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Asia-Pacific Forum on Science Learning and Teaching, Volume 21, Issue 1, Article 2 (Dec., 2021) |
The effectiveness of blended model of Argumentation Flipped Learning (AFL) in increasing students’ critical thinking skills: A case study of junior high schools during the Covid-19 period
Raden Wakhid AKHDINIRWANTO
Physics Education Study Program, Faculty of Teacher Training and Education, Muhammadiyah University of Purworejo
Corresponding Author's E-mail: r_wakhid_a@yahoo.com
Received 3 Oct., 2021
Revised 29 Dec., 2021
One of the skills highly needed in the 21st century is critical thinking. Therefore, this study was conducted to determine the effectiveness of the blended model of argumentation flipped learning (AFL) in improving the critical thinking skills of students during the Covid-19 period. This involved using 31 students in class VII Junior High School as samples, and they were provided with a pretest on critical thinking skills followed by a post-test after the blended AFL model treatment was applied using the same test weight as the pretest. Data were collected using observation instruments and critical thinking skills tests in the form of essays validated by science, science education, and science assessment experts as well as through empirical tests. The results showed that the blended model of AFL was effective to increase students' critical thinking skills as indicated by an effect size of .52 which is categorized as very effective.
Keywords: Blended model of AFL, Covid-19, Junior High School.
