Flipped learning models and students’ scientific literacy on physics achievement test

Abstract

This study aimed to determine the influence of flipped learning models and scientific literacy on students’ achievement test. The study used a quasi-experimental research method with two-way analysis of variance (ANOVA). The subjects of this study were Grade 10 high school physics students. The samples were two experimental groups where one group used inquiry flipped learning approach and the other group used mastery flipped learning. Both groups were given a scientific literacy test to separate students into two categories, which were students who had high scientific literacy and students who had low scientific literacy. The research showed that physics achievement test for students who learned by using inquiry flipped learning was similar than those who learned by using mastery flipped learning. Also, the achievement test for students who had high scientific literacy was greater than students who had low scientific literacy. The results of the research test indicated that there is a significant difference in achievement test between students who had high scientific literacy and students who had low scientific literacy.