The Influence of the Flipped Classroom Based on the Problem-Based Learning Model on the Material of Reaction Rate on Students' Problem-Solving Abilities
), Endang Widjajanti Laksono(2)
| 
Country:
(1) Universitas Negeri Yogyakarta, Indonesia
(2) Universitas Negeri Yogyakarta, Indonesia
Corresponding Author
10.23960/jpmipa.v26i2.pp893-904
| Metrics→ |
| Indexing Site→ |  |
 |
 |
 |
Copyright (c) 2025 Lusia Inviolata, Endang Widjajanti Laksono
Problem-solving ability is one of the skills that must be possessed in the 21st century. Problem-solving ability needs to be possessed by students to overcome problems in everyday life and academically. This study aims to analyze the significant differences in students' problem-solving ability on the reaction rate material between students who use flipped classroom learning based on problem-based learning and those who use scientific learning. This type of research is a quasi-experiment with a pretest-posttest control group design. The population in this study was a state high school in West Yogyakarta. The sampling technique used was random sampling of the class. The sample used in this study consisted of two classes, namely the experimental class and the control class. The experimental class used flipped classroom learning based on problem-based learning, while the control class used learning with a scientific approach. Data were obtained through problem-solving ability test instruments in the form of pretests and posttests. The test instruments used were validated theoretically and empirically. Indicators of problem-solving ability measured in the pretest and posttest include understanding the problem, preparing a problem-solving plan, implementing the problem-solving plan, and rechecking the results of the problem-solving. Based on the results of the t-test significance analysis of 0.000 < 0.005, it shows that there is a significant difference in problem-solving ability between students who use flipped classroom learning based on problem-based learning and those who use a scientific approach. Flipped classroom learning based on problem-based learning is one of the innovative learning methods to improve students' problem-solving abilities.
Keywords: flipped classroom, problem-based learning, problem-solving ability, reaction rate.
Arends, R. I. (2012). Learning to teach ninth edition. New York: McGraw-Hill Education.
Atkinson, M. B., Krishnan, S., McNeil, L. A., Luft, J. A., & Pienta, N. J. (2020). Constructing explanations in an active learning preparatory chemistry course. Journal of Chemical Education, 97(3).
Barriyah, K. (2021). Problem solving skills: essential skills challenges for the 21st century graduates. Jurnal EDUCATIO (Jurnal Pendidikan Indonesia), 7(1), 71-80.
Batlolona, J. R., Baskar, C., Kurnaz, M. A., & Leasa, M. (2018). The improvement of problem-solving skills and physics concept mastery on temperature and heat topic. Jurnal Pendidikan IPA Indonesia, 7(3), 273-278.
Boud, D., & Falleti, G. (1997). The challenge of problem based learning. London: Kogan Page.
Cahyadi, M. R., Darmayanti, R., Muhammad, I., Sugianto, R., & Choirudin. (2023). Rubrik penilaian tes esai dari kemampuan pemecahan masalah matematika [essay test assessment rubric of mathematical problem-solving ability]. Jurnal Sains dan Pembelajaran Matematika, 1(2).
Delozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1).
Dostál, J. (2015). Theory of Problem Solving. Procedia - Social and Behavioral Sciences, 174, 2798 – 2805.
Ee, L. S., Chinn, L. Y., Zhifeng, Z., Ibrahim, N. H., Surif, J., & Fariduddin, M. N. (2023). Problem-based learning module of organic insecticide for the aborigine students in Malaysia aborigine students in Malaysia. International Journal of Evaluation and Research in Education, 12(2).
Eggen, P., & Kauchak, D. (2012). Strategiesand models for terachers sixth edition. United State of Amerika: Pearson Education, Inc.
Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective? Chemistry Education Research and Practice, 16(179).
Hake. R. R. (1999). Interactive-engagement versus traditional method: A-six-thousands-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.
Heller, K., & Heller, P. (2010). Cooperative problem solving in physics a user’s manual. United States of America: University of Minnesota.
Hidayatulloh, R., Suyono, & Azizah, U. (2020). Analisis keterampilan pemecahan masalah siswa sma pada topik laju reaksi [analysis of high school students' problem solving skills on the topic of reaction rate]. Jurnal Penelitian Pendidikan Sains, 10(1).
Hwang, G. J., & Chen, P. Y. (2023). Effects of a collective problem-solving promotion-based flipped classroom on students’ learning performances and interactive patterns. Interactive Learning Environments, 31(5).
Ijirana, Gayatri, G., & Absari, M. (2020). Analisis kemampuan pemecahan masalah kimia siswa kelas XI di SMAN Kota Palu Sulawesi Tengah [analysis of chemistry problem solving ability of grade XI students at SMAN Palu City, Central Sulawesi]. Jurnal Dinamika Pendidikan, 13(3).
Jr, L. D., Chan, A. L., Sabarillo, N. S., Sumalinog, D. A., & Diaz, J. M. (2023). Design, implementation, and evaluation of an online flipped classroom with collaborative learning model in an undergraduate chemical engineering course. Education for Chemical Engineers, 43.
