Improving Students’ Higher-Order Thinking Skills
A Comparison Between Flipped Learning and Traditional Teaching Approach
Bibliographic Data
| ID | 6005664 |
|---|---|
| Authors | Oknaryana (0000-0002-1115-5118), Oknaryana Oknaryana, Mega Asri Zona (0000-0001-5812-4792), Jean Elikal Marna (0000-0002-8790-1359), Annur Fitri Hayati (0009-0005-0169-5195), Rita Syofyan (0009-0005-3704-2495), Yolandafitri Zulvia (0000-0001-5659-3210), Haris Kurniawan (0009-0009-9623-6483), Khairi Murdy (0000-0002-4955-1220) |
| Year | 2025 |
| Volume | 14 |
| Issue | 4 |
| Pages | 1245-1257 |
| Publication date | 2025-08-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1474-9041 • E-ISSN: 2165-8714 |
| Publisher | Eurasian Society of Educational Research (PUBLISHER • NL) |
| DOI | 10.12973/eu-jer.14.4.1245 |
| OpenAlex | W4413745946 |
| Language | EN |
| References cited | 42 |
Higher-order thinking skills (HOTS) are important for students to improve their ability to analyze, solve problems, and use critical thinking. This research aims to measure the use of flipped learning to enhance students’ higher-order thinking skills. The scaffolding, questioning, interflow, reflection, and comparison (SQIRC)-based flipped learning model is used in this research. It is a combination of online and face-to-face learning that provides opportunities for students to be more active and independent in learning. This model can improve students’ critical thinking skills, as seen from learning outcomes. This research is a quasi-experimental study using 43 students in the Introduction to Accounting course, divided into a control group and an experimental group. In the Introduction to Accounting course, HOTS is essential because this course emphasizes theory and requires the application of the theory in solving problems in accounting records. The results found that implementing the SQIRC-based flipped learning model increased student learning outcomes from pre-test to post-test, and the learning outcomes of the experimental group were higher than those of the control group
Critical thinking · Flipped Classroom · Flipped learning · Higher education · Higher-Order Thinking · Mathematics education · Pedagogy · Teaching method · Computer Science · Education and Critical Thinking Development · Innovative Teaching Methods · Online and Blended Learning · Psychology
Reflective Judgment
Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom
The flipped classroom
Strategies for Teaching Students to Think Critically
Examining the key influencing factors on college students’ higher-order thinking skills in the smart classroom environment
The impact of a flipped classroom design on learning performance in higher education
The use of flipped classrooms in higher education
Motivation and cognitive load in the flipped classroom
The Impact of a Learning Analytics Based Feedback System on Students’ Academic Achievement and Self-Regulated Learning in a Flipped Classroom
The influence of mobile-learning flipped classrooms on the emotional learning and cognitive flexibility of students of different levels of learning achievement
Promoting pre-class guidance and in-class reflection
Self-regulated learning support in flipped learning videos enhances learning outcomes
Analysis of academic results from implementation of a flipped learning methodology in a subject in higher engineering education
Teacher judgments in school exams
| Highly cited | No |
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