Indonesian Journal of Educational Review p-ISSN 2338-2018 | e-ISSN 2335-8407 Vol. 5, No.1 , July 2018, p 107-115 Available online at http://journal.unj.ac.id/unj/index.php/ijer 107 Copyright © 2018, PPs UNJ Publisher STUDENTS’ CRITICAL THINKING UNDER THREE MODELS OF TEACHING Nurnia 1 , Jafar Ahiri 2 , La Ode Muharam 3 , Alberth 4 Halu Oleo University nurnia_68@yahoo.com 1 jafarahiri1@yahoo.co.id 2 dr.laodemuharam@yahoo.com 3 alberth@programmer.net 4 Abstract The advancement of digital technology has evoked a new teaching paradigm and the incorporation of such technology into models of teaching has been highly appreciated in order to achieve certain learning goals such as students’ critical thinking. This study investigates and examines the difference in critical thinking skills of students taught through the flipped classroom, pure online and direct instruction models. The method of the study is quasi-experiment implemented to students of English majors of Halu Oleo University. A total of 96 students participated as samples sitting in three different classes. Each class was attended by an equal number of 32 samples. Data were collected by giving samples a critical thinking skills test after the model implementation. The data were analyzed by means of two-way analysis of variance. Results of the study show that there is a significant difference of students’ critical thinking skills after the implementation of the t hree models of teaching and the students from the flipped classroom is observed to have higher critical thinking skills. Keywords: flipped classroom, direct instruction, critical thinking skills Much of the teaching focus in the past has typically been on classroom-based learning or traditional classroom. It generally attempted to provide the necessary conditions for learning to occur through the interaction of among learners, teachers, and learning resources in the classroom (Magliaro et.al., 2005). Thus, the focus of classroom preparation and management has been design of syllabuses, methods and materials and on training teachers in how best to exploit the classroom as a source of meaningful input to learning (Richards, 2015). Thus, textbook and other classroom resources were seen as crucial carriers of both content and learning. In the traditional lecture students take notes and try to capture the concept while they are listening. In many times, unfortunately, the dynamic nature of the traditional lecture does not let the students to capture essential essence of the lecture while recording notes (Tucker, 2012). The advent of internet and digital technology have provoked a new way of thinking referring to teaching and learning mode of delivery. The shift from teacher-centred to student-centred classroom has been a central issue. The inclusion of online resources and activities to supply or, even, to substitute the classroom teaching is not uncommon nowadays. Ally (2008) asserts that online learning is not just the delivery and dissemination of learning materials using the web / internet, but the learners and the learning process must be the focus of online learning. Clark (2008) describes online learning as a type of distance education in which teachers and learners are physically separated while processes and learning materials are delivered over the internet. Picciano and Seaman (2009) classify pure online learning on condition that all or almost all learning materials and activities are delivered online or over the internet and have no face-to-face meetings in the classroom. Online learning is often also interspersed with face-to-face meetings called blended learning. One of the blended learning type which gains high popularity has been the so-called flipped classroom. brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW