Improving Critical Thinking Skills through a Flipped Project-Based Learning Model Integrated with Mockup Media and Augmented Reality

The rapid advancement of the Industrial Revolution 4.0 demands that vocational high school graduates possess not only technical expertise but also higher-order thinking skills, particularly critical thinking. However, many learning practices in vocational education remain limited to procedural instruction with minimal emphasis on cognitive development. This study aimed to evaluate the effectiveness of the Flipped Project-Based Learning (FPjBL) model integrated with mockup and Augmented Reality (AR) media in enhancing vocational students’ critical thinking skills compared to conventional learning approaches. This study uses a quantitative approach with a quasi-experimental design, namely pretest-posttest control group design. The research sample was grade X and XI students from six state vocational high schools in the Solo Raya area, consisting of 216 students divided into experimental and control groups. The experimental group used the FPjBL model with mockup and AR media, while the control group used conventional learning. Data were collected through critical thinking ability tests and learning motivation questionnaires. Data analysis used ANCOVA and multiple linear regression. The results showed that the experimental group experienced a significant increase in critical thinking skills compared to the control group (F (1,213) = 104.192, p