Effect of Social Studies Activities Integrated with Flipped Classroom and Augmented Reality on the Analytical Thinking and Inquisitiveness of Fifth Grade Students

Abstract

The objectives of the study were to develop social studies learning activities using flipped classrooms with augmented reality technology and study the effectiveness of social studies learning activities using flipped classrooms with augmented reality technology. This research uses quasi-experimental methods. Research samples were sampling by cluster random sampling and classroom as sampling unit. Research tools were 1) lesson plan, 2) social studies learning activities efficiency assessment, 3) analytical thinking test, and 4) inquisitiveness test. Data were analyzed using descriptive statistics and dependent sample t-test. The study found that: 1) The results of learning activity development were divided into 4 steps: Step 1: determining the objectives of social studies learning activities in inverted classrooms with augmented reality technology; Step 2: determining the roles of teachers and students in organizing learning activities; Step 3: schedule social studies learning activities using augmented reality technology in a flipped classroom. Step 4: measurement and evaluate social studies learning management using flipped classrooms and augmented reality technology. 2) The effectiveness of the learning activities using the flipped classroom and augmented reality technology revealed that the students' analytical thinking scores after learning were higher than before was at the statistical significance level of .05, and students' learning ambition after learning was higher than before, higher than before the study was statistically significant level of .05.