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
Maria Paristiowati Erdawati
Universitas Negeri Jakarta Universitas Negeri Jakarta
Jl. Rawamangun Muka Jl. Rawamangun Muka
Jakarta 13220, Indonesia Jakarta 13220, Indonesia
+62214894909 +62214894909
maria.paristiowati@unj.ac.id erda_wati_0912@yahoo.com
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.
CCS Concepts
• Applied computing → Education → Collaborative learning
Keywords
Flipped classroom, Project based learning, Learning independence.
1. INTRODUCTION
The understanding of chemical concept generally consists of the
ability to describe and interpret chemical phenomena by using the
representation of macroscopic, sub macroscopic, and symbolic. It
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DOI: https://doi.org/10.1145/3160908.3160915
22
Anastasia Nurtanti
SMA Santa Ursula Jakarta
Jl. Pos No.2, Ps. Baru, Sawah Besar
Jakarta 10110, Indonesia
+62213840915
tantianast@gmail.com
becomes one of the low factor of chemical achievement. So it is
essential for teachers to improve the ability in describing chemical
material that is abstract becomes concrete and make students
easier understanding about chemical concept. The teachers should
involve students to active in learning process, and make them
understand the concept through the learning experience in the
classroom.
The model of Flipped Classroom which is combined with Project
Based Learning can maximize interaction between teacher and
student during the learning process in the class and involve the
students in solving the project. The student can construct the
knowledge from their project that made in individual or a group as
learning experience. The student achievement is defined based on
the knowledge, skills and the ability from their involvement to the
experience set in the education. The process is continually, not
statically. Jihad and Haris said that the achievement is a kind of
the achievement of behavior changing that tends to stay from the
domain of cognitive, affective and psychomotor to the learning
process that has been done for a certain time [1].
In the Flipped Classroom learning model, teacher support students
to explore and understand their learning through active learning
such as Inquiry Learning, Problem Based Learning and Peer
Collaboration [2, 3]. According to Bergman & Sams, Flipped
Classroom model has basic concept, teacher gives a learning
video to students in order to they learn it in their home and then
when student in school they can work together as a group to
discuss the learning video that their teacher gave them [4]. The
strategy of Flipped Classroom is using the technology
development which is used video as supported media containing
the material that can be made by the teachers before presentation
and can be accessed online. By applying model Flipped
Classroom is needed the students’ readiness so the learning
purpose can be achieved. To know the students’ readiness,
teachers can give the pretest or a quiz to them. For the implication
is divided by two phases, there are the first phase is independent
learning that the teachers give the tasks to the students to see
learning video or read learning material that will be discussed for
the next session and the second phase teachers have more time to
interact with students through various activities such as discussion,
demonstration, or practical in the laboratory [5].
The strong point from Flipped Classroom model according to
Milman, there are: 1) students have chance to learn the subject at
home before the teachers present it in the class so they will be
more independent, 2) students can learn the material in Table 1. Summary of Data
comfortable atmosphere with their ability while receiving it, 3)
Learning Learning Model (A)
students can get full attention from the teachers while having
Independence Flipped Classroom- Conventional-
difficulties in understanding the tasks or the practice, 4) students
(B) PjBL Model (A1) PjBL Model (A2)
can learn from other learning contents;video,books or website [6].
The learning model that is based the project is the learning model High (B 1 ) N = 10 N = 10
that focuses the learning centered to the students in the project [7]. ∑X = 892 ∑X = 832
Therefore, the students work independently to build their own ∑X2 =79888 ∑X2 = 69728
learning and achieve the realistic result that is produced by the s = 5,978 s = 7,495
students. N = 10 N = 10
∑X = 760 ∑X = 800
The project base learning is a strategy that empower the students Low (B 2 ) ∑X2 = 760 ∑X2 = 64448
to get new knowledge through other activities or projects which s = 7,543 s = 7,055
have been done.The project base learning has some characteristics, N = 20 N = 20
there are guiding the students to investigate important ideas with ∑X = 1652 ∑X = 1632
investigation process based on the students’ needs, and the final Total ∑X2 = 138160 ∑X2 = 134176
result from the project is individual or group work. From the s = 9,472 s = 7,272
activities involve the way of creative thinking, critical thinking, All the data in the research distributes normally and have
opinion skill, designing skill until making conclusion [8]. homogeneous variants. ANOVA is used for testing hypothesis in
According to Shih, combining model flipped classroom with this research.
