The Implementation of CFL Learning Model Integrated with Ethnoscience to Enhance Students’ Critical Thinking Skills

Abstract

This research aims to implement an integrated Collaborative Flipped Learning (CFL) model with ethno science to improve students' critical thinking skills. The background of this research is the low critical thinking skills of Indonesian students, particularly in science learning, necessitating more contextual and meaningful learning innovations. The CFL model combines flipped learning, which promotes independent learning, with collaborative learning, which emphasizes group interaction, while ethno science connects scientific concepts with local wisdom. The research method uses a quasi-experimental design. The research subjects are 15 students from three universities. Data was collected thru the Ennis indicator-based critical thinking test, response questionnaires, learning implementation observations, and documentation. The analysis was conducted descriptively, supplemented by N-Gain calculations, normality tests, homogeneity tests, and ANOVA. The research results indicate that learning with the ethno science-based CFL model significantly improved critical thinking skills. This model has proven effective as an innovative 21st-century learning strategy relevant to the local cultural context.