Pengaruh STEM-PJBL Berbasis Flipped Classroom Dalam Meningkatkan Kreativitas Dan Pemecahan Masalah

Sri Indhah; Ida Kaniawati

doi:10.67686/didaktika.v10i2.2338

Authors

Sri Indhah Sekolah Dasar Negeri Becari Bantul, Daerah Istimewa Yogyakarta, Indonesia
Ida Kaniawati Pendidikan IPA Universitas Pendidikan Indonesia, Bandung, Indonesia

DOI:

https://doi.org/10.67686/didaktika.v10i2.2338

Abstract

This research motivated by the lesst han optimal development of creativity and problem-solving abilities in elementary school students. One of supporting factors for increasing creativity and problem-solving is use STEM-PJBL with Flipped Classroom learning. This study aims to determine the increase creativity and problem-solving by using STEM-PJBL with Flipped Classroom learning. This research is a pre-experiment with one group pre test-post test group design. The population were 21 third grade students of SDN Becari, Bantul using a saturated sample. Consist of 10 boys and 11 girls. Creativity and problem-solving data collect by essay test. The prerequisite test is normal dan homogen with significance (p) > 0,05. The creativity t-test showed the value of tcount>ttable (9,886>2.228) with significance of 0.000 (p<0.05). The t-test of problem solving shows the value of t-count>t-table (10,825>2.228) with significance of 0.000 (p<0.05). The results explain that there are different results of creativity and problem-solving after given STEM-PJBL with Flipped Classroom learning. The creativity G-Skor showed an increase of 0.42, in the moderate category, or 0.12 points above the criteria. The problem-solving G-Skor showed an increase of 0.49, in the moderate category, or 0.19 points above the criteria. Based of data STEM-PJBL with Flipped Classroom learning are impact in increasing creativity and problem-solving.

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