Abstract—The flipped classroom model (FCM) has become a popular and most effective approach to implementing educational technology reforms. This study aims to 1) determine students’ perceptions of support, self-regulated learning, and critical thinking skills in interventions using FCM; 2) determine the relationship between students’ perceptions of support, self-regulated learning, and critical thinking skills; and 3) determine students’ general perceptions of FCM learning. This type of research is quantitative with a pre-experimental design, One-Shot Case Study. The data analysis technique used is descriptive data analysis and correlation analysis. Results showed that first the quantitative descriptive results showed that students’ critical thinking skills, SRL, and perceptions of support were quite good after being given the FCM intervention. Second, there is a relationship between students’ perceptions of support, self-regulated learning, and critical thinking skills. The general perspective of students about FCM shows that most agree with FCM. This study shows that during FCM learning, educators can provide students with several types of support and easy access to them and ensure smooth communication. Furthermore, teachers are encouraged to take on the role of learning facilitators to strengthen students’ self-regulation and thinking skills.
Index Terms—Critical thinking skills, flipped classroom model, perceptions of support, self-regulated learning
Nurfatimah Sugrah is with Postgraduate Student Universitas Negeri Yogyakarta, Indonesia. She is also with the Department of Chemistry Education Universitas Khairun, Indonesia.
Suyanta and Antuni Wiyarsi are with Department of Chemistry Education Faculty of Mathematics and Natural Sciences Universitas Negeri Yogyakarta, Indonesia.
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Cite: Nurfatimah Sugrah*, Suyanta, and Antuni Wiyarsi, "An Exploration of FCM's Impact on Students' Perceptions of Support, Self-regulated Learning, and Critical Thinking," International Journal of Information and Education Technology vol. 13, no. 3, pp. 496-504, 2023.Copyright © 2023 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).