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PADEC–CETA FLIPPED COLLABORATIVE LEARNING MODEL: AN EFFECTIVE STRATEGY TO ENHANCE CRITICAL THINKING SKILLS IN PHYSICS EDUCATION
Abstract
Purpose – Critical thinking is essential in physics education, requiring students to analyze phenomena, evaluate evidence, construct explanations, and develop solutions. This study aimed to develop and evaluate the validity, practicality, and initial effectiveness of the PADEC–CETA Flipped Collaborative Learning Model in supporting students’ critical thinking skills.
Methodology – The study employed a research and development design using the ADDIE framework: Analyze, Design, Develop, Implement, and Evaluate. Model validity was assessed by three validators using 18 indicators, while two lecturers and ten students evaluated practicality. Initial effectiveness was examined with 26 students using a one-group pretest–posttest design. Data were analyzed using normalized gain, the Shapiro–Wilk test, and the Wilcoxon signed-rank test.
Findings – The model achieved a validity score of 3.80/4.00 (94.91%), categorized as very valid, and a practicality score of 95.28%, categorized as very practical. Students’ mean critical thinking score increased from 57.12 (SD = 6.50) to 79.81 (SD = 6.12), with a mean gain of 22.69 points. The mean normalized gain was 0.540 (medium). The Wilcoxon test showed a significant improvement in critical thinking skills (Z = −4.534, p < .001), with 26 positive ranks and no negative ranks or ties. The effect size (r = 0.889) indicated a very large effect. However, the one-group design limits causal inference.
Contribution – This study presents a validated and practical PADEC–CETA Flipped Collaborative Learning Model, an innovative learning framework that supports critical thinking in physics education. The findings provide initial empirical evidence for its potential effectiveness and a basis for further investigation using comparison groups, larger samples, multiple institutions, and longer intervention periods.
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DOI: https://doi.org/10.36987/jes.v13i5.9864
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