Abstract—This review aimed at providing a comprehensive
overview of how the flipped classroom can give the positive
effects on developing students’ critical thinking skills. Data
were collected from four databases, which included Google
Scholar, ResearchGate, EBSCO, and Emerald. This study
synthesized the findings of 16 studies published from 2015 to
2020. The results revealed that there were many learning
activities that could be designed in a flipped classroom both
outside and inside the classroom so that it allowed students to be
actively involved in learning, flipped classrooms could also be
integrated with other learning methods and utilize various
technologies to increase their effectiveness in developing
students’ critical thinking skills.
Index Terms—Critical thinking, flipped classroom, flipped learning.
Benedecta Indah Nugraheni is with the Graduate Program of Yogyakarta State University, Yogyakarta, Indonesia 55281; and the Faculty of Teacher Training and Education of Sanata Dharma University, Yogyakarta, Indonesia (e-mail: firstname.lastname@example.org, email@example.com).
Herman Dwi Surjono is with the Graduate Program of Yogyakarta State University, Yogyakarta, Indonesia (e-mail: firstname.lastname@example.org).
Gregorius Punto Aji is with the Faculty of Teacher Training and Education of Sanata Dharma University, Yogyakarta, Indonesia (e-mail: email@example.com).
Cite: Benedecta Indah Nugraheni, Herman Dwi Surjono, and Gregorius Punto Aji, "How Can Flipped Classroom Develop Critical Thinking Skills? A Literature Review," International Journal of Information and Education Technology vol. 12, no. 1, pp. 82-90, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).