Improving Evaluation Skills Through Flipped-Problem-Based Learning With Digital Storytelling Task: A Systematic Review

Abstract

Evaluation skills can assist students in effectively dealing with social, scientific, and practical problems. This study aims to review whether the Flipped-Problem Based Learning model with Digital Storytelling Task can improve evaluation skills. This research is a systematic review with the PRISMA method. Twenty-three articles were selected based on the inclusion criteria such as articles included in journals in the field of education and science for further analysis. The results of this study showed that the Flipped-Problem Based Learning with digital storytelling task can improve students’ evaluation skills which have the sub-skills of assess claims and assess arguments. This study concluded that the Flipped-Problem Based Learning model with Digital Storytelling Task can improve evaluation skills. This is because the syntax of Flipped-Problem Based Learning model and the step to create a Digital Storytelling are integrated to the indicators of evaluation skills.