PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN SEJARAH KELAS XI-3 SMA NEGERI 15 SURABAYA

Abstract

The results of a survey conducted by the Indonesian Child Protection Commission (KPAI) show that educators are not interactive during learning. As many as 79.9% of respondents who are students, stated that there was no interaction provided by educators during the learning process. This problem arose due to a sudden change in every educational institution in an effort to contain the spread of the Covid-19 virus pandemic. . The fact shows that the critical thinking ability of students in one of the classes of SMP Negeri 62 Surabaya when learning online has a percentage of 45.7% which is considered moderate, this makes one of the history teachers of SMA Negeri 15 Surabaya worry about the ability of their students. Comparing with the ideal conditions expected from the learning process, the actual conditions experienced during the learning process and results are considered not yet significant with the expectations and goals of education itself. This study aims to determine the effect and magnitude of the effect of the Flipped Classroom learning model on critical thinking skills in history subjects for class XI-3 at SMA Negeri 15 Surabaya. The study used an experimental method of One-Shot Case Study Design with a total sample of 32. Sampling technique using Simple Random Sampling. The instruments used in the study were Flipped Classroom learning implementation sheets, student response questionnaires, and tests. The data analysis technique used is a simple linear regression test by conducting a two-tailed test (Two-Tail-Test) and comparing the value of T. The test results Tcount 2,442 > Ttable 2,042, meaning that there is a relationship between the two variables, then Ha is accepted and H0 is rejected. Ha is accepted with a Product Moment correlation coefficient of 0.407classified as moderate with a significance level of 0.021 < 0.050 then the relationship between the two variables is moderate and significant. With this research shows the effect of the Flipped Classroom learning model on critical thinking with an effect of 16.6%.

Keywords: Flipped Cassroom Learning Model, Critical Thinking in history subjects