The Effect of the Flipped Classroom Model on Critical Thinking Skills Reviewed from Self-Efficacy by Controlling Students' Initial Literacy and Numeracy Skills

I Dewa Putu Mas Dwipayana; I Nyoman  Jampel; I Gede  Ratnaya

doi:10.63922/ijevss.v5i03.5795

I Dewa Putu Mas Dwipayana Universitas Pendidikan Ganesha, Singaraja, Indonesia
I Nyoman Jampel Universitas Pendidikan Ganesha, Singaraja, Indonesia
I Gede Ratnaya Universitas Pendidikan Ganesha, Singaraja, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5795

Keywords: Critical Thinking, Flipped Classroom, Flipped Mastery, Informatics, Literacy and Numeracy, Self-Efficacy

Abstract

The Effect of the Flipped Classroom Model on Critical Thinking Skills Reviewed from Self-Efficacy by Controlling Students' Initial Literacy and Numeracy Skills

References

Amalia, R., Nurfiyani, N., & Rahmawati, I. (2023). Integrasi Blended Learning dan Flipped Classroom dalam Pembelajaran Abad 21. Jurnal Teknologi Pendidikan dan Kurikulum, 11(2), 145–158.
Ariyanto, A., Suparman, S., & Kusumah, Y. S. (2020). Improving Higher-Order Thinking Skills via Problem-Based Learning in Digital Era. International Journal of Instruction, 13(4), 201–216.
Aryanti, D. (2020). Peran Self-Efficacy terhadap Kemandirian Belajar dan Pemecahan Masalah Siswa. Jurnal Psikologi Pendidikan & Konseling, 6(1), 34–42.
Assessment in Education: Principles, Policy & Practice, 25(1), 5–20.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
Cipta, A., Kurniawan, R., & Sori, M. (2024). Analisis Kendala Pembelajaran Konvensional terhadap Penalaran Kritis Siswa SMA. Jurnal Inovasi Pendidikan Menengah, 5(1), 88–97.
Dwijayanti, P., Gunawan, I., & Suastra, I. W. (2022). Pengembangan Instrumen Evaluasi Keterampilan Berpikir Kritis Berbasis High-Order Thinking Skills. Jurnal Penelitian dan Evaluasi Pendidikan, 26(2), 112–125.
Ekayana, I. N. (2024). Pengembangan Skala Efikasi Diri Siswa SMA dalam Pembelajaran Sains Terintegrasi. Undiksha Press.
Erlin, E., Dahlan, J. A., & Juandi, D. (2021). The Effectiveness of 4C-Based Learning Framework in Enhancing Critical Thinking Skills: A Meta-Analysis. Journal of Educational Sciences, 15(3), 301–315.
Facione, P. A. (2020). Critical Thinking: What It Is and Why It Counts (2020 ed.). Measured Reasons LLC.
Fitriani, N., Suhendra, S., & Turmudi, T. (2022). Implementation of Flipped Classroom Model to Enhance Students' Mathematical Critical Thinking. Journal of Physics: Conference Series, 2155(1), 012014.
Hasanah, U., & Lusita, R. (2023). Transformasi Kurikulum Merdeka dalam Mendorong Student-Centered Learning di Sekolah Menengah. Jurnal Kebijakan dan Pengembangan Pendidikan, 11(1), 45–59.
Herlina, L., Rahayu, S., & Sugiarto, B. (2020). Metodologi Penelitian Pendidikan Kuantitatif dan Eksperimen. Rajawali Pers.
Lestari, W. (2024). Efektivitas Model Flipped Mastery Classroom dan Strategi Backtracking terhadap Self-Efficacy dan Hasil Belajar. Jurnal Riset Pendidikan Matematika, 11(1), 76–89.
Lidiawati, K. R., Susanti, E., & Setiawan, A. (2021). Self-Efficacy and Academic Self-Regulation in Online Learning Environment. Indonesian Journal of Educational Psychology, 2(2), 99–110.
Nainggolan, H., & Panjaitan, M. (2025). The Impact of Flipped Classroom on Students' Critical Thinking Skills and Learning Persistence. Asian Journal of Educational Technology, 8(1), 12–27.
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing. https://doi.org/10.1787/53f238b3-en
Sälzer, C., & Roczen, N. (2018). Assessing Global Competence in PISA 2018: Challenges and Opportunities.
Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.