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All Journal Jurnal Pendidikan Fisika FKIP UM Metro Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu
Aulia Rahman
Universitas Negeri Makassar
Chemistry Education Mathematics Physics Social Sciences

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Analysis of Teachers' Understanding of the Flipped Classroom Model and its Implementation in Schools through The Rasch Model Approach Riskawati Riskawati; Khaeruddin Khaeruddin; Riska Amanda Putri; Karnila Karnila; Aulia Rahman; Cindy Salsabila
Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Vol. 5 No. 2 (2025): Juli - Desember 2025
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/pelita.5.2.2025.691

Abstract

The integration of technology in education has become increasingly essential for enhancing the quality of learning in the digital era. One innovative instructional model that has gained significant attention is the Flipped Classroom, in which active learning occurs outside the classroom through videos, readings, or other preparatory activities, while face-to-face class time is dedicated to discussion, problem-solving, and practical application of knowledge. Despite its potential, the implementation of this model often faces several challenges, particularly regarding teachers’ readiness, availability of infrastructure, and their technological competencies. In Makassar City, limited empirical studies have been conducted to examine the level of teachers’ understanding of the Flipped Classroom and the obstacles they experience in applying it in schools. Insufficient comprehension of the model among teachers may reduce its effectiveness and, consequently, negatively impact the overall quality of technology-based learning. Understanding these challenges is therefore critical to inform professional development, curriculum planning, and institutional support strategies. This study aims to analyze teachers’ knowledge of the Flipped Classroom model and identify key implementation barriers, providing an empirical foundation to optimize technology-driven instructional practices in secondary education.
Analisis Kemampuan Berpikir Kritis Peserta Didik Dalam Pembelajaran Fisika di SMA Negeri 2 Makassar Aulia Rahman; Mutahharah Hasyim; Abdul Haris; Syamsul Wahid; Dirga Kaso Sanusi
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jpf.v14i1.15781

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis peserta didik dalam pembelajaran fisika pada kelas XI SMA Negeri 2 Makassar tahun ajaran 2025/2026. Pendekatan penelitian yang digunakan adalah deskriptif kuantitatif. Variabel yang digunakan pada penelitian ini adalah variabel tunggal yaitu kemampuan berpikir kritis peserta didik. Subjek penelitian terdiri atas 96 peserta didik kelas XI yang mengikuti mata pelajaran fisika. Indikator kemampuan berpikir kritis yang dianalisis meliputi penjelasan, evaluasi, analisis, dan inferensi. Data dikumpulkan melalui tes berpikir kritis berbentuk soal pilihan ganda beralasan. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis peserta didik dalam pembelajaran fisika termasuk dalam kategori tinggi. Dari 96 peserta didik, terdapat 43 peserta didik (44,7%) yang berada pada kategori tinggi, menjadi proporsi terbesar dibandingkan kategori lainnya. Berdasarkan indikator, evaluasi memperoleh persentase tertinggi sebesar (84,5%), diikuti oleh indikator inferensi (72%) dan penjelasan (71,2%) yang menunjukkan hasil relatif seimbang. Sementara itu, indikator analisis memperoleh persentase terendah yaitu 66,5%. Temuan ini mengindikasikan bahwa peserta didik memiliki kemampuan yang lebih pada aspek evaluasi, yang mencerminkan kemampuan peserta didik dalam menilai informasi dengan baik.
Co-Authors Abdul Haris Cindy Salsabila Dirga Kaso Sanusi Karnila Karnila Khaeruddin, Khaeruddin Mutahharah Hasyim, Mutahharah Riska Amanda Putri Riskawati Riskawati Syamsul Wahid