Optimizing Critical Thinking Skills through Flipped Mobile-Based Microlearning with GeoGebra in Problem-Based Calculus Learning Mimih Aminah (a*), Widya Dwiyanti (b), Deris Santika (c), Eneng Faizatul (d), Pahrijal Saban Mubarok (e)
a),b),c),d),e), Universitas Sebelas April, Jl. Angkrek Situ No.19, Situ, Kec. Sumedang Utara, Kabupaten Sumedang, Jawa Barat 45323, Indonesia
*mimih_fkip[at]unsap.ac.id
Abstract
Critical thinking is one of the essential 21st-century skills that must be fostered in mathematics learning, particularly in Calculus courses. However, evidence suggests that students often struggle to develop this skill due to the dominance of conventional learning methods that provide limited opportunities to engage with interactive digital media. This study investigated the effectiveness of applying flipped mobile-based microlearning integrated with GeoGebra in problem-based calculus learning to foster students^ critical thinking skills. quantitative quasi-experimental design with a pre-test and post-test was employed, involving 120 university students enrolled in calculus courses at Universitas Sebelas April, Sumedang, Indonesia. The students were equally divided into an experimental group and a control group, with 60 participants in each group. The data collection instrument has been a critical thinking test that has been validated and tested for reliability. The results have indicated that the group using the flipped mobile-based microlearning model supported by GeoGebra has shown a more significant improvement in critical thinking skills compared to the group that did not use GeoGebra. The use of GeoGebra has enabled the dynamic visualization of calculus concepts, while the flipped microlearning approach via mobile devices has provided high flexibility and independence in learning. The study concluded that incorporating GeoGebra into the flipped mobile-based microlearning model effectively enhanced students^ critical thinking skills in problem-based calculus learning. These results provide valuable contributions to advancing technology-driven learning innovations within higher education.
