Effectiveness of the Flipped Classroom Model on the Problem-Solving Abilities of Science Education Students: A Meta-analysis Study

Tomi Apra Santosa (Universitas Negeri Padang)
Dian Purnama Ilahi (Universitas Negeri Padang)
Lisa Utami (Universitas Negeri Padang)
Festiyed Festiyed (Universitas Negeri Padang)
Desnita Desnita
Asrizal Asrizal (Universitas Negeri Padang)
Skunda Diliarosta (Padang State University)
Yerimadesi Yerimadesi
Fitri Arsih (Universitas Negeri Padang)

Jurnal Penelitian Pendidikan IPA (JPPIPA)
Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic

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