online project based learning in marketing course, the students The first hypothesis test concluded that there is no difference
learn independently through online learning material and while between student achievement in experimental groups that are
learning in the class, they discuss about the project and given flipped classroom-project based learning model with control
presentation [9]. Based on the analysis can be concluded that by groups that are given conventional-project based learning model.
combining model flipped classroom with online project based From this research, flipped classroom model for chemical bonding
learning can improve learning effectiveness, interest and can be accepted by the students, because they feel assisted by
motivation. The model of flipped classroom-project based video that has been given by teachers. They can replay it
learning can improves the skill of solving problem, trains critical whenever they need it. The project in learning process also can
thinking, interaction with other students and support them to solve assist students to understand about chemical bonding, for example
the project together. The students who learn independently are the project of making molecule form to make students more
meant they have learning freedom without attending the learning understand to symmetrical molecule form and not symmetrical,
which is given by the teachers in the class, they can learn main polarity test equipment to understand polarity of compound.
material by reading the module or seeing and accessing
video/program e-learning [10]. Learning independence is formed Combining flipped classroom with project based learning can
if someone makes initiative independently to recognize learning improve the students’ knowledge about chemical bonding. The
needs, formulate learning purposes, identify needed material for students who are given learning by flipped classroom-project
studying and evaluate the result of learning process [11]. The aim based learning model show the improvement learning quality. The
in this research to determine the effect of learning model Flipped students more active during learning process, high initiative and
Classroom-PjBL and learning independence to the student’s can solve the project/the tasks that are given by teachers well and
achievement at the tenth grade students of Santa Ursula senior punctually. But student achievement has not shown the significant
high school. change if compared with control group that is given conventional-
project based learning model even though the average students
2. RESEARCH METHODOLOGY achievement in the flipped classroom is around 82,60 higher than
The method that is used in this research is quasi experiment with the average student achievement in control group is around 81,0.
ANOVA design treatment by level 2x2. Dependent variable is the It is in accordance with the research that is done by Clark which
student achievement and independent variables are learning model shows that there is improvement understanding on mathematics
and learning independence. The research place is SMA (senior uses flipped classroom, but there is no significant change to the
High School) Santa Ursula with the tenth grade students as academic grade between flipped classroom models with
samples. The students as a control group is given conventional- conventional [13].
project based learning learning model and experiment group is
It has same opinion with the research by Enfield, that the students
given flipped classroom-project based learning model. The data in
in the flipped classroom model, can be active in group activity by
this research is taken using questionnaire and achievement test.
understanding the concept, cooperation in solving the given
The questionnaire is used to get the data of learning independence.
project by the teachers [14]. Therefore, the project that is given to
The achievement test is used to get the data of student
the students can improve their activeness and assist them in
achievement on chemical bonding. The instrument of learning
understanding the concept chemical bonding so it can be expected
independence is adapted from Williamson and is validated with
the students achievement will improve. Another factor are not all
formulation product moment and reliability test by using
the students watch the video well, it is caused while studying at
formulation alpha Cronbach [12]. Hypothesis test used ANOVA
home they feel not concentrated well (for example by seeing the
with design treatment by level 2x2 and interaction test used Tukey
video while sleeping) or the connection internet at home is not
test.
available, so they feel unready for the next face to face activity.
3. RESULT AND DISCUSSION Besides that, by learning from the video, students can not propose
Here is the result of data research before it is processed by the questions directly if they find material that cannot be
ANOVA 2 ways which is presented in the following Table 1. understood. It is different from conventional model, students can

23
directly ask in the class on that day when they do not understand Kim states that with flipped classroom model can improve
the material. It is same with Milman opinion that flipped students learning independence because they are not given
classroom model also has the limitation, such as the students can directly by the teachers but they follow collaborative learning,
not propose questions to the teachers if they watch the bad quality discussion, project finishing [16]. Therefore, the students who
of video [6]. Therefore, for the success implication flipped have high independence learning can be taught by using flipped
classroom-project based learning model that is used in the classroom model because they will prepare themselves to learn
learning process, teachers should well prepared the content of independently from good resource, internet or books. So during
video so the students can understand easier. And the project the learning process in the class, they have readiness and
should match with the material that they learned, so it assists the confident while answering the questions from the teacher or while
students to improve their understanding. presenting the result of group learning.
