The effect of the flipped classroom approach and self-efficacy on a guided inquiry on students' creative thinking skills
DOI:
https://doi.org/10.24114/jpkim.v12i2.19435Abstract
This study aims to look at the effect of the flipped classroom approach on the guided inquiry model and student's self-efficacy on creative thinking skills on the reaction rate material. The study was conducted in class XI MIA SMA N 3 Jambi City with a 2 x 2 factorial design and the sample consisted of 2 classes chosen randomly. Data collection using test techniques, namely essay tests, includes indicators of creative thinking and non-tests, namely self-efficacy questionnaire data and field notes during the study. Analysis of the data used is 2-way ANOVA. The results showed that guided inquiry learning with the flipped classroom approach and high self-efficacy categories had high creative thinking abilities, but there is no interaction between learning models with self-efficacy towards creative thinking abilities on the reaction rate material because learning models and self-efficacy affect the results of students' creative thinking abilities independently. Based on the results of the study it can be concluded: (1) There is an influence of the flipped classroom approach on the guided inquiry model of students 'creative thinking abilities on the reaction rate material (2) There is an effect of students' self-efficacy on the ability to think creatively on the material reaction rate (3) There was no interaction between the learning model and students' self-efficacy.Keywords: Creative thinking skills, Flipped classroom, Guided inquiry, Reaction rate, Self-efficacyReferences
Agustanti, T. H. (2012). Implementasi metode inquiry untuk meningkatkan hasil belajar biologi. Jurnal Pendidikan IPA Indonesia, 1(1), 16“20. doi: 10.15294/jpii.v1i1.2007
Bandura, A. (1997). Theoretical Perspectives: The nature of human agency. In Self-efficacy: The exercise of control (p. 3). doi: 10.1007/SpringerReference_223312
Damayanti, H. N., Sutama, & Suyatmini. (2016). Model pembelajaran matematika berbasis flipped classroom di sekolah menengah kejuruan. Journal of Knowledge Management, 2(2), 1“18. doi: 10.1016/j.cya.2015.11.011
Effendi-Hasibuan, M. H., Harizon, Ngatijo, & Mukminin, A. (2019). The inquiry-based teaching instruction (IbTI) in Indonesian secondary education: What makes science teachers successful enact the curriculum?. Journal of Turkish Science Education, 16(1), 18“33. doi: 10.12973/tused.10263a
Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), 39“49. doi: 10.1177/1469787415616726
Hari, L. V., Zanthy, L. S., & Hendriana, H. (2018). Pengaruh self efficacy terhadap kemampuan berpikir kritis matematik siswa smp. Jurnal Pembelajaran Matematika Inovatif, 1(3), 435“444. doi: 10.22460/jpmi.v1i3.435-444
Isnadini, W., Hairida, H., & Rasmawan, R. (2014). Pemberian corrective feedback disertai reward terhadap efikasi diri dan hasil belajar kimia di sma. Jurnal Pendidikan dan Pembelajaran Untan, 1“12.
Majid, A. (2014). Strategi Pembelajaran. PT Remaja Rosdakarya.
Majidah, Hairida, H., & Erlina, E. (2013). Korelasi antara self efficacy dengan hasil belajar siswa dalam mata pelajaran kimia di sma. Jurnal Pendidikan dan Pembelajaran Untan, 1“9.
Paristiowati, M., Fitriani, E., & Aldi, N. H. (2017). The effect of inquiry-flipped classroom model toward students™ achievement on chemical reaction rate. AIP Conference Proceedings, 1868, 030006-1“030006-6; doi: 10.1063/1.4995105
Perangin-Angin, P. S., Hutabarat, W., & Silaban, S. (2019). The influence of practical guide based on inquiry approach toward students™ achievement on pH scale and use of indicator subjects. Advancesin Social Science, Education and Humanities Research, 384, 525-528.
Pratiwi, I., Ismanisa, I., & Wahyu Nugraha, A. (2019). Development of guided inquiry based modules to improve learning outcomes and metacognition skills of student. Jurnal Pendidikan Kimia, 11(2), 49“56. doi: 10.24114/jpkim.v11i2.14462
Ramadani, Y. (2019). Pengembangan prosedur model inkuiri-flipped classroom untuk meningkatkan kemampuan berargumentasi kimia. (pp. 81“83). Universitas Jambi.
Rau, M. A., Kennedy, K., Oxtoby, L., Bollom, M., & Moore, J. W. (2017). Unpacking œactive learning: A combination of flipped classroom and collaboration support is more effective but collaboration support alone is not. Journal of Chemical Education, 94(10), 1406-1414. doi: 10.1021/acs.jchemed.7b00240
Ristiyani, E., & Bahriah, E. S. (2016). Analisis kesulitan belajar kimia siswa di sman x kota Tangerang Selatan. Jurnal Penelitian dan Pembelajaran IPA, 2(1), 18-29. doi: 10.30870/jppi.v2i1.431
Silaban, S. (2017). Dasar-dasar pendidikan matematika dan ilmu pengetahuan alam. Medan: Harapan Cerdas Publisher.
Zainuddin, Z. (2017). First-year college students™ experiences in the efl flipped classroom: A case study in Indonesia. International Journal of Instruction, 10(1), 133“150. doi: 10.12973/iji.2017.1019a
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Dian Indah Lestari, Muhammad Haris Effendi-Hasibuan, Damris Muhammad
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors published in this journal agree to the following terms:
- The copyright of each article is retained by the author (s).
- The author grants the journal the first publication rights with the work simultaneously licensed under the Creative Commons Attribution License, allowing others to share the work with an acknowledgment of authorship and the initial publication in this journal.
- Authors may enter into separate additional contractual agreements for the non-exclusive distribution of published journal versions of the work (for example, posting them to institutional repositories or publishing them in a book), with acknowledgment of their initial publication in this journal.
- Authors are permitted and encouraged to post their work online (For example in the Institutional Repository or on their website) before and during the submission process, as this can lead to productive exchanges, as well as earlier and larger citations of published work.
Jurnal Pendidikan Kimia is licensed under a Creative Commons Attribution 4.0 International License
.png)
