Jurnal Pendidikan Sains Indonesia 12(3), p.

614-627 (2024)
(Indonesian Journal of Science Education) e-ISSN: 2615-840X p-ISSN: 2338-4379
https://jurnal.usk.ac.id/JPSI/index https://dx.doi.org/10.24815/jpsi.v12i3.38487

Development of Flipped Classroom Based Interactive

Multimedia on Biodiversity Concept to Increase Students'
Learning Motivation and Critical Thinking

Hendro Perta*1, Evy Yulianti1, Tzou-Chi Huang2

1Department of Biology Education, Faculty of Mathematics and Natural Sciences, Yogyakarta State
University, Yogyakarta, Indonesia.
2Department of Biological Science and Technology, National Pingtung University of Science and
Technology, Pingtung, Taiwan.
*Email: [email protected]

Article History: Abstract. Students' critical thinking skills are essential in

Received date: May 6 2024 21st-century education. Certain students show a lack of
Received in revised from: June 11 2024 enthusiasm for learning and have limited critical thinking
Accepted date: June 27 2024 skills. The aim of this study was to assess the impact of
Available online: July 16 2024 interactive multimedia in a flipped classroom setting on
understanding biodiversity, with a particular focus on
Citation: increasing learning motivation and critical thinking skills. The
Perta, H., Yulianti, E., Huang, T.-C. 2024. research employed a quasi-experimental method known as
Development of flipped classroom based the nonequivalent control group design. Collecting samples
interactive multimedia on biodiversity using the cluster random sampling technique. The collection
concept to increase students' learning instruments include interviews, student needs
motivation and critical thinking. Jurnal questionnaires, validation questionnaires from media and
Pendidikan Sains Indonesia (Indonesian material experts, learning objectives and teaching module
Journal of Science Education), 12(3):614- flow questionnaires, teacher and student response
627. questionnaires, learning motivation questionnaires, and
critical thinking tests. Data analysis comes in a variety of
forms, including initial study data analysis, feasible
information analysis, practical information analysis, and
effective information analysis. Feasibility has a score of
90.3% (very feasible), and practicality has a score of 91.2%
(very practical). As well as the effectiveness of learning
motivation with a sig. (2-tailed) of 0.000 < 0.05 and an N-
Gain of 0.764 (high), besides critical thinking with a sig. (2-
tailed) of 0.047 < 0.05 and an N-Gain of 0.706 (high). The
research results show that interactive multimedia that
utilizes the flipped classroom method is feasible, practical,
and successful in increasing learning motivation and critical
thinking skills. However, this interactive multimedia has only
been implemented at senior high school 4 Muara Teweh, so
it needs to be expanded to other schools and developed with
other concepts.

Keywords: Interactive multimedia, flipped classroom,

learning motivation, and critical thinking.

Introduction
Education is a way for humans to develop and improve their intelligence (Spector &
Ma, 2019). Students must participate in educational activities such as the teaching and
learning process to understand and obtain something they have learned. In contemporary
education, students are expected to possess the essential ability of critical thinking, which
proves to be highly advantageous in addressing the challenges in the 21st century (Basri
et al., 2019; Perdanasari et al., 2021; Spector & Ma, 2019; Szabo et al., 2020). The process

