Implementation of Problem-based Learning – Flipped Classroom Model in Chemistry and Its Effect on Scientific Literacy

Abstract

This study aims to determine the effect of the problem-based learning-flipped classroom model and critical-thinking skills toward students' scientific literacy on the topic of reaction rates. The implementation of the problem-based learning-flipped classroom model is considered appropriate for developing students' criticalthinking skills and scientific literacy. The learning time in the classroom becomes more effective and through a problem-solving process, the students can develop critical-thinking skills, and it is hoped that students' scientific literacy can also develop. This research used the true experiment method with two-way ANOVA research design (2x2 treatment by level design). Seventy two students at one of the senior high schools in Jakarta become samples. Data collection techniques in this study are through tests of critical-thinking skills and scientific literacy tests. The results showed that the model of problem-based learning-flipped classroom influenced student's scientific literacy on chemical reaction rate. Each model gives different effect towards the students' scientific literacy, if it is applied to students who have different critical-thinking skills. The model of problem-based learning-flipped classroom is more effectively applied to the students who have high critical-thinking skills.

A Mixed-Method Approach to Investigate the Effect of Flipped Inquiry-Based Learning on Chemistry Students Learning

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Assessing Critical Thinking Skills and Creativity Skills of Higher Education Students by Using ASSURE Models

“…A study showed that experiential learning by conducting project-based learning could increase the students motivation and performance in many levels of academics. For example, in junior high school and senior high school (Pamungkas et al, 2020;Paristiowati et al, 2019), and the higher education level (Nargundkar et al, 2014) by comparing the before and the after students abilities.…”

Upaya Peningkatan Literasi Sains Mahasiswa Melalui Blended-Collaborative Problem Based Learning Berbasis Multiple Representatives

“…Penggabungan model dan pendekatan pembelajaran tersebut bertujuan untuk mengoptimalkan proses pembelajaran dengan menggabungkan keunggulan dari keduanya. PBL merupakan model pembelajaran siswa aktif yang memberikan dampak positif dalam meningkatkan hasil belajar, bekerja sama dalam kelompok, belajar mandiri, berpikir kritis, kemampuan pemecahan masalah, kreativitas, dan kolaborasi (Mühlfelder & Chandrasekaran, 2015;Paristiowati et al, 2019;Wijaya, 2021;Wijayanti et al, 2020). PBL melatih siswa untuk menemukan pengetahuannya melalui elaborasi pemecahan masalah yang dihadapi, menstimulasi siswa untuk berekplorasi dan belajar bersama dalam kelompok serta berkolaborasi dalam memecahkan masalah (Rahmawati et al, 2021).…”