The Development of Learning Activity Based-on Flipped Classroom That Promotes Analytical Thinking Skills in Robotic Technology for Grade 6 Students

Abstract

This research aimed to 1) Develop a set of classroom-flipped learning activities promoting analytical thinking skills in the Robotics Technology to achieve efficiency at an 80/80 criterion. 2) Compare post-learning Analytical thinking skills of students against an 80% benchmark. 3) Compare learning outcomes of students against an 80% benchmark. The sample group consists of 30 Grade 6 students selected through cluster random sampling. The research instruments include 1) a set of learning activities based on the flipped classroom concept. 2) an analytical thinking skills assessment. 3) a learning achievement test. The statistical methods used include percentage, mean, standard deviation, and t-test.

Finding revealed that

1) The efficiency of the learning activities set based on the flipped classroom concept in enhancing analytical thinking skills achieved an efficiency of 82.13/80.35, meeting the set criteria. The quality of the learning set was rated as most appropriate with an average score of 4.61 and a standard deviation of 0.34.

2) The comparison results of students’ analytical thinking skills were significantly higher than the 80 percent criterion at the .05 significance level, with an average score of 25.47 points, which equates to 84.9 percent.

3) The comparison results of students’ academic achievement were significantly higher than the 80 percent criterion at the .05 significance level, with an average score of 25.8 points, which equates to 86 percent.