Impact of Attitude Category on Problem-Solving Skills: An Experiment within a Flipped Learning Model with STEM Approach
This research endeavours to elucidate the notable disparities in Problem-Solving Skills (PSS) when employing the Flipped Learning Model with a STEM Approach (FLM-SA) in contrast to Routine Learning, contingent upon attitude categories. The study harnesses a quantitative methodology with a quasi-expe...
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| Format: | UMS Journal (OJS) |
| Language: | eng |
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Universitas Muhammadiyah Surakarta
2023
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| Online Access: | https://journals2.ums.ac.id/index.php/ppd/article/view/4267 |
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| author | Rusnilawati, Rusnilawati Ali, Siti Rahaimah Binti Hanapi, Mazarul Hasan Mohamad |
| author_facet | Rusnilawati, Rusnilawati Ali, Siti Rahaimah Binti Hanapi, Mazarul Hasan Mohamad |
| author_sort | Rusnilawati, Rusnilawati |
| collection | OJS |
| description | This research endeavours to elucidate the notable disparities in Problem-Solving Skills (PSS) when employing the Flipped Learning Model with a STEM Approach (FLM-SA) in contrast to Routine Learning, contingent upon attitude categories. The study harnesses a quantitative methodology with a quasi-experimental design. A sample size of 210 students is utilised, chosen via cluster random sampling. The instruments for data collection comprise: 1) an attitude questionnaire; 2) problem-solving tests; and 3) an observation sheet for the execution of the learning process. The techniques for data analysis employed are both parametric and non-parametric tests. The findings unveil a significant discrepancy in the students' Problem-Solving Skills based on attitude category between the control group, post the implementation of routine e-learning, and the treatment group, post the utilisation of the FLM-SA Module. Students possessing a Medium Attitude Category in the experimental class exhibit superior problem-solving skills compared to the control class. In contrast, students with Low and High Attitude Categories do not demonstrate a significant difference between the control and experimental classes. These findings underscore the significance of differentiated learning by implementing Teaching at the Right Level. Ideally, teachers should conduct an initial diagnostic assessment to ascertain students' initial attitudes or abilities |
| format | UMS Journal (OJS) |
| id | oai:ojs2.journals2.ums.ac.id:article-4267 |
| institution | Universitas Muhammadiyah Surakarta |
| language | eng |
| publishDate | 2023 |
| publisher | Universitas Muhammadiyah Surakarta |
| record_format | ojs |
| spelling | oai:ojs2.journals2.ums.ac.id:article-4267 Impact of Attitude Category on Problem-Solving Skills: An Experiment within a Flipped Learning Model with STEM Approach Rusnilawati, Rusnilawati Ali, Siti Rahaimah Binti Hanapi, Mazarul Hasan Mohamad attitude category problem-solving flipped learning STEM approach This research endeavours to elucidate the notable disparities in Problem-Solving Skills (PSS) when employing the Flipped Learning Model with a STEM Approach (FLM-SA) in contrast to Routine Learning, contingent upon attitude categories. The study harnesses a quantitative methodology with a quasi-experimental design. A sample size of 210 students is utilised, chosen via cluster random sampling. The instruments for data collection comprise: 1) an attitude questionnaire; 2) problem-solving tests; and 3) an observation sheet for the execution of the learning process. The techniques for data analysis employed are both parametric and non-parametric tests. The findings unveil a significant discrepancy in the students' Problem-Solving Skills based on attitude category between the control group, post the implementation of routine e-learning, and the treatment group, post the utilisation of the FLM-SA Module. Students possessing a Medium Attitude Category in the experimental class exhibit superior problem-solving skills compared to the control class. In contrast, students with Low and High Attitude Categories do not demonstrate a significant difference between the control and experimental classes. These findings underscore the significance of differentiated learning by implementing Teaching at the Right Level. Ideally, teachers should conduct an initial diagnostic assessment to ascertain students' initial attitudes or abilities Universitas Muhammadiyah Surakarta 2023-04-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://journals2.ums.ac.id/index.php/ppd/article/view/4267 10.23917/ppd.v10i1.4267 Profesi Pendidikan Dasar; Vol. 10, No. 1, April 2023; 51-71 2503-3530 2406-8012 eng https://journals2.ums.ac.id/index.php/ppd/article/view/4267/1088 |
| spellingShingle | attitude category problem-solving flipped learning STEM approach Rusnilawati, Rusnilawati Ali, Siti Rahaimah Binti Hanapi, Mazarul Hasan Mohamad Impact of Attitude Category on Problem-Solving Skills: An Experiment within a Flipped Learning Model with STEM Approach |
| title | Impact of Attitude Category on Problem-Solving Skills: An Experiment within a Flipped Learning Model with STEM Approach |
| title_full | Impact of Attitude Category on Problem-Solving Skills: An Experiment within a Flipped Learning Model with STEM Approach |
| title_fullStr | Impact of Attitude Category on Problem-Solving Skills: An Experiment within a Flipped Learning Model with STEM Approach |
| title_full_unstemmed | Impact of Attitude Category on Problem-Solving Skills: An Experiment within a Flipped Learning Model with STEM Approach |
| title_short | Impact of Attitude Category on Problem-Solving Skills: An Experiment within a Flipped Learning Model with STEM Approach |
| title_sort | impact of attitude category on problem solving skills an experiment within a flipped learning model with stem approach |
| topic | attitude category problem-solving flipped learning STEM approach |
| topic_facet | attitude category problem-solving flipped learning STEM approach |
| url | https://journals2.ums.ac.id/index.php/ppd/article/view/4267 |
| work_keys_str_mv | AT rusnilawatirusnilawati impactofattitudecategoryonproblemsolvingskillsanexperimentwithinaflippedlearningmodelwithstemapproach AT alisitirahaimahbinti impactofattitudecategoryonproblemsolvingskillsanexperimentwithinaflippedlearningmodelwithstemapproach AT hanapimazarulhasanmohamad impactofattitudecategoryonproblemsolvingskillsanexperimentwithinaflippedlearningmodelwithstemapproach |