Flipped classroom analysis in science online learning based on literature review in improving to improve collaborative problem solving (CPS)

Rina Rahayu, Riva Ismawati, Winarto Winarto

Abstract


This study aims to analyze flipped classrooms in online learning in improving to improve Collaborative Problem Solving (CPS) skills. The application of the Flipped Classroom strategy can provide a number of advantages for teachers and students. Where it is very helpful in online learning. CPS skills include 21st century skills that are influential in the field of life. CPS is complex in nature involving cognitive and social abilities. The benefits expected from this research are to become an alternative teaching and learning activity during online learning. This research method is a literature review through a literature study with a qualitative approach. The data obtained is identified and analyzed to become a meaningful knowledge. The results of the study show that the role of technology in flipped classroom learning provides an overview of the quality of learning using technology. Flipped classrooms provide opportunities for collaboration and interaction that are beneficial in mastering collaborative problem solving skills. The conclusion in this study is that flipped classrooms in online learning can improve students' collaborative problem solving skills.


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DOI: http://dx.doi.org/10.21043/thabiea.v7i1.20351

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