614 | Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 12(3), p.614-627, (2024)
of learning activities can be carried out by students independently without direct teacher
guidance, besides that learning activities can be carried out anywhere and at any time
(Challob, 2021; Untari et al., 2020). This helps students to increase learning motivation
because students can study comfortably.
Biology is a science that studies living creatures and their environment and is one of
the sciences contained in natural sciences. Apart from that, biology is one of the sciences
or subjects that students consider difficult and boring because the learning activities are
filled with memorization activities (Azizah & Alberida, 2021). Based on the results of
interviews and observations at senior high school 4 Muara Teweh, senior high school 4
Yogyakarta, senior high school 7 Yogyakarta, and senior high school 9 Yogyakarta, the
results showed that class X students experienced many problems with biodiversity material
which was considered complex and teachers did not yet have media or teaching materials
that could be used and by the Merdeka curriculum. Aligned with Styers et al. (2021), stated
that biodiversity is a subject matter that is difficult to understand because the material is
very complex. Biodiversity is material that discusses variations in living things with complex
material concepts (Styers et al., 2021; Wiegelmann & Zabel, 2021).
Based on interview data with teachers and observations with students obtained from
four schools, two problems were found in the biodiversity material. The first problem is
that there are 60% of students whose learning motivation is still low. Learning motivation
is an attitude that can encourage students to do something, and this attitude is an
important factor for students participating in learning activities in class (Li et al., 2020).
The first problem can occur due to a lack of variety in the media used in learning activities
on biodiversity material, so students lack focus and concentration when following the
learning process. In addition, the student needs questionnaire revealed that 60% of
students saw learning activities as tedious. Media or teaching materials that are less
interesting cannot increase students' learning motivation to participate in learning activities
in class (Perdanasari et al., 2021). Motivation to learn does not only come from the students
themselves but also can be influenced from outside themselves or the environment. Apart
from that, learning motivation influences the optimal process of learning activities in the
classroom (Kern & Wehmeyer, 2021). Indicators of students who have the motivation to
learn include having the desire to succeed in learning, having desires and needs in learning,
having the desire to achieve goals, having appreciation in learning, having interesting
activities in learning, and having a conducive learning environment (Uno, 2006). The
second problem is that there are 40% of students whose critical thinking is still low. Critical
thinking is a cognitive skill of advanced degree that individuals possess and can utilize to
effectively analyze and evaluate information, enabling them to make informed decisions
and take appropriate actions in problem-solving scenarios (Perdanasari et al., 2021).
According to Szabo et al. (2020), Critical thinking is the capacity to identify and implement
effective resolutions to address a problem. The second issue may arise from the absence
of instructional models, methods for teaching, learning media, and assessment items that
can effectively cultivate and enhance students' capacities for analytical and critical thinking.
Applying learning models and methods to train students to conduct analysis and evaluation
can improve critical thinking (Basri et al., 2019). Moreover, critical thinking needs to be
emphasized in learning activities at an early age to train the ability to analyze and find a
solution to a problem (Spector & Ma, 2019). Critical thinking is needed by students not
only in class but in everyday life (Basri et al., 2019). Critical thinking indicators such as
analysis, evaluation, inference, deduction, induction, formulation of assumptions, and
testing arguments (Anwar & Muti’ah, 2022). Meanwhile, according to Perdanasari et al.
(2021), critical thinking indicators consist of analysis, interpretation, inference, induction,
deduction, and evaluation.
The flipped classroom is a method that invites students to study independently first
so that learning activities in class are more interactive and analysis or evaluation activities

Perta et al.: Development of Flipped Classroom Based Interactive Multimedia..... |615

