Effectiveness of Problem-based Research Skill Development Flipped-classroom E-module for Critical Thinking and Scientific Literacy

Authors

DOI:

https://doi.org/10.21831/jpms.v14i1.95083

Keywords:

Critical thinking, Flipped classroom, Problem based learning, Research skill development, Scientific literacy

Abstract

This study aims to evaluate the effectiveness of a Problem-based Learning (PBL) e-module integrated with Research Skill Development (RSD) and implemented through a flipped classroom approach to enhance students’ critical thinking skills and scientific literacy. The research employed a quasi-experimental design with a non-equivalent control group. The implementation was carried out at a state senior high school in Yogyakarta, involving 65 students, with 30 assigned to the control group and 35 to the experimental group. Data collection instruments included observation sheets for learning implementation and validated tests measuring critical thinking skills and scientific literacy. The data were analyzed using descriptive statistics (mean and percentage) and inferential statistics through bootstrap MANOVA followed by bootstrap ANOVA. The MANOVA analysis yielded a significance value (p < 0.001), indicating that the PBL-RSD e-module effectively improved both critical thinking skills and scientific literacy simultaneously. Furthermore, the bootstrap ANOVA results showed that the PBL-RSD e-module had a stronger impact on scientific literacy (57%) compared to critical thinking skills (27%). This difference is attributed to the PBL-RSD e-module’s deliberate focus on information exploration, data management, and interpretation, which are the key indicators in scientific literacy. These findings suggest that the PBL-RSD e-module, implemented through a flipped classroom model, can serve as an alternative instructional resource to develop students’ critical thinking and scientific literacy in biology learning.

Author Biographies

Nirmala Santy Siregar, Universitas Negeri Yogyakarta

Holds a Master’s degree in Biology Education from Universitas Negeri Yogyakarta and is currently pursuing a Doctoral degree in Science Education at the same institution. Her research interests include biology learning strategies that promote students’ critical thinking and scientific literacy, instructional design, and Technological Pedagogical Content Knowledge (TPACK). She can be contacted via email at nirmalasanty.2022@student.uny.ac.id

Paidi Paidi, Universitas Negeri Yogyakarta

Is a Professor, lecturer, and researcher in the Biology Education Program, Faculty of Mathematics and Natural Science Education, Universitas Negeri Yogyakarta, Indonesia. His research focuses on strategies and evaluation in biology instruction, as well as methodologies in biology education research. He can be contacted via email at paidi@uny.ac.id

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2026-02-23

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Siregar, N. S., & Paidi, P. (2026). Effectiveness of Problem-based Research Skill Development Flipped-classroom E-module for Critical Thinking and Scientific Literacy. Jurnal Pendidikan Matematika Dan Sains, 14(1), 281–293. https://doi.org/10.21831/jpms.v14i1.95083

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Vol. 14 No. 1 (2026): February 2026

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