The Effect of Flipped Classroom Size on Students' Critical Thinking Abilities

Everhard Markiano Solissa (Universitas Pattimura)
Agus Triyono (Politeknik Penerbangan Surabaya)
Dharma Gyta Sari Harahap (Universitas Musamus Marauke)
Dewi Maharani Rachmaningsih (Universitas Terbuka)
Novinaty Djafri (Universitas Negeri Gorontalo)
Asmawati Asmawati (IAIN Palangkaraya)
Tomi Apra Santosa (Akademi Teknik Adikarya)

Edumaspul: Jurnal Pendidikan
Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan

purpose of this research is to determine the effect of flipped classroom size on students' critical thinking abilities. This type of research is meta-analysis. The data source comes from an analysis of 12 national and international journals published in 2018-2023. Data source search process via Google Scholar; ERIC, ScienceDirect, Wiley; ProQuest, DOAJ and EBSCO. Data selection using the PRISMA method consists of identification, screening, eligibility and inclusion. These findings conclude that the flipped classroom has a positive influence on students' critical thinking skills with a summary effect size value ( rRE= 0.799). The flipped classroom has a moderate influence on students' critical thinking abilities at school