Development of learning activities Traditional Flipped classroom and Problem-Based Learning model on plant production in the 4.0 era according to the Sufficiency Economy Philosophy

Abstract

      The objectives of this research are to develop a learning activity model that combines traditional flipped classroom and problem-based learning approaches, and to compare the learning achievement and student satisfaction towards the learning activities. The comparison will be made by analyzing the mean scores of two sample groups using an independent sample t-test. The target group consists of 48 third-year secondary school students.

       The research findings revealed that students who were taught using the traditional flipped classroom and problem-based learning approaches scored higher on the post-test compared to the pre-test. The average pre-test scores were 15.58 and 16.08, while the average post-test scores were 20.42 and 20.00, respectively. Both teaching methods showed significantly higher post-test scores than pre-test scores at the 0.01 statistical significance level. There was no difference between the two test groups. In terms of satisfaction, students expressed a high level of satisfaction with both teaching methods, with an average score of 4.43 and a standard deviation of 0.70. The flipped classroom model requires collaboration from students in completing assigned activities, as well as the teacher employing an engaging teaching method that emphasizes participation and team working processes. This will ensure the effectiveness of the learning activities and the achievement of the intended objectives.

 Keywords: Academic Achievement, the traditional flipped classroom model , the problem-based flipped classroom model (Project Based Learning),