Abstract
This research aimed to determine the influence of the flipped classroom model on students learning outcomes on the chemistry subject, particularly on electrolyte and non-electrolyte solutions. This research employed pre-experimental research and a one-group pre-test post-test design on one sample group. We used the method to compare pre-test and post-test results. This research was conducted in Public High School 9, Bengkulu City, Bengkulu Province, Indonesia. The population was 76 tenth graders of Mathematics and Natural Science Class. As many as 25 students of Class X-I were chosen as the samples using purposive sampling. The research instrument was pre-test and post-test, consisting of 10 questions to assess learning outcomes. We analyzed the average value of learning outcomes. The SPSS application was used to evaluate the normality, homogeneity, and hypotheses. The average pre-test score was 64.6, and the average post-test score was 87.8. Learning outcomes were normally and homogeneously distributed. The hypothesis testing produced a significance value of 0.000<0.05. Therefore, the flipped classroom model using a scientific approach and e-modules significantly affected the learning outcomes of the chemistry subject. The research result showed that the implementation of the flipped classroom model positively affected and improved the learning outcomes on the chemistry subject, particularly on electrolyte and non-electrolyte solutions.
Highlights
Law Number 20 of 2003 regarding the National Education System defines education as a conscious and planned effort to create a learning atmosphere and encourage learning processes
Low education quality influences the dignity of Indonesia (Nurkholis, 2013)
Teachers need to plan lessons carefully to ensure the success of the learning process (Maulidiawati et al, 2014; Fatchurrochman, 2011)
Summary
Law Number 20 of 2003 regarding the National Education System defines education as a conscious and planned effort to create a learning atmosphere and encourage learning processes. Low education quality influences the dignity of Indonesia (Nurkholis, 2013). Teachers need to apply appropriate models, approaches, and methods to convey learning material effectively and efficiently and establish a good learning process (Gayatri et al, 2017). Teachers need to guide students in finding their potential and assist students during the learning process. Teachers need to plan lessons carefully to ensure the success of the learning process (Maulidiawati et al, 2014; Fatchurrochman, 2011). Teachers may use the learning model to achieve learning objectives effectively and adhere to the curriculum (Abdullah, 2016; Muthoharoh, 2017). Teachers may optimize the learning process and outcome through various methods. Teachers may improve the learning process effectively and obtain optimal learning outcomes. Teachers may positively influence students learning outcomes.
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