Perception of Physics Teachers and Students about E-Modules Using Stem-Integrated Flipped Classroom Approach to Improve Critical Thinking Skills

Reni Dwi Puspitasari, Kartini Herlina, Agus Suyatna


The purpose of this study was to describe the perceptions of teachers and students related to the use of e-modules using the integrated STEM flipped classroom approach. The approach used was a STEM-integrated flipped classroom. Data collection methods using a questionnaire were analyzed with descriptive analysis with the 15 professional and unprofessional teachers and 30 students in Lampung province as respondents. The results of teachers 'perceptions about e-modules amounted to 66.7% if presented as belonging to the required category, while the results of students' perceptions using e-modules amounted to 63.3% and classified as needed. The practice was also needed in making e-modules with the results of 73.3% of teachers answering practical answers and 56.7% of students answering practical questions. It can be inferred that students need new teaching materials to support practical and easy to use learning t any time limit.

Keywords: e-Module, Flipped Classroom, Critical Thinking Skills.


Full Text:



  • There are currently no refbacks.

Copyright (c) 2020 Jurnal Pembelajaran Fisika

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 Creative Commons License

The Copyright is reserved to The Journal of Physics Learning (Jurnal Pembelajaran Fisika) that is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.