Enhancing Critical Thinking and Learning Outcomes Through Flipped Classroom Strategy in Biology Education

Abstract

The flipped classroom strategy has emerged as a transformative approach to teaching and learning, emphasizing student-centered engagement. This study investigates its impact on critical thinking and learning outcomes in Grade 10 biology education at the Libyan School Jakarta. A mixed-methods approach was employed, integrating quantitative data from pre- and post-implementation surveys with qualitative insights from teacher reflection journals and focus group discussions. Results revealed significant improvements in critical thinking and conceptual understanding. This paper discusses the strategy's efficacy, identifies challenges, and provides recommendations for broader application in diverse educational contexts.