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This study examines the impact of flipped classrooms on problem-based learning assisted by PhET simulations in improving students' critical thinking skills. The design of this study was a pretest-posttest controlled group design. The subjects were 33 students for each group who learned the parabolic motion. In the experimental group, before doing activities at school, students have studied PhET simulations related to the parabolic motion on various variables in the simulation. When at school, the teacher applied problembased learning related to the material that the worksheet facilitated. At the end of learning, the students were given a test to measure critical thinking skills. The critical thinking skills were measured using essay questions. The questions had been validated for the level of difficulty and determination level. The analysis technique used was the t-test. The results showed that there were significant differences between the two groups. These findings indicate that the application of this model can improve students' critical thinking skills.

The Critical Thinking Skills Impacts on the Utilization of PhET Simulation in the Flipped Classroom Setting