UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| Flipped learning is a revolutionary teaching method that disrupts traditional learning environments by providing instruction outside of the classroom. This strategy enables students to engage with the subject at their convenience and encourages active learning in the classroom. The current study is a comprehensive literature analysis that looks into the impact of flipped learning on student critical thinking skills. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) criteria were utilized to ensure that the article selection was valid and reliable. The articles were selected from some credible databases, such as Eric, Scopus, and ProQuest. After the selection procedure, the systematic review yielded 23 relevant articles to be further reported. Our analysis highlights that flipped learning practices are most commonly observed in natural science disciplines, including physics, mathematics, and chemistry. The majority of the studies employed quantitative methodologies, primarily utilizing quasi-experimental designs, and predominantly focused on university-level students in Asian countries. Notably, the findings indicate a substantial positive effect of online-based flipped learning on the enhancement of students' critical thinking skills, suggesting that this pedagogical approach can significantly benefit student learning outcomes. © 2024 Society for Research and Knowledge Management. All rights reserved. |
| References |
Abelha, M., Fernandes, S., Mesquita, D., Seabra, F., & Ferreira-Oliveira, A. T. (2020). Graduate Employability and Competence Development in Higher Education—A Systematic Literature Review using PRISMA. Sustainability, 12(15), 5900. https://doi.org/10.3390/su12155900. Adhikari, S. D., Van Teijlingen, E. R., Regmi, P. R., Mahato, P., Simkhada, B., & Simkhada, P. P. (2020). The presentation of academic self in the Digital Age: The role of Electronic Databases. International Journal of Social Sciences and Management, 7(1), 38–41. https://doi.org/10.3126/ijssm.v7i1.27405. Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms. Educational Psychology Review, 33(4), 1409–1453. https://doi.org/10.1007/s10648-021-09595-9. Ahmad, D., & Arifin, M. A. (2021). Exploring student achievement and perceptions in an online flipped grammar course. Indonesian Journal of Applied Linguistics, 10(3). https://doi.org/10.17509/ijal.v10i3.31750. Aidoo, B., Anthony-Krueger, C., Gyampoh, A. O. G., Tsyawo, J., & Quansah, F. (2022). A Mixed-Method approach to investigate the effect of flipped Inquiry-Based learning on chemistry students learning. European Journal of Science and Mathematics Education, 10(4), 507–518. https://doi.org/10.30935/scimath/12339. Amalia, D., Yuniastuti, A., & Isnaeni, W. (2019). The effect of applying Guided Discovery Learning (GDL) model on the students’ critical thinking abilities in Budidaya Lele (BDL) subject Grade 11 SMA N 10 Semarang. Journal of Biology Education/Journal of Biology Education, 8(3), 330–339. https://doi.org/10.15294/jbe.v8i3.27015. Andrini, V. S., Pratama, H., & Maduretno, T. W. (2019). The effect of flipped classroom and project based learning model on student’s critical thinking ability. Journal of Physics. Conference Series, 1171, 012010. https://doi.org/10.1088/1742-6596/1171/1/012010. Antons, D., Breidbach, C. F., Joshi, A. M., & Salge, T. O. (2021). Computational Literature Reviews: Method, Algorithms, and Roadmap. Organizational Research Methods, 26(1), 107–138. https://doi.org/10.1177/1094428121991230. Arifin, S., Wahyudin, W., & Herman, T. (2020). The effects of contextual group guided discovery learning on students’ mathematical understanding and reasoning. Jurnal Prima Edukasia, 8(2), 106–114. https://doi.org/10.21831/jpe.v8i2.33059. Astawa, I. B. M., Citrawathi, D. M., Sudiana, I. K., & Wulandari, I. G. a. a. M. (2022). The effect of flipped Classroom based on disaster map visualization in disaster mitigation Learning on students’ Self-Efficacy and critical thinking skills. Jurnal Pendidikan IPA Indonesia/JPPI : Jurnal Perndidikan IPA Indonesia, 11(2), 303–313. https://doi.org/10.15294/jpii.v11i2.35308. Atwa, Z., Sulayeh, Y., Abdelhadi, A., Jazar, H. A., & Eriqat, S. (2022). Flipped classroom effects on Grade 9 students’ critical thinking skills, psychological stress, and academic achievement. International Journal of Instruction, 15(2), 737–750. https://doi.org/10.29333/iji.2022.15240a http://ijlter.org/index.php/ijlter. Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: a systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00430-5. Boman, B. (2022). Educational achievement among East Asian schoolchildren 1967–2020: A thematic review of the literature. International Journal of Educational Research Open, 3, 100168. https://doi.org/10.1016/j.ijedro.2022.100168. Chang, C. Y., Kao, C. H., & Hwang, G. J. (2020). Facilitating students’ critical thinking and decision making performances: A flipped classroom for neonatal health care training. Educational Technology & Society/Journal of Educational Technology & Society, 23(2), 32–46. https://dblp.uni-trier.de/db/journals/ets/ets23.html#ChangKH20. Chen, M. A., & Hwang, G. (2019). Effects of a concept mapping‐based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety. British Journal of Educational Technology, 51(3), 817–834. https://doi.org/10.1111/bjet.12887. Chimmalee, B., & Anupan, A. (2023). THE EFFECTS OF USING FLIPPED CLOUD LEARNING WITH ADVANCING MATHEMATICAL THINKING APPROACHES ON UNDERGRADUATE STUDENTS’ MATHEMATICAL CRITICAL THINKING. Turkish Online Journal of Distance Education/the Turkish Online Journal of Distance Education, 24(3), 240–260. https://doi.org/10.17718/tojde.1125894. De Vocht, F., Katikireddi, S. V., McQuire, C., Tilling, K., Hickman, M., & Craig, P. (2021). Conceptualising natural and quasi experiments in public health. BMC Medical Research Methodology, 21(1). https://doi.org/10.1186/s12874-021-01224-x. Dhawan, S. (2020). Online learning: a panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018. Dutta, R., Mantri, A., Singh, G., & Singh, N. P. (2023). Measuring the impact of augmented reality in flipped learning mode on critical thinking, learning motivation, and knowledge of engineering students. Journal of Science Education and Technology, 32(6), 912–930. https://doi.org/10.1007/s10956-023-10051-2. Dwyer, C. P. (2023). An evaluative review of barriers to critical thinking in Educational and Real-World settings. Journal of Intelligence, 11(6), 105. https://doi.org/10.3390/jintelligence11060105. Ekaputra, F. (2023). CORELATION OF CRITICAL THINKING ABILITY TO LEARNING ACTIVITY AFTER FLIPPED CLASSROOM-PJBL LEARNING MODEL APPLICATION. Jurnal Penelitian Pendidikan IPA, 8(1), 43–47. https://doi.org/10.26740/jppipa.v8n1.p43-47. |
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