Enhancing Students Higher Order Thinking Skills on Colloid Theory through Flipped Classroom Nuralimat Hakiah (a*), Ida Farida (b), Imelda Helsy (b)
a)Chemistry Education, State Islamic University Sunan Gunung Djati Bandung, Jalan A. H. Nasution No. 105, Bandung 40614, Indonesia
*hakiahnuralimat[at]gmail.com
b)Chemistry Education, State Islamic University Sunan Gunung Djati Bandung, Jalan A. H. Nasution No. 105, Bandung 40614, Indonesia
Abstract
This research aims to describe student activities, analyze student performance at each stage of learning by applying the flipped classroom through a scientific approach and analyze students higher order thinking skills after learning by applying the flipped classroom. The research method used is a pre-experimental design with the type of one-group pretest posttest design. The subjects of this study were students of class XI MIA 2 MA Negeri 3 Garut with a total of 36 people. The instruments used are learning descriptions, observation sheets, student worksheets (LKS), and test kits to measure students higher order thinking skills. Data were obtained from observations on learning activities and scoring on pretest and posttest questions. The results showed that overall student activity reached 92% with a very good interpretation. The average value of student performance at all stages of learning by applying the flipped classroom through a scientific approach is 92.5 with a very good interpretation. The students higher order thinking ability after learning the flipped classroom through a scientific approach has increased with an N-Gain value of 0.73 which is included in the high category. Therefore, the application of flipped classroom on colloid theory can enhancing students higher order thinking skills with meaningful learning as indicated by the average retention power of students on the higher thinking ability test device, which is 96 which is included in the high category.
Keywords: flipped classroom- colloid- higher order thinking
