The Effect Of Problem-Based Learning In A Flipped Classroom Environment And Learning Motivation On Learning Independence And Problem Solving Skills

Abstract

This study aims to determine the effect of problem-based learning in an inverted classroom environment and learning motivation on learning independence and problem solving ability. The type of research used experimental research with a 2x2 factorial design. The research subjects totalled 128 students, with details of 65 students in the experimental group and 65 students in the control group. Data were analysed using normality test with Kolmogorov-Spirnov, homogeneity test with Levene's and hypothesis testing with MANOVA. The results showed that both data were normally distributed and statistically homogeneous. Overall, the average of the experimental group was higher than the control group. MANOVA test results show results as follows: (1) There is an effect of problem-based learning in a flipped classroom environment on learning independence, (2) There is an effect of problem-based learning in a flipped classroom environment on problem solving skills, (3) There is an effect of learning motivation on learning independence, (4) There is an effect of learning motivation on problem solving skills, (5) There is an interaction of problem-based learning in a flipped classroom environment and learning motivation on learning independence, (6) There is an interaction of problem-based learning in a flipped classroom environment and learning motivation on learning independence and problem solving skills of students in the experimental group compared to the control group who applied the conventional learning model.