The Effectiveness of Problem-Based Flipped Classroom Model in Improving Chemistry Learning Outcomes of Buffer Solution

Nurul Lestari Musva, Maria Erna, Abdullah Abdullah

Abstract


The concept of buffer solutions is ubiquitous in everyday life, encompassing macroscopic, symbolic, and microscopic representations. Effective learning of these concepts requires students to understand the subject matter, analyze it, and apply their knowledge to real-life situations. This study aimed to assess the impact of problem-based learning in a flipped classroom model on the learning outcomes of 11th-grade science students studying buffer solutions at SMAN 12 Pekanbaru. The study employed a quasi-experimental design with a pretest-posttest control group. The sample consisted of two groups of 11th-grade science students: Group 3 served as the experimental group and Group 4 as the control group. Data was collected through a test and analyzed using t-test in SPSS 22. The results revealed that the problem-based learning approach in the flipped classroom model effectively improved the learning outcomes of 11th-grade science students studying buffer solutions at SMAN 12 Pekanbaru. The experimental group showed an average improvement of 7.394 over the control group, with a significant (α) t-value of 0.013.

Keywords


problem-based learning type flipped classroom, learning outcomes, buffer solutions

Full Text:

PDF

References


Andrini, V. S., Pratama, H., & Maduretno, T. W. (2019). The effect of flipped classroom and project-based learning model on student’s critical thinking ability. Journal of Physics: Conference Series, 1171(1). https://doi.org/10.1088/1742-6596/1171/1/012010

Ario, M., & Asra, A. (2018). Pengaruh Pembelajaran Flipped Classroom terhadap Hasil Belajar Kalkulus Integral Mahasiswa Pendidikan Matematika. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 1(2), 82–88. https://doi.org/10.24176/anargya.v1i2.2477

Armiati, S. E., & Pahriah, P. (2015). Pengaruh Model Somatic Auditory Visualization Intellectualy (Savi) Dengan Media Puzzle Terhadap Aktivitas Dan Pemahaman Konsep Siswa Pada Materi Hidrokarbon. Hydrogen: Jurnal Kependidikan Kimia, 3(2), 302. https://doi.org/10.33394/hjkk.v3i2.688

Arnata, I. W., Mardana, I. B. P., & Suwindra, I. N. P. (2020). Pengaruh Model Pembelajaran Problem Based Flipped Classroom terhadap Keterampilan Pemecahan Masalah Siswa Kelas XI IPA. Jurnal Pendidikan Fisika Undiksha, 10(1), 36–48.

Chandra, F. H., & Nugroho, Y. W. (2016). Peran Teknologi Video dalam Flipped Classroom. Dinamika Teknologi, 8(1), 15–20.

Chis, A. E., Moldovan, A. N., Murphy, L., Pathak, P., & Muntean, C. H. (2018). Investigating Flipped Classroom and Problem-based Learning in a programming module for computing conversion course. Educational Technology and Society, 21(4), 232–247.

Dhawo, M. S. (2019). Effectiveness of Combined Problem-Based Learning and Flipped Classroom Strategies in Teaching a Medical-Surgical Nursing Course: A Randomized Controlled Trial Study. KnE Life Sciences, 2019, 837–846. https://doi.org/10.18502/kls.v4i13.5343

Erita, S., Rusdi, M., Naswir, M., & Marzal, J. (2021). Proscedure Of Modification Problem Based Learning Models By Integrated Flipped Classroom Of Prospective Argumentation Mathematics. International Journal of Scientific & Technology Research, 10(02), 167–170.

Erlinda, R. (2019). Flipped Classroom: an Inventive Learning Approach in Engaging 21Stcentury Learners in Digital Age. PROCEEDING IAIN Batusangkar, 2017. http://ecampus.iainbatusangkar.ac.id/ojs/index.php/proceedings/article/view/1275

Hariani, W., Laliyo, L. A. R., & Musa, W. J. A. (2016). Kemampuan Pemahaman Konseptual dan Algoritmik Siswa dalam Menyelesaikan Soal-Soal Larutan Penyangga. Jurnal Entropi: Inovasi Penelitian, Pendidikan, Dan Pembelajaran Sains, 11(2), 196–203. https://media.neliti.com/media/publications/277636-kemampuan-pemahaman-konseptual-dan-algor-d9f57fb8.pdf

Hidayah, L. R., & Mustadi, A. (2021). The Implementation of The Flipped Classroom for Early Grade Students in Elementary School. International Journal of Elementary Education, 5(1), 98. https://doi.org/10.23887/ijee.v5i1.33151

Hwang, G. J., & Chen, P. T. (2019). Effects of a Collective Problem-Solving Promotion-Based Flipped Classroom on Students Learning Performaces and Interactive Patterns. Journal Interactive Learning Environment, 27(1), 1–16. https://doi.org/https://doi.org/10.1080/10494820.2019.1568263

