The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students' Creative Thinking Skills of Online Physics Educational Learning

Abstract

Physics science differs from other educational programs. As a natural science subject, this study program has many mathematical formulas, complex scientific laws, theorems, and scientific postulates. This study program needs creative thinking skills since physics learning is related to creativity in solving scientific problems. CPS (Creative Problem Solving) and flipped classrooms are some efforts to increase creative thinking skills. In Indonesia, COVID-19 is the main reason for conducting online learning. However, there is no supporting information about the effectiveness of CPS and flipped classrooms as methods for online physics learning in university. Thus, this study aims to identify the effectiveness of CPS–flipped classrooms assisted by videos in enhancing university students' creative thinking skills for online learning. The study participants were university students from the Physics Education Study Program (population = 66 students, random cluster sampling for the sampling method) of Mataram University. They were divided into the control and experimental or treatment groups. This study used a pre-test and post-test group design (seven description questions). All questions were validated and reliable. All data were analyzed using an N-gain score and t-test. The results show that the N-gain score is in the medium zone. The data were normally and homogeneously distributed. The analysis result using the t-test shows that the addition of flipped classrooms is more effective than the control group (CPS only). CPS-flipped classroom performs better than CPS, proving the ability of flipped classrooms as the alternative method in online learning.

Effectiveness of Using ChatGPT as a Tool to Strengthen Benefits of the Flipped Learning Strategy

“…Refs. [22,[59][60][61] present results of using traditional flipped learning in different contexts. On average, these works have a mean of normalized learning gain of 48.38 that is lower than the 52.85 value found in this research.…”

Flipped classroom strategies and innovative teaching approaches in physics education: A systematic review

“…Keller's ARCS model was used in two studies (Asiksoy & Ozdamli, 2016;Asiksoy, 2018), project-based learning was implemented along with FC in three studies (Limueco & Prudente, 2018;Miller et al, 2016;Torío, 2019). Other integrated teaching methods were creative problem solving (Rahayu, 2022), peer instruction (Wood et al, 2016), team-based learning (Miller et all., 2016), gamified environment (Ahmed & Asiksoy, 2021), problem-based learning (Eldy et al, 2019;Sengel, 2016), cooperative learning (Sengel, 2016), and 5E learning cycle (Asiksoy & Ozdamli, 2017).…”

Problem-Based Learning Models: Their Effectiveness in Improving Creative Thinking Skills of Students with Different Academic Skills in Science Learning

“…Results of this study do not support the expectations of the 21st century, which call for students to be innovative thinkers. Various previous research results also indicate that many students have limited creative thinking skills (Rahayu et al, 2022;Botagariyev et al, 2023) Based on observations and teacher interviews in 12 schools, it was discovered that the answers provided by students to the questions were confined to those copied from the book. This is also compounded by the teacher's assignments, which only require students to answer questions in the book, preventing students from thinking creatively.…”

“…As a result, it is vital to use a learning model that can promote problem-solving skills and their impact on students' creative thinking skills. Previous research has shown that problem-based learning approaches can help students develop creative thinking skills (Nuswowati et al, 2017;Rahayu et al, 2022).…”