The second hypothesis test is the interaction between learning Students with high independence and given flipped classroom-
model with learning independence to the student achievement on project based learning model have higher achievement than they
chemical bonding. The result shows there is interaction between are given conventional-project based learning model. Therefore,
learning model and learning independence to student achievement the implication of flipped classroom model that use project based
on chemical bonding. approach is needed high learning independence. The
independence means that the students have the interest to learn,
the purpose after learning process, high initiative, not easy to be
Table 2. ANOVA Table affected by others, be responsible with their tasks so they can
Source Df SS MS F Sig. prepare themselves before the learning process in the class.
Enfield said that flipped classroom model can improve students
motivation in the class so they can improve the ability to solve
Learning Model (A) 1 10 10 0.20 0.656 problem independently [14]. They can interact in the class so it
can be formed independent learning for themselves. Therefore,
Learning 1 672 672 13.54 0.001
learning independence really supports the success from the
Independence (B)
implication of flipped classroom model and conventional model in
AB Interaction 1 250 250 5.04 0.031 the class with project based learning.
Between Groups 3 932 310 6.26 0.002 The students with low learning independence that are given
Within Groups 36 1787 49 flipped classroom-project based learning model have lower
achievement than the students that are given conventional-project
Total 39 272336 based learning model. They choose conventional learning model
with lectured method because they do not have to prepare
themselves by studying at home. It is based on the research that
Table 3. Learning Model * Learning Independence has been done by Rahman who concludes that student’s readiness
in learning model flipped classroom is really needed so the
Dependent Variable: Student achievement learning purpose can be achieved [5]. The readiness that is needed
in flipped classroom model is learning independently using the
95% Confidence
video or material that given by their teacher, this learning will
Interval affect student for their next class.
Learning Learning Std. Lower Upper Therefore, the learning process by using flipped classroom model
Model Independence Mean Error Bound Bound is needed high learning independence, because the students are
expected to study independently through video or learning sources
Flipped High 89.200 2.228 84.681 93.719 from internet and books without teacher’s guidance. In this case
Classroom- the teachers role as facilitator. Students who have low learning
PjBL Low 76.000 2.228 71.481 80.519 independence are more effective if they are given conventional-
project based learning model. Conventional model is the model
Conventional High 83.200 2.228 78.681 87.719 that teacher give guidance directly in the class and give homework
-PjBL for student to learn at their home.
Low 80.000 2.228 75.481 84.519
4. CONCLUSION
The conclusion of this research are: (1) there is no difference
between student achievement who are given flipped classroom-
The students with high independence who got flipped classroom project based learning model with the students who are given
model have responsible and disciplined so they are readier during conventional-project based learning model, (2) there is an
learning process. Marlowe said that flipped classroom model is interaction between learning model and learning independence to
one of the right method to create independent students [15]. With the students achievement on chemical bonding, (3) for the
learning readiness that is owned so the students can follow the students who have high learning independence and is taught with
learning, and can solve the tasks independently and in groups. flipped classroom-project based learning model have higher
Besides that, with the given project, can assist the students to achievement than they are taught conventional-project based
understand more the material concretely, gives the learning learning model, (4) The student achievement on chemical bonding
experience to the students and then improves the critical thinking shows that students who have low independent learning taught
skills and be creative to solve the problem. using flipped classroom-project based learning model are lower
than taught using conventional-project based learning model.

24
Flipped classroom-project based learning model can improve
student activeness in the class and they can be more creative and
initiative. The students with high learning independence can
dominate well the concept and the critical thinking skills and be
creative in solving problem or project finishing. Meanwhile the
student with low learning independence need more teacher’s
guidance in learning process.
5. ACKNOWLEDGMENTS
Our thanks to (1) LPPM Universitas Negeri Jakarta that has
provided research facilities, (2) Ministry of Research, Technology
and Higher Education of the Republic of Indonesia that provides
research grant.
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