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4).
Mahanal, S., Zubaidah, S., Setiawan, D., Maghfiroh, H., & Muhaimin, F. G. (2022). Empowering college students’ problem-solving skills through RICOSRE. Education Sciences, 12(3), 1-17.
Mardiansyah, F., Haryanto, & Gusti, D. R. (2022). Pengaruh model pembelajaran problem based learning (pbl) dan kemampuan pemecahan masalah terhadap kemampuan berpikir kreatif siswa pada materi larutan penyangga [the influence of problem based learning (PBL) learning model and problem solving ability on students' creative thinking ability in buffer solution material]. Journal on Teacher Education, 4(2).
Mataka, L. M., & Kowalske, M. G. (2015). The influence of PBL on students’ self-efficacy beliefs in chemistry. Chemistry Education Research and Practice, 16(4).
McGrath, D., Groessler, A., Fink, E., Reidsema, C., & Kavanagh, L. (2017). Technology in the Flipped Classroom.
Mudhofir, A. (2021). Effect of problem based learning model combination flipped classroom against problem solving ability. The International Journal of High Education Scientists (IJHES), 2(1).
Muir, T., & Geiger, V. (2015). The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class. Mathematics Education Research Journal.
Paristiowati, M., Cahyana, U., & Bulan, B. I. (2019). Implementation of problem-based learning – flipped classroom model in chemistry and its effect on scientific literacy. Universal Journal of Educational Research, 7(9A).
Pulukuri, S., & Abrams, B. (2021). Improving learning outcomes and metacognitive monitoring: replacing traditional textbook readings with question-embedded videos. Journal of Chemical Education, 98(7).
Purwaningsih, E., Sari, S. P., Sari, A. M., & Suryadi, A. (2020). The effect of STEM-PjBL and discovery learning on improving students’ problem-solving skills of the impulse and momentum topic. Jurnal Pendidikan IPA Indonesia, 9(4).
Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The effect of flipped-problem based learning model integrated with lms-google classroom for senior high school students. Journal for the Education of Gifted Young Scientists 7(2).
Rachmantika, A. R., & Wardono. (2019). Peran kemampuan berpikir kritis siswa pada pembelajaran matematika dengan pemecahan masalah [the role of students' critical thinking skills in mathematics learning with problem solving]. Prosiding Seminar Matematika, 2(1).
Ranga, J. S. (2020). Factors influencing student learning in semi-flipped general chemistry courses. Journal of Chemical Education, 97(9).
Roehling, P. V. (2018). Flipping the college classroom: an evidence-based guide. London: Palgrave Pivot.
Rohayah, D. (2022). Analisis kemampuan pemecahan masalah pada pembelajaran kimia [analysis of problem solving ability in chemistry learning]. Jurnal Wahana Pendidikan, 9(2).
Rosdianaa, L., Ubay, A. N., Martini, & Sabtiawan, W. B. (2019). Analysing problem solving skills of secondary school students by using a student worksheet. Journal of Physics: Conference Series, 1317(1).
Schell, J., & Mazur, E. (2015). Flipping the chemistry classroom with peer instruction. Chemistry Education: Best Practices, Opportunities, and Trends.
Setyawan, A. R. (2024). Application of steam and scientific approaches in various learning models. Jurnal Impresi Indonesia, 3(6).
Shoimin, A. (2017). Model pembelajaran inovatif dalam kurikulum 2013 [innovative learning models in the 2013 curriculum]. Yogyakarta: Al-Ruzz Media.
Sinmas, W. F., Sundaygara, C., & Pranata, K. B. (2019). Pengaruh PBL berbasis flipped class terhadap prestasi ditinjau dari motivasi belajar siswa [the influence of pbl based on flipped class on achievement in terms of student learning motivation]. RAINSTEK: Jurnal Terapan Sains & Teknologi, 1(3).
Smith, C. S., & Hung, L. C. (2016). Using problem-based learning to increase computer self-efficacy in taiwanese students. Interactive Learning Environments, 25(3).
Sholihah, T. M., & Lastariwati, B. (2020). Problem based learning to increase competence of critical thinking and problem solving. Journal of Education and Learning (EduLearn), 14(1).
Subramaniam, S. R., & Muniandy, B. (2016). Concept and characteristics of flipped classroom. IJETST, 3(10), 4668.
Tan, O.-S. (2004). Enhancing thinking through problem-based learning approaches: international perspectives. Singapore: CENGAGE Learning.
Temel, S. (2014). The effects of problem-based learning on pre-service teachers’ critical thinking dispositions and perceptions of problem-solving ability. South African Journal of Education, 34(1).
Yilmaz, F. G. (2022). Utilizing learning analytics to support students' academic self-efficacy and problem-solving skills. The Asia-Pacific Education Researcher, 31.
Yuriev, E., Naidu, S., & Schembr, L. S. (2017). Scaffolding the development of problem-solving skills in chemistry: guiding novice students out of dead ends and false starts. Chemistry Education Research and Practice, 18(3).
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.