Penelitian ini bertujuan untuk menjawab pertanyaan terkait pengaruh model pembelajaran flipped classroom IPA biologi terhadap keterampilan berpikir kritis siswa di masa pandemi kelas VIII di SMP Negeri 5 Tarakan. Penelitian ini dilaksanakan pada semester genap tahun ajaran 2021/2022 di SMP Negeri 5 Tarakan. Jenis penelitian berupa quasi experimental salah satu metode kuantitatif dengan desain penelitian Pretest-Posttest Control Design. Populasi penelitian yaitu seluruh siswa kelas VIII di SMP Negeri 5 Tarakan dengan penentuan sampel menggunakan teknik purposive sampling. Sampel penelitian adalah kelas VIII-A dan kelas VIII-C yang terdiri dari 30 siswa setiap kelas. Instrumen penelitian ini adalah soal tes yaitu berjumlah sepuluh soal uraian berpikir kritis terkait materi sistem ekskresi manusia. Analisis data menggunakan uji Independent Sampel Test, diperoleh hasil dengan nilai signifikansi 0,000, lebih kecil dari 0,05, maka Ha diterima dan H0 ditolak. Hal ini menunjukan bahwa model pembelajaran Flipped Classroom berpengaruh terhadap keterampilan berpikir kritis siswa kelas VIII SMP Negeri 5 Tarakan.

Kata Kunci: Model Flipped Classroom, Keterampilan Berpikir Kritis

This study investigated the effect of the flipped classroom learning model on students' critical thinking skills in science-biology during the pandemic for class VIII at SMP Negeri 5 Tarakan. This research was conducted in the even semester of the 2021/2022 academic year at Tarakan 5 Public Middle School. This type of research was quasi-experimental with a pretest-posttest control design. The research population was all students in class VIII at SMP Negeri 5 Tarakan and used a purposive sampling technique to select the samples. The research sample was class VIII-A and class VIII-C consisting of 30 students for each class so the total sample was 60. The instrument of this research was a test divided into ten questions describing critical thinking related to the material of the human excretory system. The Independent Sample Test obtained the results with a significance value of 0.000, less than 0.05, meaning that Ha is accepted, and HO is rejected. There were differences in learning outcomes for the experimental class applying the Flipped Classroom model and the control class with the Problem Based Learning model, which had an average N-Gain value in the experimental class of 54% and 32% in the control class. This showed that the Flipped Classroom learning model had an effect on the critical thinking skills of class VIII students of SMP Negeri 5 Tarakan. Keywords: Flipped Classroom Model, Critical Thinking Skills