can be implemented. Apart from that, the flipped classroom is an innovative and effective
learning method to use (Zou, 2020). The principle of the flipped classroom learning method
is to create a comfortable atmosphere and motivate students to study independently to
gain basic knowledge and deepen the knowledge gained through interactive discussions in
the classroom (Challob, 2021). In line with Zou (2020), the flipped classroom method its
implementation carries out learning activities to understand material outside of class
independently, after which activities in class are carried out more interactively and invite
students to think at a higher level. Independent activities carried out using the flipped
classroom method can be carried out with the help of media that students can access offline
or online (Challob, 2021). There is interaction in learning activities, relaxed and flexible
study time, always getting feedback from teachers and peers during discussions, and
having lots of reading sources. The four strategies mentioned are the primary determinants
in enhancing the motivation of pupils to learn and their academic achievements (Challob,
2021). The key determinant of the flipped classroom's effectiveness lies in the extent to
which students comprehend the subject matter and possess self-directed learning abilities
(Zou, 2020).
Interactive multimedia is a combination of several media that can provide information
to students and can build interaction between media and students (Zainuddin et al., 2019).
Interactive multimedia is a combination of images, video, sound, text, tables, graphics,
and hyperlinks (Roth et al., 2021). Utilizing interactive teaching materials can enhance
students' critical thinking abilities by providing training in critical thinking and presenting
the material using interactive sentences so that there is interaction between the teaching
materials and students (Wahyuni et al., 2020). Interactive multimedia can be used as a
forum for conveying information so that users can achieve success and overcome
challenges in multimedia (Roth et al., 2021). Interactive multimedia is very efficient and
effective in comparison to conventional media for learning activities. This is because
students prefer media that is easy to access and use (Fuad & Akbar, 2022). Making
interactive multimedia must pay attention to several factors such as choosing the digital
media to combine, and making it according to the purpose and context of its use (Peláez
& Solano, 2023). Interactive multimedia can be used to improve students' speaking skills
create interaction between students and increase students' knowledge of the material being
studied (Mahdi, 2022).
According to research conducted by Afzali & Izadpanah (2021); Etemadfar et al.
(2020), the results of the flipped classroom learning method can increase the learning
motivation, involvement or activeness in learning activities, learning independence,
understanding of concepts, and learning outcomes of students. As well as research on
educational activities carried out by Etemadfar et al. (2020); Nugraheni et al. (2022), with
the flipped classroom learning method, it is known that this learning method can improve
students' critical thinking. According to research conducted by Liu et al. (2021); Praheto et
al. (2020), it is known that interactive multimedia can increase students' learning
motivation as well as efficiency in learning activities. Roemintoyo et al. (2022) found that
interactive multimedia enhances students' interest, motivation, and critical thinking skills.
In addition, including interactive multimedia in learning activities helps enhance students'
cognitive abilities and improve their problem-solving skills (Untari et al., 2020). When used
in conjunction with flipped classroom learning methods, interactive multimedia can
enhance interest, learning motivation, critical thinking skills, involvement or activity, and
the independence of learners in learning activities.
Previous studies have shown that interactive multimedia and flipped classrooms can
be effective strategies for enhancing students' learning motivation and critical thinking
skills when it comes to biodiversity knowledge. This study will employ a problem-based
learning framework as it is an instructional approach that can enhance students' ability to
think critically (Perdanasari et al., 2021). The objective of this study is to assess the

616 | Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 12(3), p.614-627, (2024)
feasibility, practicality, and effectiveness of employing interactive multimedia with a flipped
classroom approach to enhance students' motivation and critical thinking skills in class X.

Methods
The research methodology employed is research and development (R&D), utilizing
the ADDIE development model. The research process of ADDIE consists of five distinct
stages: Analysis, Design, Development, Implementation, and Evaluation (Sa’adah &
Wahyu, 2020). The method that was employed is quasi-experimental with an uneven
nonequivalent control group design. The research sample included students from class X
at senior high school 4 Muara Teweh. The sample in this study comprised Classes X.6 and
X.3. The research employs a cluster random sampling tehnique to pick the sample. This
involves selecting the sample based on current classes in the school, which will then be
divided into a control class and an experimental class.

At the onset of the meeting, a research procedure was conducted to assess the initial
disparities between the experimental class and the control class. This involved
administering a pre-test in the form of a learning motivation questionnaire, as well as
critical thinking questions presented in multiple-choice and essay formats to the students.
Subsequently, the learning activities conducted in the experimental class were
implemented through interactive multimedia and various instructional techniques such as
lectures, discussions, question-and-answer sessions, and the flipped classroom method. In
contrast, the control class utilized PowerPoint (PPT) as the primary instructional medium,
which is commonly employed by teachers during their teaching activities. As well as the
same methods as the experimental class. Learning methods in the classroom such as
lectures, discussions, question-and-answer, and flipped classrooms are taught until the
final meeting. Following the lesson, a post-test learning motivation questionnaire and
critical thinking questions, consisting of both multiple choice and essay formats, were
administered to students in both the experimental and control classes to assess the final
state of each class. The pre-test to post-test data from the two classes were analyzed to
ascertain the disparities resulting from the implementation of the treatment (Sugiyono,
2019).

