Universal Journal of Educational Research Vol. 7(9A), pp. 56 - 60
DOI: 10.13189/ujer.2019.071607
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Implementation of Problem-based Learning – Flipped Classroom Model in Chemistry and Its Effect on Scientific Literacy

Maria Paristiowati ^*, Ucu Cahyana , Bening Irsa Setara Bulan
Department of Chemistry Education, State University of Jakarta, Indonesia

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' critical–thinking 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.

KEYWORDS
Flipped Classroom, Problem–based Learning, Scientific Literacy

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Maria Paristiowati , Ucu Cahyana , Bening Irsa Setara Bulan , "Implementation of Problem-based Learning – Flipped Classroom Model in Chemistry and Its Effect on Scientific Literacy," Universal Journal of Educational Research, Vol. 7, No. 9A, pp. 56 - 60, 2019. DOI: 10.13189/ujer.2019.071607.

(b). APA Format:
Maria Paristiowati , Ucu Cahyana , Bening Irsa Setara Bulan (2019). Implementation of Problem-based Learning – Flipped Classroom Model in Chemistry and Its Effect on Scientific Literacy. Universal Journal of Educational Research, 7(9A), 56 - 60. DOI: 10.13189/ujer.2019.071607.