Effectiveness of Integrating Flipped Classroom with Deep Learning Approach on Students^ Digital Literacy in Thermodynamics
Maria Paristiowati (a*), Rika Siti Syaadah (b*), Ade Amalia (c) Nurul Fitriana (d)

a,b,c,d Chemistry Education Department, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, Indonesia, 13220

maria.paristiowati[at]unj.ac.id rikasitisyaadah[at]unj.ac.id

Abstract

One of the central challenges in 21st-century education is not only ensuring students master academic content but also equipping them with essential skills such as digital literacy. This study investigates the implementation of a deep learning approach combined with a flipped classroom model to enhance students^ digital literacy in thermodynamics material. Deep learning approach encourages a deeper understanding of scientific concepts and cultivates critical thinking skills, while the flipped classroom model enables self-directed learning through technology, reserving in class time for higher order learning activities. A descriptive quantitative methodology was employed, utilizing a validated digital literacy assessment and observation sheets for student learning activities. The study was conducted at SMAN 35 Jakarta with 50 eleventh grade students as participants. Results demonstrated that integrating the flipped classroom model with a deep learning approach significantly improved students^ digital literacy, with an observed enhancement more than 50% of each dimension of digital literacy. These findings highlight the effectiveness of innovative, technology enhanced instructional strategies in advancing digital literacy within thermodynamics learning.

Keywords: digital literacy, deep learning, thermodynamics, Flipped Clasroom, 21st century skills

Topic: Physics Education