The Effect of Using Problem Based Learning (PBL) and Flipped Classroom Approach to wards Problem Solving Competency and Achievement Learning in Chemistry Subject of Engineering Faculty Undergraduates, Northeastern University

Abstract

The objectives of this research were : 1) to compare the mean scores of problem solving competency after received management learning by using Problem Based Learning (PBL) and Flipped Classroom Approach that the set criteria of 70% and
2) to compare the mean scores undergraduates achievement Learning in Chemistry Subject of pretest and posttest that received management learning by using Problem Based Learning (PBL) and Flipped Classroom Approach. The samples were 30
undergraduates from Engineering Faculty, Northeastern University the first semester, academic year 2024 that cluster sampling. The research design of this research was one-group pretest-posttest design. Research instruments, including 1. Problem Based Learning (PBL) and Flipped Classroom Approach lesson plan, 2. Test of problem solving ability, and 3. Test of Achievement Learning in Chemistry subject. Data were analyzed including, percentage, mean, standard deviation, and dependent t-test.
The results of this research indicated that
1) the mean scores of problem solving competency after management learning by using Problem Based Learning (PBL) and Flipped Classroom Approach was 81.06 % higher than the set criteria of 70%
2 The sample taught with Problem Based Learning (PBL) and Flipped Classroom Approach at posttest period learning had higher academic achievement in chemistry than a pretest period learning with a statistical significance level of .05