Harun, Indah Suciati, Abdul Manaf, Sudaryanti
Numerous studies conducted by researchers from different countries have explored the impacthe flipped classroom (FC) model on students' higher-order thinking skills (HOTS). However, the outcomes of these investigations have been inconsistent. This study seeks to evaluate the efficacy of the FC model in relation to students' HOTS, employing meta-analysis as the research method. The sample included a total of 31 primary studies that met specific inclusion criteria. Comprehensive meta-analysis (CMA) software conducted the data analysis. The results of the analysis, employing the random-effects estimation modelindicate a significant combined effect size (g = 1.06; p < 0.01), categorized as a large effect. This suggests that the FC model application has a significant impact on students' HOTS compared to traditional learning approaches. Further analysis of moderator variables reveals significant differences in the effect of FC model application on students' HOTS based on publication type (Qb = 7.94; p = 0.01), whereas no significant differences were observed based on education level (Qb = 7.45; p = 0.06), experimental group capacity (Qb = 0.29; p = 0.62), and year of publication (Qb = 0.21; p = 0.64). These findings provide valuable insights for integrating the FC model to improve the quality of students' HOTS. © 2024 Malque Publishing. All rights reserved.
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Universitas Alkhairaat, Central Sulawesi, Indonesia; Badan Riset dan Inovasi Nasional, Jakarta, Indonesia
