL Students’ Critical Thinking Performance in Argumentative Essay Writing. Eduvelop, 4(2), 51–70. https://doi.org/10.31605/eduvelop.v4i2.986
Jagtap, A. A., Mane, A. R., Shinde, D. S., Jugale, P. A., & Nimbalkar, P. P. (2024). A Survey on Revolutionizing E-Learning: Notes, Chatbots and Data Analysis. Journal of Data Processing and Business Analytics, 1(2), 1–3. https://doi.org/10.48001/jodpba.2024.121-3
Kardoyo, K., Nurkhin, A., Muhsin, M., & Pramusinto, H. (2020). Problem-Based Learning Strategy: Its Impact on Students’ Critical and Creative Thinking Skills. European Journal of Educational Research, 9(3), 1141–1150. https://doi.org/10.12973/eu-jer.9.3.1141
Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. Heliyon, 7(6), e07309. https://doi.org/10.1016/j.heliyon.2021.e07309
Lin, S., Duan, W., Wang, Y., & Duan, H. (2024). Thinking Style Moderates the Impact of the Classroom Environment on Language Creativity. Journal of Intelligence, 12(1), 5. https://doi.org/10.3390/jintelligence12010005
Malmberg, K. J., Raaijmakers, J. G. W., & Shiffrin, R. M. (2019). 50 years of research sparked by Atkinson and Shiffrin (1968). Memory & Cognition, 47(4), 561–574. https://doi.org/10.3758/s13421-019-00896-7
Maqbool, M. A., Asif, M., Imran, M., Bibi, S., & Almusharraf, N. (2024). Emerging E-learning trends: A study of faculty perceptions and impact of collaborative techniques using fuzzy interface system. Social Sciences & Humanities Open, 10, 101035. https://doi.org/10.1016/j.ssaho.2024.101035
Maslov, I., Nikou, S., & Hansen, P. (2021). Exploring user experience of learning management system. The International Journal of Information and Learning Technology, 38(4), 344–363. https://doi.org/10.1108/IJILT-03-2021-0046
Mella-Norambuena, J., Chiappe, A., & Badilla-Quintana, M. G. (2024). Theoretical and empirical models underlying the teaching use of LMS platforms in higher education: A systematic review. Journal of Computers in Education. https://doi.org/10.1007/s40692-024-00336-9
Ngaeni, E. N., & Saefudin, A. A. (2017). Menciptakan Pembelajaran Matematika Yang Efektif Dalam Pemecahan Masalah Matematika Dengan Model Pembelajaran Problem Posing. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 6(2), 264. https://doi.org/10.24127/ajpm.v6i2.896
Nyaaba, R. A., Attipoe, E. K., Anhwere, D. K., Sayibu, A.-G., & Darko, A. O. (2025). Comparative Analysis of Student Performance Using Learning Management Systems (LMS) and Traditional Teaching Methods in Academic Tasks: A Case Study of the University of Cape Coast (UCC). Creative Education, 16(01), 103–134. https://doi.org/10.4236/ce.2025.161007
Rosiana, G., Aprilia Lestari2, V., & ‘Alimah, N. (2024). Model Pembelajaran Threaded Untuk Mengembangkan Kemampuan Berpikir Kreatif Siswa Sekolah Dasar. Khazanah Pendidikan, 18(2), 381. https://doi.org/10.30595/jkp.v18i2.22971
Ruslan, R., Lu’mu, L., Fakhri, M. M., Ahmar, A. S., & Fadhilatunisa, D. (2024). Effectiveness of the Flipped Project-Based Learning Model Based on Moodle LMS to Improve Student Communication and Problem-Solving Skills in Learning Programming. Education Sciences, 14(9), 1021. https://doi.org/10.3390/educsci14091021
Schäfer, J., Reuter, T., Leuchter, M., & Karbach, J. (2024). Executive functions and problem-solving—The contribution of inhibition, working memory, and cognitive flexibility to science problem-solving performance in elementary school students. Journal of Experimental Child Psychology, 244, 105962. https://doi.org/10.1016/j.jecp.2024.105962
Schmoelz, A. (2018). Enabling co-creativity through digital storytelling in education. Thinking Skills and Creativity, 28, 1–13. https://doi.org/10.1016/j.tsc.2018.02.002
Suryanto, H., Degeng, I. N. S., Djatmika, E. T., & Kuswandi, D. (2021). The Effect Of Creative Problem Solving With The Intervention Social Skills On The Performance Of Creative Tasks. Creativity Studies, 14(2), 323–335. https://doi.org/10.3846/cs.2021.12364
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054
Ting, G. L. C., Eng, T. H., Li, L. S., & Idris, H. B. M. (2023). A Comparison Study between Active and Passive Students in Intensive Mathematics I Course. Open Journal of Social Sciences, 11(05), 105–117. https://doi.org/10.4236/jss.2023.115009
Tong, K., Chan, Y. N., Cheng, X., Cheon, B., Ellefson, M., Fauziana, R., Feng, S., Fischer, N., Gulyás, B., Hoo, N., Hung, D., Kalaivanan, K., Langley, C., Lee, K. M., Lee, L. L., Lee, T., Melani, I., Melia, N., & Pei, J. Y. (2023). Study protocol: How does cognitive flexibility relate to other executive functions and learning in healthy young adults? Plos One, 18(7), e0286208. https://doi.org/10.1371/journal.pone.0286208
Tursynkulova, E., Madiyarov, N., Sultanbek, T., & Duysebayeva, P. (2023). The effect of problem-based learning on cognitive skills in solving geometric construction problems: A case study in Kazakhstan. Frontiers in Education, 8, 1284305. https://doi.org/10.3389/feduc.2023.1284305
Van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281. https://doi.org/10.1016/j.edurev.2019.05.003
Author Biographies
Azmi Fathin Eka Nugraha, Universitas Negeri Makassar
Adnan, Universities Negeri Makassar
Firdaus Daud, Universities Negeri Makassar
License
Copyright (c) 2025 Azmi Fathin Eka Nugraha, Adnan, Firdaus Daud

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- 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 Jurnal Penelitian Pendidikan IPA.
- 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 (See The Effect of Open Access).