The Effect of Problem-Based Flipped Learning Model and Learning Autonomy on Students’ Critical Thinking and Tennis Ground Stroke Performance in Physical Education

Abstract

Problem-based flipped learning is widely regarded as an innovative learning strategy for enhancing students’ critical thinking and academic performance. It achieves its optimal effect by enhancing students’ learning autonomy, with these two variables perceived as key indicators for addressing the current problem of low critical thinking and learning performance in the Physical Education setting. The current study aims to investigate this phenomenon, particularly to determine the effects of problem-based flipped learning and learning autonomy on students’ critical thinking skills and tennis groundstroke performance. The research sample comprised 50 fourth-semester students who took a tennis class in the Sport and Health Education program at the Sport and Health Faculty, Universitas Pendidikan Ganesha. They were selected by using a simple random sampling technique. A quantitative approach was employed using a quasi-experimental 2x2 factorial design. The data were gained through surveys and tests by using a questionnaire and tests (essay test and performance test). The collected data were analyzed using descriptive statistics, inferential statistics, and MANOVA. The results of the study show that 1) there are differences in critical thinking skills between students who learn using problem-based flipped learning and problem-based learning models; 2) there are differences in critical thinking skills between students with high learning independence and those with low learning independence; 3) there are differences in critical thinking skills due to the interaction of learning models (problem-based flipped learning and problem-based learning) with learning independence (high and low); 4) there are differences in tennis groundstroke skills between students who learn using problem-based flipped learning and problem-based learning models; 5) there are differences in tennis groundstroke skills between students with high learning independence and those with low learning independence; and 6) there are differences in tennis groundstroke skills due to the interaction of learning models (problem-based flipped learning and problem-based learning) with learning independence (high and low). These findings suggest that using an appropriate learning model can improve students’ critical thinking and groundstroke skills in tennis. The problem-based flipped learning model is an alternative learning approach in physical education, particularly for tennis instruction, as it allows students to learn the material independently before the problem is discussed in the classroom. Moreover, learning independence plays an important role in implementing the learning model, since higher learning independence tends to guide students toward better learning outcomes.