Analysis the 21st Century Skills of Students in Chemical Equilibrium Learning With Flipped Classroom-Collaborative Problem Solving Model

Abstract

<jats:p>This study aimed to analyze the 21st century skills of students in learning chemical equilibrium with the Flipped Classroom-Collaborative Problem Solving model. Flipped Classroom is a learning model that students learn first outside the classroom through video, then carry out active activities in class such as discussions, presentations, making posters, and doing practicum. Collaborative problem solving is done when students discuss in solving problems for each learning activity. The research method used descriptive qualitative method. Data collection techniques were: observation, interviews, questionnaires, and reflective journals. Data analysis consisted of several stages, namely data collection, data reduction, data presentation, and verification or conclusions. Based on data analysis, this learning model made students active in learning and also made the students learn independently outside the classroom using mobile learning and searching some sources of references. In addition, students were actively involved in problem solving discussions, presentations, making projects, and practicums that were designed by students themselves. Thus it can be concluded that the Flipped Classroom-Collaborative Problem Solving learning model can train and grow students critical thinking skills, creativity and innovation skills, communication skills, and collaborative skills in learning chemical equilibrium.</jats:p>

A Mixed-Method Approach to Investigate the Effect of Flipped Inquiry-Based Learning on Chemistry Students Learning

“…Through the active engagement, pre-service teachers in the experimental class developed more conceptual understanding and developed thinking skills that enabled them to move beyond understanding to knowledge application and synthesis. The finding is similar to previous studies that find FIBL could promote creativity, critical thinking and problem-solving skills in chemistry (Karyadi et al, 2020;Paristiowati et al, 2019). It can be concluded that flipped classroom and inquiry-based learning are effective learning approaches that enhance knowledge development of new skills that facilitate learning real-life problems.…”

“…The analysis of the results showed the learning model enabled students to become independent, active learners. The authors concluded that the model enhance students' collaborative, communication, creativity, and critical thinking skills (Karyadi et al, 2020).…”

The Effect of Flipped Class with Project Based Learning Dimensions Assisted by Moodle Combined with Reading, Questioning and Answering (RQA) on 4C Skills

“…Project-based learning itself has been proven to be effective in improving students' communication skills, such as the study of Asih et al (2019) which showed project-based learning enhanced communication skills of vocational students. This was in line with the Karyadi et al (2020) research which showed that communication skills were developed using PjBL. The study by (Haatainen & Aksela, 2021) found that 21 st century skills could be developed using PjBL.…”

Implementation of Creative Problem Solving Model to Improve Students' Critical Thinking Skills in Chemistry Lessons

“…During the process of discussing the problems contained in the worksheet, students can develop ideas and ask questions that can improve critical thinking skills (Karyadi et al, 2020) .The process of identifying and understanding problems can lead to learners for critical thinking (Mahanal et al, 2019).…”