Perbedaan Antara Model Flipped Classroom Dengan Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Pada Pembelajaran Ips Materi Keragaman Budaya

Abstract

Social Studies (IPS) education at the elementary level aims to foster critical thinking and problem-solving skills, yet traditional teaching methods often fall short in achieving these goals. This study compares the effectiveness of the Flipped Classroom and Problem-Based Learning (PBL) models in enhancing students’ problem-solving competencies, particularly in the context of cultural diversity. A quasi-experimental design, specifically the Nonequivalent Control Group Design, was employed, involving 4th-grade students divided into two groups: one taught via Flipped Classroom (using Google Sites for home-based learning) and the other via PBL. Data were collected through pre-tests and post-tests and analyzed using Independent Sample t-test in SPSS.Results indicated that both methods improved problem-solving skills, with post-test averages rising from 47.2 to 85.6 (Flipped Classroom) and 46.6 to 76.2 (PBL). Statistical analysis revealed a significant difference between the groups (p = 0.003 < 0.05), confirming the superiority of Flipped Classroom. The model’s flexibility in self-paced learning and structured in-class discussions enabled deeper engagement and collaboration, aligning with 21st- century educational demands. This study underscores the potential of Flipped Classroom as an innovative approach to cultivating problem-solving skills in culturally diverse settings. Educators are encouraged to integrate technology and student-centered strategies to create adaptive learning environments