The Impact of Project-Based Flipped Classroom (PjBFC) on Critical Thinking Skills

Listiqowati, Ika; Budijanto, Budijanto; Sumarmi, Sumarmi; Ruja, I Nyoman

doi:10.29333/iji.2022.15346a

Cited by 9 publications

(6 citation statements)

References 21 publications

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“…Among these resources, video content takes the lead, being used as a primary learning resource in 76.1% of the cases. Learning models extensively incorporate video content [31]. Furthermore, e-modules are another valuable resource used in out-of-class learning [32], constituting 60.9% of resource usage.…”

Section: Research Resultsmentioning

confidence: 99%

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Yuliana,

Abadi,

Hendrowibowo

et al. 2024

P Sci Edu

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The problem and the aim of the study. The mPBLFC model combines elements of problem-based learning (PBL) and the flipped classroom, incorporating the use of mobile devices. Problems arise in developing the mPBLFC model, including the combination of PBL steps into a flipped classroom and the integration of mobile technology. This research aims to provide relevant references to serve as a guide for developing the mPBLFC model, specifically designed for mathematics learning. The objective of this study is to scrutinize the attributes of the mPBLFC learning model through a comprehensive literature review. Research methods. This research, conducted through a comprehensive literature review using the PRISMA method, investigates 46 selected articles that have passed through identification (1,000 papers), screening (247 papers), eligibility (90 papers), and inclusion stages (46 papers). These 46 articles provide a general description of the year of publication, research geography, research object, research subject, and the developed model. After obtaining a general overview of the articles, a more in-depth review is conducted regarding the various components of the learning models they have developed. Subsequently, the mPBLFC model is synthesized and can be implemented in mathematics learning. Results. An overview of articles reviewed from 2017–2023 based on geography reveals the following distribution: Southeast Asia (37.14% of the reviewed articles), East Asia (25.71%), the United States (2.86%), West Asia (11.43%), Australia (5.71%), and Europe (5.71%). The distribution of articles based on research objects indicates a focus on mathematics (26%), science (17%), social (7%), and other (50%). Furthermore, articles are distributed based on research subjects across elementary school/SD (6%), middle school/SMP (15%), high school (SMA)/vocational school (SMK) (33%), and higher education/PT (46%).The mPBLFC model is an innovative blend of mobile PBL techniques, incorporating learning activities both before, during, and after classes, all facilitated through mobile devices. The integral components of the learning model encompass (a) learning syntax, (b) support systems, (c) social systems, (d) the reaction principle, and (e) learning effects. Conclusion. These characteristics encompass (a) a targeted focus on mathematics education with the aim of enhancing high school students' critical, computational, and creative thinking skills; (b) a structured approach involving preclass, in-class, and out-of-class learning activities; (c) a fundamental principle emphasizing students' ability to gather, share, and explore various problem-solving strategies while comprehending the steps to solve problems; (d) preclass activities that encompass problem orientation, understanding key concepts, and exploring a variety of problem-solving resources, allowing students to engage independently with diverse learning materials; (e) classroom activities that include discussions, experiments, problem-solving sessions, collaborative information sharing, and presentations, with the teacher transitioning from facilitator and mentor preclass to guide and support students' activities in class; and (f) a positive impact on students, fostering their drive to seek, share, and apply various information while enhancing their problem-solving skills.

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Section: Research Resultsmentioning

confidence: 99%

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Yuliana,

Abadi,

Hendrowibowo

et al. 2024

P Sci Edu

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“…A meta-analysis on the use of blended learning in business courses found evidence of a clear learning curve, suggesting that blended learning gets better outcomes as it becomes a more prominent part of an institution's offer (Cosgrove and Olitsky, 2015 [48]). It might also be expected that the characteristics and experience of faculty make a difference to how successfully they facilitate skills online and that students who choose to study online may have different perceptions and needs than those who are randomly assigned to study online (Limniou, Schermbrucker and Lyons, 2018 [49]). However, few of the included studies reported how much experience the instructor, institution or students had in online teaching and learning or, in some cases, whether or not they chose to be studying or teaching online.…”

Section: The Limitations Of This Body Of Researchmentioning

confidence: 99%

Fostering higher-order thinking skills online in higher education

2024

OECD Education Working Papers

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This scoping review examines the effectiveness of online and blended learning in fostering higher-order thinking skills in higher education, focussing on creativity and critical thinking. The paper finds that whilst there is a growing body of research in this area, its scope and generalisability remain limited. Current evidence suggests that, for most students and contexts, in-person learning yields better or equivalent outcomes for higher-order thinking skills than fully online learning. However, blended and flipped learning show promise. In some cases, they may be more effective than in-person learning to develop higher-order skills. The review aims to be of use to higher education practitioners by synthesising, for the first time at such a scale, the diverse literature on what supports students to develop these skills online. This has been linked to active and interactive online learning, well-structured project-based learning, disciplined questioning, students labelling relevant dimensions of their thinking, and regular, quality instructor and peer feedback. The review calls for improved research design to understand the effectiveness of different modes of learning and address gaps in the literature, which include fostering creativity online and ensuring equitable online skills development across disciplines and teaching contexts. Policy implications include the need to integrate attention to higher-order thinking skills into professional learning, innovation funds, national networks and quality assurance to support effective online teaching of these skills across higher education systems.

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“…They mentioned that digital-based flipped learning makes learners well prepared, more independent, and more active, which leads them to be critical thinkers. Listiqowati et al (2022) investigated the effect of the project-based flipped learning approach on learners’ critical thinking skills. They used Zoom meetings and WhatsApp as platforms used in flipped classrooms.…”

Section: Review Of Literaturementioning

confidence: 99%

The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement

Pang

2022

Front. Psychol.

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The flipped learning approach with the use of social media as an emerging technology has changed the quality of learning in English as a Foreign Language (EFL) educational contexts. This review probed the effect of the web-based flipped learning approach on learners’ engagement and critical thinking. The earlier studies revealed the significance of social media in developing learner engagement and critical thinking. Studies indicated that the provision of opportunities for more cooperative and collaborative learning activities, and high-quality interaction through the use of social media can be influential in developing learners’ engagement. Moreover, social media platforms can provide a context for feedback, and various types of challenging tasks that can improve EFL learners’ critical thinking. However, this review implicated that social media in flipped learning approach may be beneficial for instructors, learners, teacher educators, curriculum designers, educational policy-makers, and advisors to be aware of this valuable learner-centered approach.

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The Impact of Project-Based Flipped Classroom (PjBFC) on Critical Thinking Skills

Cited by 9 publications

References 21 publications

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Fostering higher-order thinking skills online in higher education

The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement

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