The Effect of Flipped Classroom and Problem Based Learning Strategies in High School Chemistry Education

Thermochemistry and Reaction Rate are the subjects with the lowest achievement level at the National Exam (UN) in 2016. Thermochemistry and Reaction Rate are subjects that require algorithmic abilities in addition to factual and conceptual knowledge. The purpose of this research is to know the influence of learning strategies of flipped classroom and problem-based learning on Thermochemical and Reaction Rate learning results. This research uses quantitative approach using experimental method with 3x2 treatment by level design, chemistry learning results as dependent variable, learning strategy as independent variable, self learning as moderate variable. Before further testing the variable with ANAVA two way, they first get tested with normality and homogeneity test to research data. The result of this study can be seen that the strategy of flipped classroom, problem-based learning, and expository influence student’s chemical learning results. Achievement of learning results with flipped classroom learning strategy is higher than the problem-based learning and expository strategies. There is a significant interaction between the learning strategy and the student’s self learning on the use of problem-based learning and expository strategies.