Development of the Smart-Flip Learning Model to Enhance Critical Thinking Skills of Prospective Mathematics Teachers

Abstract

The development of critical thinking skills among prospective mathematics teachers is a central concern, highlighting the need for learning models that integrate technological pedagogical content knowledge (TPACK) and continuous assessment. Previous studies show that flipped classroom and dynamic assessment can enhance higher-order thinking, but a unified, student-centered model combining these elements is still limited. This study aims to (1) Develop a learning model integrating TPACK, flipped classroom principles, and dynamic assessment, and (2) Evaluate its validity, practicality, and effectiveness in improving critical thinking skills. This research employs a research and development design guided by the analysis, design, development, implementation, and evaluation (ADDIE) model, with prospective mathematics teachers participating as study subjects. The development produced complete learning tools, including model guidelines, instructional plans, and dynamic assessment instruments. Implementation in classrooms was followed by qualitative and quantitative evaluations through expert review and empirical analysis. Results indicate that the SMART-FLIP model meets criteria of validity, practicality, and effectiveness. Expert assessments confirmed alignment with theoretical foundations, smooth classroom implementation, and positive user responses, while students demonstrated improved critical thinking. The integration of TPACK, dynamic assessment, and flipped learning forms a coherent and mutually reinforcing frameworks.