Abstract
Thermochemistry and Reaction Rate are the subjects with the lowest achievement level at the National Exam (UN) in 2016. Thermochemistry and Reaction Rate are subjects that require algorithmic abilities in addition to factual and conceptual knowledge. The purpose of this research is to know the influence of learning strategies of flipped classroom and problem-based learning on Thermochemical and Reaction Rate learning results. This research uses quantitative approach using experimental method with 3x2 treatment by level design, chemistry learning results as dependent variable, learning strategy as independent variable, self learning as moderate variable. Before further testing the variable with ANAVA two way, they first get tested with normality and homogeneity test to research data. The result of this study can be seen that the strategy of flipped classroom, problem-based learning, and expository influence student’s chemical learning results. Achievement of learning results with flipped classroom learning strategy is higher than the problem-based learning and expository strategies. There is a significant interaction between the learning strategy and the student’s self learning on the use of problem-based learning and expository strategies.
Highlights
Malaysia is a developing country and needs to compete in a global era to achieve a developed nation level ahead of Vision 2020
The objective of this study is to identify the application of problem solving skills through entrepreneurship cocurriculum among University Tun Hussein Onn Malaysia (UTHM) students
Based on the RPP, it is found that the aim of this subject is to produce graduates with soft skills in entrepreneurship, especially in terms of entrepreneurial knowledge, entrepreneurship skills and business base that can be applied in the career development
Summary
Malaysia is a developing country and needs to compete in a global era to achieve a developed nation level ahead of Vision 2020. Employees who are required to meet the needs of employers and the industrial sector are academically and technically qualified but include the mastery of other skills such as problem solving skills, critical thinking skills and creative, technological use and communication skills. The statement by AC Nielsen (ACNielsen, 2000) found that employers are more concerned with creative skills, natural abilities, communication, problem solving and group collaboration in finding potential employees. The impact of global developments on the industry and the sectors of employment reflects the increasing demand for labor that is qualified and knowledgeable, but the mastery of employment skills and the use of information and communications technology is emphasized (Mohamad et al, 2009). With the upsurge in demand for highly knowledgeable and highly skilled workforce affects the increased competition among graduates to obtain a suitable place in the employment sector. The impact of competition will bring unemployment problems among graduates
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