THE DEVELOPMENT OF LEARNING ACTIVITIES USING PROJECT-BASED LEARNING WITH THE FLIPPED CLASSROOM APPROACH TO ENHANCE ANALYTICAL THINKING ABILITY FOR UNDERGRADUATE STUDENTS
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Abstract
This research aimed to (1) develop learning activities using project-based learning combined with the flipped classroom approach, (2) study analytical thinking ability after learning through project-based learning combined with the flipped classroom approach, compared to the 75% criteria, and (3) examine students' satisfaction with learning activities based on project-based learning combined with the flipped classroom approach. The sample group in this study was selected using cluster sampling, which consisted of 26 undergraduate students enrolled in the Computer Science program who registered for the course Community Problem Analysis (Course Code: SCS217) in semester 1/2024, from a total population of 95 individuals. The data collection tools included (1) lesson plans based on project-based learning combined with the flipped classroom approach, (2) an analytical thinking ability test, and (3) a satisfaction assessment form. The data were analyzed using percentage, mean, standard deviation, and t-test analysis.
The research results showed that (1) the learning activities based on project-based learning combined with the flipped classroom approach were implemented through a blended learning model using Google Classroom with traditional class activities integrating community-based learning which consisted of five steps: problem identification, data collection, project analysis and design, development and improvement, presentation and evaluation, (2) students had a critical thinking ability after learning at an average score of 78.97%, which was significantly higher than the predefined criteria of 75% at the 0.05 significance level, and (3) the student satisfaction level of the learning activities was at the highest with an average score of 4.59.
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References
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