DESIGNING STUDENT-CENTERED ECONOMICS INSTRUCTION: A FLIPPED PROBLEM-BASED LEARNING APPROACH TO ENHACING CRITICAL THINKING AND SELF-REGULATED LEARNING

This study aims to analyze the effect of the Flipped Classroom model integrated with Problem-Based Learning on the independence and critical thinking skills of high school students in the Economics subject. This study employs a quantitative approach using a quasi-experimental design with a non-equivalent control group. The research sample consisted of tenth-grade students divided into an experimental class and a control class. The research instruments included a learning independence questionnaire and an essay test to measure critical thinking skills. Data analysis was conducted using a mean difference test after meeting the prerequisites of normality and homogeneity. The results indicate a significant difference between the experimental and control groups in both learning autonomy and critical thinking skills. The experimental group demonstrated better results compared to the control group. These findings suggest that the implementation of the Flipped Classroom model integrated with Problem-Based Learning is more effective than conventional instruction. The study’s conclusion affirms that the integration of self-directed learning and contextual problem-solving can strengthen self-regulation and enhance students’ critical thinking skills. Consequently, this model can serve as a strategic alternative in the development of student-centered economics education and support the strengthening of 21st-century competencies.