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This research studies A) the flipped classroom approach with case study to enhance students’ Collabolative Problem Solving (CPS) competency and B) the results of employing the studied approach to the students’ CPS competency in the topic of Stoichiometry. The research methodology was classroom action research. The participants were 28 students of 10th grade with purposive sampling. All data was collected by lesson plans included activity sheets, reflective learning management form, CPS behavior observation forms, and CPS test. Qualitative data analysis methods was employed by content analysis and the reliability was verified by triangulation method. The study shows that A) the approach using flipped-classroom with case study to improve students’ CPS competency should include five key steps for in-class activities: 1) Reviewing Problems: teacher presents a problem and ask students questions to ensure their understandings, and then encourage them to explore relevant knowledge around the problem, 2) Analyzing Problems: teacher encourages each group to identify specific problems to be solved, 3) Creating Solutions: each group find various solutions to the problem, listing their advantages, disadvantages and limitations, 4) Making Decisions: students in group justify their best solution considering the similarities and differences among the solutions and plan to take actions following the chosen solution, 5) Reflect on Results: each group presents the results, exchange ideas and suggestions to improve the solutions, and their teamwork, B) students mostly developed the CPS competency of establishing and maintaining group organization, establishing and maintaining shared understanding and selecting an appropriate action to solve the problem, respectively.
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