EFEKTIVITAS MODEL PEMBELAJARAN STEAM DENGAN FLIPPED CLASSROOM UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KONEKSI MATEMATIS SISWA

Mathematics learning in the 21st century requires the development of critical thinking skills and the ability to connect mathematical concepts with various contexts. However, mathematics instruction in Islamic junior secondary schools is still largely procedure-oriented, resulting in the underdevelopment of students’ critical thinking and mathematical connection abilities. The integration of the STEAM learning model with the Flipped Classroom approach is considered a promising strategy to address this issue through contextual, collaborative, and student-centered learning. This study aimed to examine the effectiveness of the STEAM-integrated Flipped Classroom model in improving students’ critical thinking skills and mathematical connection abilities. The research was conducted at MTs Muhammadiyah 2 Mimika using a mixed-methods approach with a quasi-experimental pretest–posttest control group design. The sample consisted of 36 seventh-grade students divided into an experimental group and a control group. Research instruments included critical thinking tests, mathematical connection tests, observation sheets, and interviews. The results indicated that the implementation of the STEAM-integrated Flipped Classroom model was effective in enhancing students’ critical thinking skills and mathematical connection abilities. The N-Gain value for critical thinking skills in the experimental group was 0.75 (high category), while the control group achieved an N-Gain of 0.29 (low category). In terms of mathematical connection ability, the experimental group obtained an N-Gain of 0.74 (high category), whereas the control group reached 0.50 (moderate category). Statistical analysis showed a significant difference between the experimental and control groups for both variables (p < 0.05). These findings were supported by qualitative data, which revealed that students in the experimental group were more active in discussions, more reflective in explaining their thinking processes, and better able to connect mathematical concepts with real-life contexts.