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Asia-Pacific Forum on Science Learning and Teaching, Volume 21, Issue 1, Article 2 (Dec., 2021) |
There are three stages in the blended AFL model which include the pre-class, in-class, and post-class. The pre-class focused on memorizing and understanding the learning materials provided, in-class emphasized the practical application and analysis by compiling the arguments and input from students and teachers, and post-class centered on the evaluation and creation of new knowledge for learning development. It was concluded that the application of the Argumentation Flipped Learning (AFL) model on the subjects of Temperature and Changes and Heat as well as Transfer was able to increase the critical thinking skills of junior high school students. Its effectiveness was observed from the ANOVA test which showed an F-count of 19,116 with a significance of 0.000 with the effect size categorized as strong. Moreover, the indicators of critical thinking skills such as analyzing (C4) and evaluating (C5) were classified in the high category while creating (C6) was in the medium category based on the n-grain results.
This research is limited to the course materials on temperature and its changes as well as heat and its transfer in class VII even semester but a perfect finding is expected to be achieved with the use of other science subjects at different grade levels. Moreover, the focus was also limited to the effectiveness of the AFL model in increasing the critical thinking skills of students, therefore, it is recommended that future studies explore the application of the model in learning to enhance 21st-century skills as a whole.
