THE EFFECTIVENESS OF FLIPPED CLASSROOM IN DEVELOPING STUDENTS` CRITICAL THINKING

Abstract

The flipped classroom, an innovative pedagogical approach, enhances critical thinking skills by transitioning traditional learning from passive to active engagement. Addressing the knowledge gap in traditional lecture-based methods, this study examines how the flipped model fosters deeper cognitive processes such as analysis, evaluation, and synthesis. Employing a qualitative methodology, data were collected from diverse educational settings using interactive tools and collaborative activities. Findings indicate that students engaged in flipped classrooms demonstrate significantly improved critical thinking abilities, attributed to pre-class preparation and in-class active learning exercises like problem-solving and debates. These results underline the flipped model's efficacy in not only enriching students' critical thinking but also promoting metacognitive skills and collaborative learning. Implications suggest that adopting this model can revolutionize teaching practices by fostering independent and analytical thinkers, preparing students for the demands of the 21st century.