The Effect of Problem-Based Flipped Learning and Academic Procrastination on Students’ Critical Thinking in Learning Physics in High School

Learning physics in SMA cannot be separated from students' critical thinking activities without delay. Critical thinking will not develop optimally if the learning still tolerates the direct learning model. One of the learning models that are accommodative in developing critical thinking is the problembased learning model. Both models can be used as pedagogical content for flipped learning, which is termed problem-based flipped learning (PBFL) and direct flipped learning (DFL). This study aims at describing the difference effect between PBFL and DFL on critical thinking (CT) viewed from students' academic procrastination (AP) in learning physics in SMA. Student's AP is a variable of sorting critical thinking skills based on low AP (LAP) and high AP (HAP). The study population was 6 classes of students of class XI SMAN 2 Semarapura. A sample of 4 classes was selected by random assignment technique, which then randomized again to determine 2 classes as PBFL class and 2 classes as DFL class.