The Effect of Flipped Classroom-Project Based Learning Model and Learning Independence toward Students' Achievement in Chemical Bonding: Case Study in SMA Santa Ursula Jakarta

Abstract

This study aims to determine the effect of flipped classroom-project based learning model and learning independence toward student achievement on Chemical Bonding. The sample of this research is the tenth grade students of SMA Santa Ursula Jakarta taken by cluster random sampling. The research uses quasi experiment method with two ways analysis of variance (ANOVA). The result shows that the flipped classroom-project based learning model have positive effect on students who have high learning independence. There is interaction between learning model and learning independence toward students' achievement. Tukey test shows that students' achievement with high independence in the model of flipped classroom-project based learning is higher than they have taught by the conventional-project based learning model. While students' achievement with lower learning independence shows lower achievement on flipped classroom-project based learning than conventional-project based learning model. It can be concluded that the flipped classroom-project based learning model can be applied in learning chemistry to improve students' achievement when it is supported by high learning independence.