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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA)
Ilahi, Dian Purnama
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Effectiveness of the Flipped Classroom Model on the Problem-Solving Abilities of Science Education Students: A Meta-analysis Study Santosa, Tomi Apra; Ilahi, Dian Purnama; Utami, Lisa; Festiyed, Festiyed; Desnita, Desnita; Asrizal, Asrizal; Diliarosta, Skunda; Yerimadesi, Yerimadesi; Arsih, Fitri
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.6318

Abstract

A concise the purpose of the study was to determine the effectiveness of the flipped classroom model on the problem solving skills of science education students. A total of 950 studies were analyzed obtained from six databases consisting of ScienceDirect, Education Resources Information Center (ERIC), Wiley Journal, Springer; ProQuest and IEEE aim to get relevant articles published in 2020-2023.  From the analyzed studies, 21 studies were selected for meta-analysis.  Data analysis with JSAP software.  The results showed that the flipped classroom model provides high effectiveness on the problem solving skills of science education students (rRE = 0.97; 95 % CI [0.840; 1.111]; p < 0.001). This finding provides information for teachers to apply the flipped classroom model to improve students' problem solving skills in learning
Evaluating the Impact of Problem Based Learning on Student's Metacognition in Science Learning: A Meta-Analysis Review Ilahi, Dian Purnama; Festiyed; Yerimadesi; Yulkifli; Utami, Lisa; Ratih, Arista
Jurnal Penelitian Pendidikan IPA Vol 10 No 8 (2024): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i8.7892

Abstract

This study aims to evaluate the impact of problem-based learning models on students' metacognition in science learning. This type of research is a meta-analysis using the PRISMA 2020 method. Articles from Scopus and Google Scholar databases were collected using Publish or Perish (PoP) software. From 8 articles that met the inclusion criteria, a total of 20 data were obtained to be processed in the meta-analysis. Data analysis was used with JASP software.The results of this metaanalysis research show that problem-based learning model provides moderate effectiveness on students' metacognition in science learning (r RE = 0.67; SE = 0.16; z = 4.24; p < 0.001). This shows that problem-based learning model can improve students' metacognition in science learning. Through PBL, students become more aware of their cognitive strategies and learn to organise them more effectively. Incorporating PBL into the science curriculum can significantly improve students' metacognition, leading to more independent and effective students. Therefore, widely adopting PBL in science education is recommended to achieve better learning outcomes
Co-Authors Asrizal Desnita Festiyed Festiyed Fitri Arsih Lisa Utami Ratih, Arista Santosa, Tomi Apra Skunda Diliarosta Yerimadesi Yerimadesi Yerimadesi Yulkifli