Hypothetical Step Analysis of Flipped Classroom-Cases Method (FC-CM) Learning to Realize Higher-Level Thinking Skills in PPkn/IPS Subjects in Rural Elementary Schools

Abstract

This study aims to develop learning methods that can improve higher order thinking learning outcomes (HOTS) for rural elementary schools. Rural schools have not been massively touched by educational reforms, including learning oriented to high-level thinking. This study develops a new method, namely the flipped classroom-case method (FC-CM). This research uses library research method. Data analysis uses content analysis method. This study found 9 (nine) hypothetical steps in learning PPkn/IPS in rural elementary schools. The hypothetical steps of learning FC-CM consist of 1). Before class. The teacher delivers teaching materials one week before the learning process. 2). In the classroom. In the classroom there are seven steps, namely opening the lesson, giving an explanation about FC-CM, forming small groups, presenting cases, small group discussions solving cases, class discussion solving cases and reflection. In the discussion of solving cases in small groups, then followed by class discussions, encouraging students to think in an applicable, analytical, evaluating and creating. Solving a case by using applied thinking as well as creating, forcing rural elementary school students to think divergently according to their level of development. These two steps are also a place to practice and encourage students to think at a higher level or HOTS in learning. 3). Steps After class. Classes can be followed up with co-curricular or extra-curricular activities.