THE IMPLEMENTATION OF FLIPPED CLASSROOM MODEL WITH A SCIENTIFIC APPROACH ASSISTED WITH E-MODULE BASED ON FLIPBOOK MAKER TO STUDENT LEARNING OUTCOMES

Handayani, Dewi (2021) THE IMPLEMENTATION OF FLIPPED CLASSROOM MODEL WITH A SCIENTIFIC APPROACH ASSISTED WITH E-MODULE BASED ON FLIPBOOK MAKER TO STUDENT LEARNING OUTCOMES. In: Seminar Nasional IPA XI, 24 April 2021, Universitas Negeri Semarang (UNNES).

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Abstract

This study aims to determine the effect of the flipped classroom learning model on student's chemistry learning outcomes on electrolyte and non-electrolyte solution material. The type of this research is pre-experimental research with a one-group pretest design with sample group that aims to compare student’s initial scores and student’s final scores after being given treatment. This research was conducted in a high school in Bengkulu. The population in this study were all students of class X MIPA with a total of 76 students. The sampling technique used purposive sampling technique, with selected sample in this study was class X MIPA 1, totaling 25 students. The instrument that used in this study is a learning outcome test with 10 pretest and postest questions.The posttest mean score of students after being treated with flipped classroom model and scientific approach increased from the pretest average score of 64.6 to 87.8. The learning result data is normally distributed and homogeneously distributed and the results of hypothesis testing are obtained The significance value 0.000 <0.05, so the flipped classroom model with the e-module assisted scientific approach has a significant effect on student's chemistry learning outcomes. The results showed that the application of the flipped classroom learning model assisted by e-module had a positive effect on learning outcomes and was able to improve student learning outcomes in electrolyte and non-electrolyte solutions in class X MIPA 1 Bengkulu High Scholl (BHS).

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