PENGARUH PROBLEM BASED LEARNING DALAM FLIPPED LEARNING  DAN SELF-REGULATED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA MATA KULIAH STATISTIKA PENDIDIKAN DI UNIVERSITAS BHINEKA TULUNGAGUNG

THE EFFECT OF PROBLEM-BASED LEARNING IN FLIPPED LEARNING AND SELF-REGULATED LEARNING ON CRITICAL THINKING SKILLS IN EDUCATIONAL STATISTICS COURSES AT BHINEKA TULUNGAGUNG UNIVERSITY

ABSTRAK

Rahayu. Mitra Nata. 2025. Pengaruh Problem Based Learning Dalam Flipped Learning  Dan Self-Regulated Learning Terhadap Kemampuan Berpikir Kritis Pada Mata Kuliah Statistika Pendidikan Di Universitas Bhineka Tulungagung. Tesis, Program Studi Teknologi Pendidikan, Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya. Pembimbing (1). Dr. Andi Mariono, M.Pd. (2). Dr. Syaiputra W.M. Diningrat, M.Pd.

Keyword : Flipped Learning, Problem-Based Learning, Self Regulated Learning dan Kemampuan Berpikir Kritis,   

Penelitian ini bertujuan untuk mengeksplorasi integrasi model Problem-Based Learning (PBL) dalam Flipped Learning  (FL) dan Self Regulated Learning untuk mengembangkan keterampilan berpikir kritis pada mahasiswa. Dilaksanakan di Universitas Bhineka, penelitian ini melibatkan 60 mahasiswa yang dibagi menjadi dua kelompok: eksperimen (PBL dalam FL) dan kontrol (PBL ). Metode penelitian desain faktorial digunakan untuk mengumpulkan data kuantitatif melalui pre-test dan post-test, serta angket Self Regulated Learning (SRL). Kelompok eksperimen mengikuti kegiatan pre-class berupa video pembelajaran, kuis dan pertemuan daring, sementara sesi di dalam kelas difokuskan pada pemecahan masalah secara kolaboratif yang dipandu oleh prinsip-prinsip PBL. Analisis ANOVA dua jalur menunjukkan peningkatan signifikan dalam keterampilan berpikir kritis pada kelompok PBL dalam FC dibandingkan dengan kelompok PBL  (p < 0,001). Tidak terdapat perbedaan yang signifikan pada kemampuan berpikir kritis mata kuliah Statistika Pendidikan antara kelompok pebelajar yang memiliki tingkat Self Regulated Learning tinggi dan rendah (p > 0,05). Dan tidak terdapat interaksi antara model pembelajaran dan Self Regulated Learning terhadap kemampuan berpikir kritis mata kuliah Statistika Pendidikan (p > 0,05). Hasil ini menegaskan potensi integrasi model FC dan PBL untuk menciptakan lingkungan pembelajaran yang dinamis dan berpusat pada mahasiswa, yang tidak hanya meningkatkan kemampuan berpikir kritis tetapi juga mempersiapkan mahasiswa untuk menghadapi tantangan kompleks secara efektif.

ABSTRACT

Rahayu. Mitra Nata. 2025. The Effect of Problem Based Learning in Flipped Learning and Self-Regulated Learning on Critical Thinking Skills in Educational Statistics Courses at Bhineka Tulungagung University. Thesis, Educational Technology Study Program, Faculty of Education, Surabaya State University. Advisor (1). Dr. Andi Mariono, M.Pd. (2). Dr. Syaiputra W.M. Diningrat, M.Pd.

Keyword : Flipped Learning, Problem-Based Learning, Self Regulated Learning dan Kemampuan Berpikir Kritis,

This study aims to explore the integration of Problem-Based Learning (PBL) model in Flipped Learning (FL) and Self Regulated Learning to develop critical thinking skills in university students. Conducted at Bhineka University, this study involved 60 students who were divided into two groups: experimental (PBL in FL) and control (PBL). Factorial design research method was used to collect quantitative data through pre-test and post-test, as well as Self Regulated Learning (SRL) questionnaire. The experimental group participated in pre-class activities in the form of learning videos, quizzes and online meetings, while in-class sessions focused on collaborative problem solving guided by PBL principles. A two-way ANOVA analysis showed a significant increase in critical thinking skills in the PBL in FL group compared to the PBL group (p < 0.001). There was no significant difference in critical thinking skills in the Statistics Education course between groups of learners who had high and low levels of Self Regulated Learning (p > 0.05). And there is no interaction between the learning model and Self Regulated Learning on critical thinking skills in the Statistics Education course (p> 0.05). These results confirm the potential of integrating FL and PBL models to create a dynamic and student-centered learning environment, which not only improves critical thinking skills but also prepares students to face complex challenges effectively.