Effect of Peer Instruction Flipped with e-LKPD on Critical Thinking and Learning Independence in Informatics

Ni Luh Putu Ary Jhuniati (Program Pascasarjana Teknologi Pendidikan, Universitas Pendidikan Ganesha, Singaraja, Indonesia)
Ni Nyoman Parwati (Program Pascasarjana Teknologi Pendidikan, Universitas Pendidikan Ganesha, Singaraja, Indonesia)
I Gde Wawan Sudatha (Program Pascasarjana Teknologi Pendidikan, Universitas Pendidikan Ganesha, Singaraja, Indonesia)

Thinking Skills and Creativity Journal
Vol. 8 No. 1 (2025): April

Low critical thinking skills and learning independence pose crucial challenges in 21st-century Informatics education. This study aimed to examine the influence of the Peer Instruction Flipped learning model assisted by Electronic Student Worksheets (e-LKPD) on both competencies. Employing a quasi-experimental post-test only control group design, the research involved a sample of 89 eleventh-grade students. Critical thinking data were collected through an essay test, while learning independence was measured using a questionnaire. Data analysis was conducted using Multivariate Analysis of Variance (MANOVA) at a 5% significance level. Results indicated a significant simultaneous difference in Informatics critical thinking skills and learning independence between the experimental group (Peer Instruction Flipped model assisted by e-LKPD) and the control group (Direct Instruction model). Separately, significant differences were also found in both variables. Student responses towards the Peer Instruction Flipped model assisted by e-LKPD were highly positive. Thus, it is concluded that the Peer Instruction Flipped model assisted by e-LKPD is effective in enhancing critical thinking skills and learning independence in Informatics. The implication of this study is the necessity of integrating innovative technology-based learning models to prepare students for the demands of 21st-century competencies.