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.
Highlights
Along with the development of science and technology that grows fast in the 21st-century, it encourages education from other countries to develop a learning model that supports 21st-century skills, such as critical thinking and problem solving, communication and collaboration, creativity and innovation, developing literacy of information technology and communication, ability to study contextual and ability to literate information and media
The score describes that Fc > Ft at a significant level α=0.05; it means that students’ scientific literacy with model problem-based learning-flipped classroom was higher than those who were given model problem-based learning-traditional classroom
The second result, the score Fc>Ft at a significant level α=0.05; it can be concluded that there was an interaction between learning model and the critical-thinking skills towards students’ scientific literacy
Summary
Along with the development of science and technology that grows fast in the 21st-century, it encourages education from other countries to develop a learning model that supports 21st-century skills, such as critical thinking and problem solving, communication and collaboration, creativity and innovation, developing literacy of information technology and communication, ability to study contextual and ability to literate information and media. Learning model that supports 21st-century skills has already applied in learning activities in Indonesia. It can be seen from the use of some media based ICT, such as power point, flash player, learning video, website and others to support learning process. Scientific literacy can be the bridge for the students to give the solution for the problems that happened in the environment, especially the problems that were concerned with science and technology so it can make them adapted well in the environment and compete in the real world
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