Anak, Layar, Dan Perkalian: Mencari Jalan Berpikir Kritis Melalui Flipped Classroom Di Sekolah Dasar

This research focuses on the impact of the flipped classroom model on second grade elementary school students' critical thinking skills in understanding multiplication. In the 21st century learning era, critical thinking is no longer just a plus; it is an essential ability that students must have in order to succeed and adapt amidst the flood of information. This study adopted a quantitative approach and used a quasi-experimental design. The research sample was selected using cluster random sampling technique, where class IIA served as the control class and class IIB as the experimental class. Data were collected through tests, observations, and documentation studies, then analyzed using descriptive and inferential statistics. The results showed that the flipped classroom model could be fully implemented up to 100%, starting from the preparation stage of the material at home to the active learning process in the classroom. The average pretest score for the control class was 43.15, while the experimental class had an average of 47.44. After the treatment, the average posttest score increased. The control class reached 70.00 and the experimental class reached 84.85. The independent sample t-test showed a significance value of 0.000 (below 0.05), which means there is a significant difference between the two groups. In addition, the calculation of an effect size value of 1.52 shows that the flipped classroom model has a huge impact on improving students' critical thinking skills.