PENGARUH MODEL FLIPPED CLASSROOM BERBASIS PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI LAJU REAKSI

AULIA DESI PERMATASARI, . (2026) PENGARUH MODEL FLIPPED CLASSROOM BERBASIS PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI LAJU REAKSI. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Rendahnya kemampuan berpikir kritis peserta didik, kurangnya penerapan model pembelajaran inovatif, serta kesulitan peserta didik dalam memecahkan masalah pada pembelajaran kimia menjadi latar belakang penelitian ini. Penelitian ini bertujuan untuk mengetahui pengaruh model flipped classroom berbasis problem based learning terhadap kemampuan berpikir kritis peserta didik pada materi laju reaksi. Penelitian ini merupakan penelitian kuantitatif dengan metode quasi-experiment yang menggunakan desain pretest–posttest non-equivalent control group. Subjek penelitian adalah peserta didik kelas XI SMA Negeri 102 Jakarta yang terbagi ke dalam kelas eksperimen dan kelas kontrol. Instrumen penelitian berupa tes kemampuan berpikir kritis. Data dianalisis menggunakan uji Independent Sample T-Test, Paired Sample T-Test, perhitungan N-Gain, dan ukuran efek Cohen’s d. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara rata-rata nilai posttest kemampuan berpikir kritis peserta didik pada kelas eksperimen dan kelas kontrol. Pencapaian kategori N-Gain yang lebih tinggi pada kelas eksperimen menunjukkan bahwa penerapan model flipped classroom berbasis problem based learning lebih efektif dalam meningkatkan kemampuan berpikir kritis peserta didik. Selain itu, nilai Cohen’s d menunjukkan ukuran efek yang besar, sehingga model pembelajaran tersebut efektif digunakan dalam pembelajaran kimia. Dengan demikian, dapat disimpulkan bahwa penerapan model flipped classroom berbasis problem based learning mampu meningkatkan kemampuan berpikir kritis peserta didik pada materi laju reaksi secara lebih signifikan dibandingkan dengan model direct instruction. ***** The low critical thinking skills of students, the lack of application of innovative learning models, and students' difficulties in solving problems in chemistry learning are the background of this study. This study aims to determine the effect of the flipped classroom model based on problem-based learning on students' critical thinking skills on the material of reaction rates. This study is a quantitative study with a quasi-experimental method using a pretest–posttest non-equivalent control group design. The subjects were grade XI students of SMA Negeri 102 Jakarta who were divided into an experimental class and a control class. The research instrument was a critical thinking ability test. Data were analyzed using the Independent Sample T-Test, Paired Sample T-Test, N-Gain calculation, and Cohen's d effect size. The results showed that there was a significant difference between the average posttest scores of students' critical thinking skills in the experimental class and the control class. The higher achievement of the N-Gain category in the experimental class indicates that the application of the flipped classroom model based on problem-based learning is more effective in improving students' critical thinking skills. Furthermore, Cohen's d value indicates a large effect size, indicating that this learning model is effective in chemistry instruction. Therefore, it can be concluded that the implementation of the flipped classroom model based on problem-based learning significantly improves students' critical thinking skills on reaction rates compared to the direct instruction model.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Prof. Dr. Maria Paristiowati, M.Si 2). Hayyun Lisdiana, M.Pd
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Penelitian Tindakan Kelas Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	Aulia Desi Permatasari .
Date Deposited:	12 Feb 2026 03:17
Last Modified:	12 Feb 2026 03:17
URI:	http://repository.unj.ac.id/id/eprint/65306

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