The data collection instruments utilized in this study encompassed various tools such
as interview instruments, student needs questionnaire, media expert validation
questionnaire instruments, material expert validation questionnaire instruments, learning
objectives and teaching module flow questionnaire instruments, teacher response
questionnaire instruments, student response questionnaire instruments, learning
motivation questionnaire instruments, and critical thinking test instruments. Data analysis
approaches encompass various types, includes initial study analysis of data, feasible
information analysis, practical information analysis, and effective information analysis.

Results and Discussion

Feasibility of Flipped Classroom Based Interactive Multimedia

In this research, the results of the feasibility of flipped classroom based interactive
multimedia were carried out by providing a validation questionnaire instrument to material
experts and media experts. Below are presented the aspects that are the core of the
assessment of media experts and material experts, such as aspects of appearance,
programming, language, appropriateness of content, and correctness of concepts. The
results of the validation questionnaire from media experts and material experts are
presented in Table 1.

Perta et al.: Development of Flipped Classroom Based Interactive Multimedia..... |617

Table 1. Feasibility of Flipped Classroom Based Interactive Multimedia

Members of the Media Materials Expert

Aspect
Score (%) Criteria Score (%) Criteria

Appearance 81.8 Very Feasible

Programming 87.5 Very Feasible
Linguistics 75 Feasible
Content Feasibility 98.1 Very Feasible
Truth of the concept 100 Very Feasible
Average 81.4 Very Feasible 99.1 Very Feasible

Table 1 shows the validation results from media expert assessments flipped
classroom based interactive multimedia is very suitable for use in terms of display and
programming aspects with scores of 81.8 and 87.5%, and decent used in terms of linguistic
aspect with a score of 75%. The assessment given by the material expert is known
interactive multimedia based on a flipped classroom is very worthy of use in terms of
aspects of the appropriateness of content and correctness of concept with scores of 98.1
and 100%. Based on the validation results, it is known interactive multimedia based on a
flipped classroom is Very suitable for use with students inside or outside the classroom. In
line with this, research conducted by Roemintoyo et al. (2022); Sartono et al. (2022),
noted that Interactive multimedia has been proven suitable for use in learning activities
with students in the very good category, these results were obtained from the assessment
of media experts, material experts, teachers, and students.
Interactive multimedia can be used with any learning approach, learning model, and
learning method in classroom learning activities. Interactive multimedia can be used with
the project based learning approach and observational learning model and is declared
suitable for use with students in the classroom (Septiani et al., 2020; Untari et al., 2020).
In line with this Priadko et al. (2022); Xia & Liu (2021), state that multimedia and
interactive multimedia can be used in any learning method, even in enhanced learning
methods. Apart from that, the flipped classroom method can be combined with any
electronic media such as videos, online learning platforms, and other media applications
(Aprianto et al., 2020; Leatherman & Cleveland, 2020; Zou et al., 2022).

Practicality of Flipped Classroom Based Interactive Multimedia

The practicality of interactive multimedia based on the flipped classroom is known by
providing response questionnaire instruments to teachers and students. Assessments are
carried out on several existing aspects, such as aspects of appearance, programming,
language, and appropriateness of content. The results of assessments by teachers and
students on the response questionnaire are presented in Table 2.

