Effect Of The Problem-Based Learning Flipped Classroom Model On Junior High School Students’ Digital Literacy And Critical Thinking Skills
DOI:
https://doi.org/10.17977/um038v9i22026p254-266Keywords:
Problem-Based Learning, Flipped Classroom, Digital Literacy, Critical ThinkingAbstract
The low level of digital literacy and critical thinking skills among students in mathematics learning has become a major concern in the implementation of digital-era education. Mathematics instruction that does not integrate digital technology hinders the development of these competencies. This study aims to analyze the differences in critical thinking skills and mathematical digital literacy among students taught using the Problem Based Learning Flipped Classroom (PBLFC) model, the Problem Based Learning (PBL) model, and the Direct Instruction (DI) model, while controlling for students' initial abilities. This study employed a quasi-experimental design with MANCOVA as the data analysis technique. The sample consisted of 144 eighth-grade students from SMP Negeri 1 Blahbatuh, divided into three groups of 48 students each. The instruments, comprising a digital literacy questionnaire and a mathematical critical thinking test, were proven to be valid and reliable. The results showed that, simultaneously, there were significant differences in both variables. In terms of digital literacy, the PBLFC group differed significantly from the PBL and DI groups, while no significant difference was found between the PBL and DI groups. In terms of critical thinking ability, all pairs of groups showed significant differences. This study confirms that developing digital literacy and critical thinking skills requires a learning design that integrates problem-solving with technology-based independent learning. Future research should examine the effectiveness of the PBLFC model across different educational levels and contexts.
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