Indriastuti, A., Sutaryadi, & Susantiningrum. (2017). Pengaruh Kesiapan Belajar Siswa dan Keterampilan Mengajar Guru Terhadap Hasil Belajar. Jurnal Informasi Dan Komunikasi Administrasi Perkantoran, 1(1), 37–52. https://jurnal.uns.ac.id/JIKAP/article/view/19546

Khery, Y., Nufida, B. A., Suryati, S., Rahayu, S., & Aini, M. (2020). The Influence of Mobile-NOS Model of Learning towards Students Understanding on the Nature of Science. Journal of Physics: Conference Series, 1464(1). https://doi.org/10.1088/1742-6596/1464/1/012015

Khumairah, R., Sundaryono, A., & Handayani, D. (2020). Pengaruh Model Pembelajaran Flipped Classroom Terhadap Hasil Belajar Kimia Siswa Pada Materi Larutan Penyangga Di Sman 5 Kota Bengkulu. Alotrop, 4(2), 92–97. https://doi.org/10.33369/atp.v4i2.13832

Kurniasih, D. (2017). Upaya Meningkatkan Hasil Belajar Siswa Dengan Model Pembelajaran Flipped Classroom Pada Materi Sifat-Sifat Sistem Periodik Di Kelas X MIA 1 MAN 2 Sumedang. JESA Jurnal Edukasi Sebelas April, 1(2), 121-127. https://garuda.kemdikbud.go.id/documents/detail/1908176

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(2), 11–26. www.ijhes.com

Nhạc, H. T. (2021). Effects of Flipped Classroom on Students’ Academic Achievement in Legal English Learning Context. LLT Journal: A Journal on Language and Language Teaching, 24(2), 428–438. https://doi.org/10.24071/llt.v24i2.3542

Nouri, J. (2016). The flipped classroom: for active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1). https://doi.org/10.1186/s41239-016-0032-z

Nwosisi, C., Ferreira, A., Rosenberg, W., & Walsh, K. (2016). A Study of the Flipped Classroom and Its Effectiveness in Flipping Thirty Percent of the Course Content. International Journal of Information and Education Technology, 6(5), 348–351. https://doi.org/10.7763/ijiet.2016.v6.712

Pahriah, P., & Khery, Y. (2017). Aplikasi Pembelajaran Berbasis Android Pada Materi Sistem Periodik Unsur Untuk Peningkatan Pemahaman Konsep Mahasiswa. Hydrogen: Jurnal Kependidikan Kimia, 5(1), 24. https://doi.org/10.33394/hjkk.v5i1.105

Paristiowati, M., Fitriani, E., Cahyana, U., Muhab, S., Octavia, C. D., & Idroes, R. (2020). The Integration of a Flipped Classroom , and Learning , and its Effect on Students ’ Critical Thinking Skills in Chemistry. International Journal of Innovation, Creativity and Change, 13(9), 468–478.

Purba, M., & Sunardi. (2012). Kimia I Untuk SMA/MA Kelas X. Erlangga.

Purba, S. E. E., Kristiani, Sangka, K. B., & Hussain, O. K. (2021). The Flipped Classroom: An Overview of its Impact on Economics Learning. International Journal of Pedagogy and Teacher Education, 5(1), 26. https://doi.org/10.20961/ijpte.v5i1.49750

Rizkivany, L., & Mawardi, M. (2021). The development of flipped-guided inquiry based learning system on redox and electrochemical Reactions for class XII SMA. International Journal of Progressive Sciences and Technologies (IJPSAT, 27(2), 382–387. http://ijpsat.ijsht-journals.org

Savanur, N., Kulkarni, P., Mohanachandran, P., & Kuppasagoudra, D. (2021). Flipped classroom - Role of technical assemblage. Journal of Engineering Education Transformations, 34(Special Issue), 170–174. https://doi.org/10.16920/jeet/2021/v34i0/157129

Steele, K. (2013). The Flipped Classroom: Cutting-Edge, Practcal Strategies to Successfully “Flip” Your Classroom. www.kevinmsteele.com.

Susanti, I., Asih, E. C., & Priatna, B. A. (2018). Flipped classroom model of mathematics learning outcomes. International Conference on Mathematics and Science Education, 3, 419–422. http://science.conference.upi.edu/proceeding/index.php/ICMScE/article/view/181

Utami, S. (2017). Pengaruh Model Pembelajaran Flipped Classroom Tipe Peer Instruction Flipped terhadap Kemampuan Pemecahan Masalah Matematik Siswa [Universitas Islam Negeri Syarif Hidayatullah]. In Fakultas Ilmu Tarbiyah dan Keguruan. http://repository.uinjkt.ac.id/dspace/handle/123456789/34720




DOI: https://doi.org/10.33394/hjkk.v11i1.6213

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.