618 | Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 12(3), p.614-627, (2024)
Table 2. Practicality of Flipped Classroom Based Interactive Multimedia

Aspek Biology teacher Student

1 2
Score Criteria Score Criteria Score Criteria
(%) (%) (%)
Appearance 93.2 Very Practice 95.5 Very Practice 90.3 Very Practice
Programming 87.5 Very Practice 81.3 Very Practice 85.6 Very Practice
Linguistics 95 Very Practice 100 Very Practice 89.5 Very Practice

Content 98.1 Very Practice 90.4 Very Practice 87.8 Very Practice
Feasibility
Average 93.5 Very Practice 91.8 Very Practice 88.3 Very Practice

Table 2 shows the results of the assessment given by the teacher stating that
interactive multimedia based on the flipped classroom was very practical to use in terms
of aspects of appearance, programming, language, and appropriateness of content with an
average score of 93.5% and 91.8%. The assessment given by the students states that
flipped classroom based interactive multimedia is very practical to use in terms of aspects
of appearance, programming, language, and appropriateness of content with an average
score of 88.3%. Based on these results it is known interactive multimedia based on a
flipped classroom is very practical to use in learning activities with students. This is in line
with the results of research conducted by Brewer et al. (2022); Sartono et al. (2022), who
stated that interactive multimedia can be used practically in learning activities, this is based
on the assessment results of respondents such as teachers and students.

Effectiveness of Interactive Multimedia Based on Flipped Classroom

The results of this research were carried out by providing a pre-test and post-test
from the learning motivation questionnaire and critical thinking test. The paired sample T-
test was carried out to determine the increase in pre-test to post-test scores from the
learning motivation questionnaire and critical thinking ability test given to students. Several
aspects are used as a basis for assessing students' learning motivation, such as having the
desire to succeed in learning, having desires and needs in learning, having the desire to
achieve goals, having an appreciation for learning, having interesting activities in learning,
and have a conducive learning environment (Uno, 2006). Apart from that, there are several
aspects used in making critical thinking ability tests, such as analysis, evaluation, inference,
deduction, induction, formulation of assumptions, and argumentation testing (Anwar and
Muti’ah, 2022).
Based on the test results, the Sig value is known. (2-tailed) learning motivation and
critical thinking 0.000 < 0.05 in the experimental class, while for the control class, the Sig
value was obtained. (2-tailed) learning motivation and critical thinking 0.000 < 0.05. These
results show that in both classes there was an increase in learning motivation and critical
thinking in students. There was an increase in the average value of students' learning
motivation in the experimental class, this is presented in Figure 1.

Perta et al.: Development of Flipped Classroom Based Interactive Multimedia..... |619

 100 94.7 88.6 93.2 91.5 89.9 91.3
Increased learning motivation (%)

80 62.5 67.3 68.2

60.1 59.3 60.2
60
40
20
0
Have the desire Have a desire and Have the desire Have an Have interesting Have a conducive
to succeed need to learn to be able to appreciation for activities in learning
achieve your learning learning environment
goals in the
future

Aspects of learning motivation

Pre-Test Post-Test

Figure 1. Increase in the Average Score of Students Learning Motivation in the

Experimental Class

Based on Figure 1 above, it is known that there is an increase in the average value
of students' learning motivation in the experimental class. In the aspect of having the
desire to succeed in learning, there was an increase in score of 34.6%, in the aspect of
having desires and needs in learning there was an increase in score of 26.1%, in the aspect
of having the desire to achieve goals there was an increase in score of 33.9%, in the aspect
of having appreciation in learning there was an increase in score of 24.2%, in the aspect
of having interesting activities in learning there was an increase in score of 29.7%, and in
the aspect of having a conducive learning environment there was an increase in score of
23.1%. A very significant increase occurred in the aspect of having the desire to succeed
in learning. Figure 2 shows the increase in the average value of students' learning
motivation in the control class.

