The Effect of Problem-Based Flipped Learning and Academic Procrastination on Students’ Critical Thinking in Learning Physics in High School

Abstract

Learning physics in SMA cannot be separated from students' critical thinking activities without delay. Critical thinking will not develop optimally if the learning still tolerates the direct learning model. One of the learning models that are accommodative in developing critical thinking is the problembased learning model. Both models can be used as pedagogical content for flipped learning, which is termed problem-based flipped learning (PBFL) and direct flipped learning (DFL). This study aims at describing the difference effect between PBFL and DFL on critical thinking (CT) viewed from students' academic procrastination (AP) in learning physics in SMA. Student's AP is a variable of sorting critical thinking skills based on low AP (LAP) and high AP (HAP). The study population was 6 classes of students of class XI SMAN 2 Semarapura. A sample of 4 classes was selected by random assignment technique, which then randomized again to determine 2 classes as PBFL class and 2 classes as DFL class. To collect the students' academic procrastination, the questionnaire is used. Students' critical thinking skills were collected by means of an essay test using a 4point scale. Data were analyzed using two-way ANACOVA with initial critical thinking skills scores as covariates. Hypothesis testing is carried out at the 5% significance level. The results showed 1) There was a significant difference in the effect between PBFL and DFL on CT (F = 11,769; p <0.05). Students' CT was higher achieved by students who studied with PBFL than them studied in the DFL model. 2) There is a significant difference in the effect between LAP and HAP on CT (F = 7.006; p <0.05). Higher CT rates were achieved by students who had LAP compared with them had HAP. 3) There is no significant interactive effect between the learning model and AP on CT (F = 1.451; p> 0.05). In learning physics class XI SMA, the two AP categories are accommodating to the PBFL and DFL models. Keywords-problem-based flipped learning, direct flipped learning, critical thinkingRelated to the implementation of PBL in physics learning, it is showed very challenging findings, that although the critical

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“…Selain itu, sebagai bekal saat menyelesaikan tugas akhir/skripsi. Namun, akibat karakteristik unik dan kompleksitas mata kuliah statistika yang membutuhkan kemampuan pemecahan masalah serta pengembangan High Order Thinking Skill (HOTS), sehingga menjadikan mahasiswa cenderung menunda-nunda aktivitas pembelajarannya (Santyasa et al, 2021). Tambahan pula, mata kuliah ini sering dianggap sulit oleh mahasiswa.…”

“…Model pembelajaran tersebut menggunakan masalah riil yang membutuhkan pengetahuan baru dalam penyelesaiannya (Budiyono et al, 2020), untuk mengembangkan HOTS mahasiswa dan membangun konsep (Sari & Sugiyarto, 2015). Penelitian terdahulu menunjukkan PBL berdampak positif terhadap kemampuan berpikir kreatif mahasiswa pada pembelajaran (Ersoy & Başer, 2014;Guruh et al, 2018;Kardoyo et al, 2020;Khoiriyah & Husamah, 2018;Ulger, 2018) serta penurunan tingkat prokrastinasi (Herawati et al, 2021;Santyasa et al, 2021). Namun, belum ada penelitian yang mengkaji mengenai penggunaan PBL terhadap kemampuan berpikir kreatif serta prokrastinasi akademik dalam suatu pembelajaran.…”

“…Penelitian terdahulu juga menunjukkan bahwa PBL memberikan dampak positif terhadap keterampilan dan pemahaman siswa menjadi lebih kuat (Chan, 2013). Proses pembelajaran problem based learning memberikan kenyamanan bagi mahasiswa karena proses belajar dimulai dari permasalahan kontekstual sehingga dapat meningkatkan minat dalam belajar (Birgili, 2015), dan bersemangat dalam mengerjakan penugasan yang diberikan dengan arahan dosen (Santyasa et al, 2021), sehingga berdampak baik terhadap penurunan tingkat penundaan pengerjaan ataupun pengumpulan tugas mahasiswa (prokrastinasi akademik) (Chehrzad et al, 2017;Flores et al, 2020;Visser et al, 2018).…”

Upaya Peningkatan Literasi Sains Mahasiswa Melalui Blended-Collaborative Problem Based Learning Berbasis Multiple Representatives

“…Selain menawarkan kemudahan juga memberikan dampak terhadap lingkungan. Melalui sains, masyarakat dituntut untuk berkreasi dan berinovasi menciptakan berbagai teori dan teknologi (Pahrudin et al, 2019;Santyasa et al, 2021;Wahyu et al, 2020). Di sisi lain, masyarakat juga dituntut untuk menyelesaikan berbagai permasalahan lingkungan yang membutuhkan latar belakang ilmiah (Al Sultan et al, 2018).…”

The Influence of Problem-Based Learning Models on Student Learning Outcomes on Dynamic Fluid Material

“…By using a real problem-based learning approach, students can see the interrelation of physics concepts in their daily life situations, so they are more motivated to learn it. In addition, PBL with real problems can motivate students to develop problem-solving, analysis, and critical thinking skills that are essential in understanding and applying physics concepts (Santyasa et al, 2021).…”