The effect of E-LKPD on the inquiry-flipped classroom model and self-efficacy on students' creative thinking ability

Jurnal Pendidikan Kimia Pub Date : 2022-12-30 DOI:10.24114/jpkim.v14i3.39362

Suci Desmarani, M. Rusdi, H. Haryanto, Sugeng Triwahyudi

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引用次数: 1

Abstract

The active role of students is also very closely related to the confidence that students have in solving various problems and discovering concepts in chemical bonding material. This study aims to see the effect of the inquiry-flipped classroom model assisted by E-LKPD media on students' creative thinking abilities in chemical bonding material. The sample used was 2 classes at Al-Falah High School, Jambi City. The data collection instruments used were self-efficacy questionnaires and essay test questions. The results showed that there was an effect of E-LKPD on the inquiry-flipped classroom model on students' creative thinking abilities in chemical bonding material with a significance level of 0.027. Then students who have high self-efficacy with students who have low self-efficacy influence the ability to think creatively on chemical bonding material with a significance value of 0.04. Furthermore, there is no interaction between the E-LKPD in the inquiry-flipped classroom model and self-efficacy on students' creative thinking abilities in chemical bonding learning, which can be seen from the significance value of 0.694 > 0.05.

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E-LKPD对探究性翻转课堂模式的影响及自我效能感对学生创造性思维能力的影响

学生的积极作用也与学生解决各种问题和发现化学键材料概念的信心密切相关。本研究旨在观察E-LKPD媒介辅助下的探究性翻转课堂模式对学生化学键材料创造性思维能力的影响。所使用的样本是占碑市Al-Falah高中的两个班级。数据收集工具为自我效能感问卷和论述题。结果表明，探究性翻转课堂模式下的E-LKPD对学生化学键材料创造性思维能力有显著影响，显著性水平为0.027。高自我效能感学生与低自我效能感学生对化学键材料创造性思维能力的影响显著性值为0.04。探究性翻转课堂模式的E-LKPD与自我效能感对化学键学习学生创造性思维能力的影响不存在交互作用，显著性值为0.694 > 0.05。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Jurnal Pendidikan Kimia

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