100 85 85.2 87.7 84.6

82.4 81.1
Increased learning motivation (%)

90 73.8
80 72.7
67.2 65.4 66
70 61.6
60
50
40
30
20
10
0
Have the desire Have a desire and Have the desire Have an Have interesting Have a conducive
to succeed need to learn to be able to appreciation for activities in learning
achieve your learning learning environment
goals in the
future

Aspects of learning motivation

Pre-Test Post-Test

Figure 2. Increase in the Average Score of Students Learning Motivation in the Control
Class

620 | Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 12(3), p.614-627, (2024)
 Based on Figure 2, it is known that there is an increase in the average value of
students' learning motivation in the experimental class. In the aspect of having a desire to
succeed in learning, there was an increase in score of 17.8%, in the aspect of having
desires and needs in learning, there was an increase in score of 17%, in the aspect of
having the desire to achieve goals, there was an increase in score of 19.2%, in the aspect
of having appreciation in learning. there was a 15% increase in score, the aspect of having
interesting activities in learning saw a 19.5% increase in score, and the aspect of having a
conducive learning environment saw a score increase of 10.8%. A very significant increase
occurred in the aspect of having interesting activities in learning. In Figure 1 and Figure 2,
it is known that there is an increase in the average value of students' learning motivation
in the experimental and control classes, apart from that there is a significant increase in
the aspect of having the desire to succeed in learning and having interesting activities in
learning. The average critical thinking score of students in the experimental class has
increased, this is presented in Figure 3.

100 80.7 82.6 75.8 62.6 82.8 70.7 78.5 90

53.4 41.7 49.4
Increased critical thinking

35.2 35.4 37.3

50
0
Analysis Evaluation Inference Deduction Induction Formulation Argument
(%)

of Testing
Assumptions

Pre-Test Post-Test
Aspects of critical thinking

Figure 3. Increase in the Average Critical Thinking Score of Students in the Experimental
Class

There was an increase in the average critical thinking score of students in the
experimental class, this can be seen in Figure 3. The increase occurred in the analysis
aspect, where there was an increase in score of 27.3%, in evaluation there was an increase
in score of 47.4%, in inference there was an increase in score of 34, 1%, deduction had an
increase in score of 20.2%, induction had an increase in score of 35.3%, formulation of
assumptions had an increase in score of 41.2%, and argumentation testing had an increase
in score of 40.6%. A very significant increase occurred in the evaluation aspect. Figure 4
shows the increase in the average critical thinking score of students in the control class.

100 86.7 79.9 90.7

64.2 74.2 74.4 72.2 68
61.4
Increased critical thinking

80 50.6 57.8 49.4

60 42.2 41
40
20
0
(%)

Analysis Evaluation Inference Deduction Induction Formulation Argument

of Testing
Assumptions
Aspects of critical thinking
Pre-Test Post-Test

Figure 4. Increase in the Average Critical Thinking Score of Students in the Control Class

Perta et al.: Development of Flipped Classroom Based Interactive Multimedia..... |621

 Based on Figure 4, it is known that there has been an increase in the average critical
thinking score of students in the control class. Improvements occurred in the analysis
aspect, there was an increase in score of 25.3%, evaluation there was an increase in score
of 29.3%, inference there was an increase in score of 10%, deduction there was an increase
in score of 16.6%, induction there was an increase in score of 30%, formulation of
assumptions there was an increase in score 27%, and argumentation testing saw an
increase in score of 41.3%. A very significant increase occurred in the argument testing
indicators. Based on the average values presented in Figure 3 and Figure 4, it is known
that there was an increase in the critical thinking abilities of students in the experimental
and control classes, apart from that there was a significant increase in the evaluation and
argument testing aspects.

A statistical test in the form of an independent sample t-test was carried out to
determine whether or not there was a difference in the average score of students from the
experimental class which used interactive multimedia based on the flipped classroom, and
the control class which used PowerPoint in their learning activities (Korban et al., 2021).
In Table 3 below, the results of the independent sample t-test between interactive
multimedia based on flipped classroom and PowerPoint are presented.

Table 3. Differences between Flipped Classroom and PowerPoint Based Interactive

Multimedia

Variable Sig. (2-tailed)

Results
Equal variances assumed 0.000
Motivation to
Learn
Equal variances not assumed 0.000

Results
Equal variances assumed 0.047
Critical thinking
Equal variances not assumed 0.044

The results of the independent sample t-test show that there is a significant difference
in the post-test results between the experimental class and the control class. This can be
seen from the Sig value. (2-tailed) learning motivation 0.000 < 0.05, and Sig. (2-tailed)
critical thinking 0.047 < 0.05. Based on these results, it is known that the average post-
test score for learning motivation and critical thinking between the experimental class and
the control class is different.

