Pengaruh Project-Based Flipped Classroom dan SelfRegulated Learning terhadap Kemampuan Berpikir Kritis dan Pemecahan Masalah pada Mata Pelajaran IPA Bagi Siswa Kelas VII SMP Negeri 2 Kedungpring Lamongan

Effect of Project-Based Flipped Classroom and SelfRegulated Learning on The Seventh-Grade Student’s Critical Thinking Skill and Problem Solving at SMP Negeri 2 Kedungpring Lamongan

Wafiroh, Hibatun. 2025. Pengaruh Project-Based Flipped Classroom dan SelfRegulated Learning terhadap Kemampuan Berpikir Kritis dan Pemecahan Masalah pada Mata Pelajaran IPA Bagi Siswa Kelas VII SMP Negeri 2 Kedungpring Lamongan. Disertasi. Program Studi Teknologi Pendidikan, Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya. Pembimbing: (I) Prof. Dr. Mustaji, M.Pd. dan (II) Dr. Fajar Arianto, M.Pd. Kata Kunci: project-based flipped classroom, self-regulated learning, berpikir kritis, pemecahan masalah. . Penelitian ini bertujuan untuk menguji pengaruh Project-Based Flipped Classroom dan Self-Regulated Learning terhadap kemampuan berpikir kritis dan pemecahan masalah siswa. Terdapat enam tujuan yaitu untuk memverifikasi: (1) pengaruh Project-Based Flipped Classroom terhadap kemampuan berpikir kritis; (2) pengaruh Project-Based Flipped Classroom terhadap kemampuan pemecahan masalah; (3) pengaruh Self-Regulated Learning terhadap kemampuan berpikir kritis; (4) pengaruh Self-Regulated Learning terhadap kemampuan pemecahan masalah; (5) interaksi antara pengaruh Project-Based Flipped Classroom dan Self-Regulated Learning terhadap kemampuan berpikir kritis; (6) interaksi antara pengaruh Project-Based Flipped Classroom dan Self-Regulated Learning terhadap pemecahan masalah; Penelitian ini menggunakan desain faktorial 2 x 2 yang merupakan gabungan dari non-equivalent control group design. Subjek penelitian ini adalah siswa SMP Negeri 2 Kedungpring Lamongan. Jumlah subjek penelitian sebanyak 64 siswa yang dibagi menjadi dua kelompok. Kelompok eksperimen yakni siswa yang mengikuti pembelajaran dengan menggunakan Project-Based Flipped Classroom. Kelompok kontrol yakni siswa yang mengikuti pembelajaran dengan menggunakan Project-Based Learning. Kedua kelompok, eksperimen dan control masisngmasing terdiri atas 32 siswa. Teknik pengumpulan data penelitan yaitu menggunakan angket untuk mengukur Self-Regulated Learning dan tes untuk mengukur berpikir kritis dan pemecahan masalah. Penelitian ini menggunakan analisis data MANOVA untuk menguji semua hipotesis penelitian. Temuan penelitian ini meliputi: (1) ada pengaruh Project-Based Flipped Classroom terhadap kemampuan berpikir kritis siswa; (2) ada pengaruh ProjectBased Flipped Classroom terhadap kemampuan pemecahan masalah siswa; (3) ada pengaruh Self-Regulated Learning terhadap kemampuan berpikir kritis siswa; (4) ada pengaruh Self-Regulated Learning terhadap kemampuan pemecahan masalah siswa; (5) ada interaksi antara pengaruh Project-Based Flipped Classroom dan SelfRegulated Learning terhadap kemampuan berpikir kritis siswa; dan (6) ada interaksi antara pengaruh Project-Based Flipped Classroom dan Self-Regulated Learning terhadap kemampuan pemecahan masalah siswa. Berdasarkan hasil temuan dari penelitian ini menunjukkan bahwa Project-Based Flipped Classroom dan Self-Regulated Learning memberikan dampak positif terhadap kemampuan berpikir kritis dan kemampuan pemecahan masalah siswa

Wafiroh, Hibatun. 2025. Effect of Project-Based Flipped Classroom and SelfRegulated Learning on The Seventh-Grade Student’s Critical Thinking Skill and Problem Solving at SMP Negeri 2 Kedungpring Lamongan. Dissertation, Educational Technology, Faculty of Education, State University of Surabaya. Supervisor: (I) Prof. Dr. Mustaji, M.Pd. and (II) Dr. Fajar Arianto, M.Pd. Keywords: project-based flipped classroom, self-regulated learning, critical thinking, problem solving. This study aims to examine the effect of Project-Based Flipped Classroom and Self-Regulated Learning on the ability to think critically and solve student problems. There are six objectives study, namely to prove: (1) the effect of projectbased flipped classroom on critical thinking skills; (2) the effect of project-based flipped classroom on problem solving capabilities; (3) the effect of self-regulated learning on the ability to think critically; (4) the effect of self-regulated learning on problem solving capabilities; (5) interactions effect of project-based flipped classroom and self-regulated learning on the ability to think critically; (6) interactions effect of project-based flipped classroom and self-regulated learning to problem solving; The used a 2 x 2 factorial design with Nonequivalent Control Group Design. The subject of this study were 64 students divided into two groups. The experimental group carried out the treatment in of Project-Based Flipped Classroom and the control group was taught using Prohect-Based Learning. Both groups, experiment and control, each consisted of 32 subjects. Data collection technique used a questionnaire to measure self-regulated learning and tests to measure critical thinking and problem solving. This study used Manova data analysis to test all research hypotheses. The findings of this study were as following: (1) there is the effect of projectbased flipped classroom on students' critical thinking skills; (2) there is an effect of project-based flipped classroom on student problem solving skills; (3) there is an effect of self-regulated learning on students' critical thinking skills; (4) there is effect of self-regulated learning on student problem solving skills; (5) there is an interaction effect of project-based flipped classroom and self-regulated learning on students' critical thinking skills; and (6) there is an interaction effect of projectbased flipped classroom and self-regulated learning on student problem solving skills. Based on the findings of this study shows that project-based flipped classroom and self-regulated learning have a positive impact on the ability of students 'critical thinking and the ability to solve students' problems.