Flipped Learning Approach in Project Based Learning: Improving Critical and Creative Thinking Skills
Keywords:
Flipped Learning; Project Based-Learning Approach; Critical and Creative Thinking Skills.Abstract
The current study investigates the effectiveness of combining the flipped model with project-based learning (PjBL) in an attempt to build critical and creative thinking skills among students within mechanical engineering education. In a quasi-experimental non-equivalent control group design, the study involved two groups of fifth-semester students taking a Learning Program Planning course at Nusa Cendana University. Traditional offline teaching was offered to a control set, while the treatment group was exposed to a flipped classroom combined with PjBL. Pretests, post-tests, and lesson plans were employed to gather the data. Using t-tests and descriptive statistics, it was clear that the flipped-PjBL method had starkly better output in comparison to traditional methods, with higher post-test scores and improved cognitive outcomes. This finding points to the potential in combining flipped learning and project-based designs to create higher-order thinking capabilities. The practice is well-suited for student-centric learning environments that suit the demands of 21st-century learning, particularly in the context of Industry 4.0 and Society 5.0 challenges.
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