The N-Gain score test was carried out to determine the level of effectiveness of using
interactive multimedia based on flipped classroom and PowerPoint in learning activities
with students (Abdurrahman et al., 2020). The N-Gain score results between interactive
multimedia based on the flipped classroom and PowerPoint will be presented in Table 4.

622 | Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 12(3), p.614-627, (2024)
Table 4. N-Gain Score Interactive Multimedia Based on Flipped Classroom and PowerPoint

Variable Class N-Gain score Category

Experiment 0.764 High

Motivation to
Learn
Control 0.492 Average

Experiment 0.706 High

Critical thinking
Control 0.590 Average

Interactive multimedia has been proven to be able to be used to increase students'

learning motivation (Liu et al., 2021; Mahdi, 2022). Apart from that, the flipped classroom
has also been proven to be able to be used to increase students' learning motivation, as
well as make students more active in participating in learning activities (Afzali & Izadpanah,
2021; Challob, 2021). This is following the results presented in Table 4. It is known that
the learning motivation of experimental class students got an N-Gain score of 0.764 in the
high category, while the control class got an N-Gain score of 0.492 in the medium category.
Based on these results, it is known that the use of interactive multimedia in a flipped
classroom can be used to increase students' learning motivation and is more effective than
using PowerPoint to increase students' learning motivation (Anggraeni et al., 2022)

Interactive teaching materials and interactive multimedia can be used to improve

students' critical thinking skills when participating in learning activities (Choiriyah et al.,
2022; Roemintoyo et al., 2022; Wahyuni et al., 2020). Apart from that, the flipped
classroom can be used to improve students' critical thinking skills in participating in learning
activities (Etemadfar et al., 2020; Nugraheni et al., 2022). This is by the results of students'
critical thinking abilities in the experimental class getting an N-Gain score of 0.706 in the
high category, while the control class got an N-Gain score of 0.590 in the medium category.
Based on these results, it can be stated that the use of interactive multimedia based on a
flipped classroom can be used to improve students' critical thinking abilities, and is more
effective than using PowerPoint to improve students' critical thinking abilities (Anggraeni
et al., 2022).

Conclusion

The utilization of the ADDIE development model in the research resulted in the
creation of an interactive multimedia product based on the method of the flipped
classroom, specifically focusing on the topic of biodiversity. According to the findings of the
feasibility test conducted by material experts and media experts, it has been determined
that interactive media utilizing the flipped classroom approach is highly appropriate for
learning activities. Furthermore, the practicality test conducted by teachers and students
has confirmed that the interactive multimedia based on the Flipped Classroom is highly
practical for use in learning activities. The results of the effectiveness test demonstrated
that the multimedia interactive program based on The Flipping Classroom was successful
in enhancing the learning motivation of pupils, as indicated by a significant (2-tailed) p-
value of 0.000, which is less than the threshold of 0.05. Additionally, the program was
found to be effective in improving the critical thinking ability of pupils, with a significant

Perta et al.: Development of Flipped Classroom Based Interactive Multimedia..... |623

(2-tailed) p-value of 0.000, also below the threshold of 0.05. The N-Gain scores for both
learning motivation and critical thinking ability were 0.764 and 0.706, respectively,
indicating a high level of improvement in both categories. The implementation of the
interactive multimedia-based flipped classroom is only carried out at senior high school 4
Muara Teweh, requiring expansion to other schools for wider adoption. Additionally, the
interactive multimedia-based flipped classroom relies entirely on the concept of
biodiversity, with interaction occurring only between students and the media rather than
directly with the material itself. Therefore, it is necessary to further develop interactive
multimedia based on the flipped classroom with other concepts that can create interaction
between students and the material being studied directly.

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