Flipped Classroom Learning Model Assisted by the Experimentation Method: The Impact on Problem-solving Skills and Learning Independence

Main Article Content

Laila Puspita Vira Aprilia Rosa Nur Hidayah Yessy Velina


The issue in the field is that students' problem-solving skills and learning independence could be better. This study aims to analyze students' problem-solving skills and learning independence of students who are influenced by the flipped classroom learning model assisted by the experimentation method. The research employed the quasi-experimentation method with a posttest-only control group design. The data collection techniques employed were a description test to measure problem-solving ability and a questionnaire to measure learning independence that had been tested for validity, reliability, differentiability, and difficulty level. The data analysis technique used was the normality test, homogeneity test, and hypothesis test using the MANOVA test. The MANOVA test has been proven effective in testing hypotheses in several studies. Based on the analysis and discussion, applying the flipped classroom learning model assisted by experimentation affected students' problem-solving ability and learning independence.

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How to Cite
L. Puspita, V. Rosa, N. Hidayah, and Y. Velina, “Flipped Classroom Learning Model Assisted by the Experimentation Method: The Impact on Problem-solving Skills and Learning Independence”, International Journal of Mathematics and Science Education Research, vol. 1, no. 1, pp. 1-12,  .


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