<![CDATA[ABSTRAK Rendahnya kemampuan siswa dalam memecahkan masalah dan tingkat kepercayaan diri (self-efficacy) dalam pembelajaran fisika disebabkan oleh kurangnya keterlibatan aktif siswa dan ketidaksesuaian metode pembelajaran. Oleh karena itu, diperlukan pembelajaran yang efektif untuk meningkatkan kemampuan pemecahan masalah (KPM) dan self-efficacy. Penelitian ini menggunakan desain one group pretest posttest untuk mengeksplorasi penerapan model Problem Based Learning (PBL) dengan pendekatan flipped classroom dalam meningkatkan KPM dan self-efficacy siswa. Sampel penelitian terdiri dari 34 siswa kelas XI SMA di Kota Bandung yang diambil menggunakan teknik purposive sampling. Data dikumpulkan melalui tes kemampuan pemecahan masalah dalam bentuk esai yang terdiri dari 6 soal dan angket untuk mengukur self-efficacy yang di adaptasi dari physics learning Self Efficacy yang terdiri atas 30 pernyataan. Hasil analisis menunjukkan adanya peningkatan signifikan dalam kemampuan pemecahan masalah dan self-efficacy siswa setelah penerapan model tersebut, dengan nilai signifikansi 0,001 yang lebih kecil dari taraf signifikansi 0,05 berdasarkan uji paired sample t-test. Selain itu, analisis N-Gain menunjukkan rata-rata peningkatan kemampuan pemecahan masalah sebesar 0,77, yang termasuk dalam kategori tinggi, dan rata-rata N-Gain self-efficacy sebesar 0,56, yang berada dalam kategori sedang. Temuan ini menunjukkan bahwa penerapan model Problem Based Learning dengan pendekatan flipped classroom efektif dalam meningkatkan kemampuan pemecahan masalah dan self-efficacy siswa, sehingga dapat dijadikan acuan untuk inovasi dalam pembelajaran yang mendukung pengembangan keterampilan abad ke-21. Kata kunci : Problem based Learning, flipped classroom, kemampuan pemecahan masalah siswa, self efficacy ABSTRACT Students' low problem-solving skills and self-efficacy in physics learning are caused by a lack of active student involvement and inappropriate learning methods. Therefore, effective learning is needed to improve problem-solving skills and self-efficacy. This study uses a one-group pretest-posttest design to explore the application of the Problem-Based Learning (PBL) model with a flipped classroom approach in improving students' problem solving skilland self-efficacy. The research sample consists of 34 eleventh-grade high school students in Bandung City, selected using purposive sampling. Data were collected through a problem-solving ability test in the form of an essay consisting of 6 questions and a questionnaire to measure self-efficacy, adapted from the Physics Learning Self-Efficacy scale, which consists of 30 statements. The analysis results showed a significant increase in students' problem-solving ability and self-efficacy after the implementation of the model, with a significance value of 0.001, which is smaller than the significance level of 0.05 based on the paired sample t-test. Additionally, N-Gain analysis showed an average increase in problem-solving ability of 0.77, which falls into the high category, and an average N-Gain self-efficacy of 0.56, which falls into the moderate category. These findings indicate that the implementation of the Problem-Based Learning model with a flipped classroom approach is effective in enhancing students' problem-solving skills and self-efficacy, thereby serving as a reference for innovative learning approaches that support the development of 21st-century skills. Keywords : Problem based Learning, flipped classroom, problem solving skills, self efficacy ]]>
