The effect of project-based flipped learning on high school chemistry student achievement Ni Wayan Eka Pratiwi, I Wayan Santyasa
Postgraduate Learning Technology Study Program, Ganesha University of Education, Bali, Indonesia
Abstract
Chemistry learning in high school should be able to facilitate students to solve real-world problems and improve their learning achievement. However, the reality of students^ achievement is still low, which is reflected in the results of the 2019 chemistry national evaluation. For this reason, it is necessary to improve the learning process by applying a project-based learning model (PjBL). One of the weaknesses of the PjBL model is that it takes a long time to implement. However, these weaknesses can be overcome by combining PjBL with flipped learning, so that it becomes a project-based flipped learning (PjBFL) model. This study aims to describe the effect of the PjBFL model on student achievement in studying chemistry in high school. This quasi experimental study uses the pretest-posttest nonequivalent control group design. The study population was 4 classes (119 students) grade XI students of SMAN 1 Bebandem Karangasem Bali. Sample 2 classes were selected by random assignment technique. Students^ achievement data is collected by an expanded multiple choice test. Research data were analyzed by ANOVA. The results showed significant differences in students^ achievement between students who study with the PjBFL model and those who study with DFL. Students^ achievement in learning with PjBFL (M = 38.7667- SD = 5.79348) is significantly higher compared to those learning with DFL (M = 34.5333- SD = 8.32004). Chemistry learning in class XI high school effectively uses PjBFL especially in achieving of students^ achievement.
Keywords: Project based flipped learning- Direct flipped learning, students^ achievement
Topic: Learning / Teaching Methodologies and Assessment
