Contribution of the Collaborative Project-Based Flipped Classroom Learning Model to Improve Collaboration Skills and Student Learning Outcomes in the Fifth Grade Science Subject at SDN 2 Wosu

Abstract

This study aims to analyze the contribution of the collaborative project-based flipped classroom learning model in improving the collaboration skills and learning outcomes of Grade V students in the Natural and Social Sciences (IPAS) subject at SDN 2 Wosu. This learning model integrates technology-based independent learning with active collaborative learning in the classroom. The method used in this study is a descriptive qualitative approach, employing data collection techniques that include observation, interviews, questionnaires, documentation, and learning outcome tests. The results of the study indicate that implementing a collaborative project-based flipped classroom can encourage students to be more active in discussions, increase group interaction, and foster shared responsibility in completing project tasks. The increase in student learning outcomes is also seen significantly from the pretest to post-test scores. Thus, this model can be an innovative alternative in IPAS learning that not only focuses on mastering the material but also on developing students' social and critical thinking skills.