Flipped Classroom Berbantuan Video AI Terintegrasi Ukir Jepara: Kemampuan Berpikir Kritis Berdasarkan Adversity Quotient
DOI:
https://doi.org/10.46918/equals.v9i1.3284Keywords:
Adversity Quotient, Critical Thingking Skills, Flipped Classroom, Video AIAbstract
The low achievement of Indonesian students in PISA 2022 indicates that critical thinking skills are still not optimal. Previous studies have examined Flipped Classroom, Artificial Intelligence, and Adversity Quotient separately, while their integration within an ethnomathematics context remains limited. This study aimed to analyze the implementation of a Flipped Classroom assisted by AI-based videos integrated with Jepara carving and students’ critical thinking skills based on AQ. This study employed a mixed methods approach with an explanatory sequential design involving 30 ninth-grade students. The qualitative phase involved interviews with three students representing climber, camper, and quitter AQ categories selected through purposive sampling based on ARP questionnaire results. Data were analyzed using a one-sample t-test, proportion test, paired sample t-test, and N-Gain test. The results showed that the Flipped Classroom model effectively improved students’ critical thinking skills. The average posttest score reached 80 with 90% classical mastery, and the N-Gain score was 0.524 in the moderate category. Furthermore, climber students fulfilled all critical thinking indicators, camper students fulfilled several indicators, while quitter students only fulfilled the clarification indicator. This study contributes to contextual and innovative learning strategies that enhance critical thinking skills, technological literacy, and local culture through ethnomathematics integration in learning.
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