The Design and Development of a Constructivist Flipped Classroom Learning Instructional to Enhance Problem-solving Skills for Undergraduate Students

Abstract

This research aimed to design and develop instructional management using a flipped classroom based on intellectual creativity to promote problem-solving skills for undergraduate students. and to study the problem-solving thinking skills of learners receiving inverted classroom instruction. The target groups used in this research were: (1) 9 specialists checking, content experts, checking the quality of teaching and learning design for inverted classrooms media and learning management design in a flipped classroom style, 3 persons per side. (2) 28 second-year students in the Faculty of Education, Northeastern University. This research uses a developmental research model. There are 3 steps in the process, namely the design process. development stage and evaluation process Data were analyzed using descriptive statistics such as percentage, mean, and standard deviation. and the one-group t-test statistic against the criterion. together with summaries and interpretations

          The results of the research revealed that (1) the instructional management in the classroom was reversed according to the concept of intellectual creativity to promote problem-solving skills. It consists of a learning management process in the classroom. and outside the classroom (2) problem-solving skills of learners who were taught in the inverted classroom style were higher than the specified criteria. Statistically significant at the .50 level.