Ulya Ghifrani Rahmania, Sabar Nurohman
Class conditioning is essential in forming the abilities or skills that will be achieved. One of the abilities that needs to be sharpened in the 21 st century is literacy skills. This research aims to find out whether the formation of active classes through the flipped Classroom in science learning can affect improving students' literacy skills. Electronic modules will be provided at the initial stage, and inquiry-based electronic student worksheet will be provided to guide activities in the second stage. Descriptive quantitative methods will be used with a pre-experimental design. The sample used was 31 students at the junior high school level. The data collection technique was carried out quantitatively with a one-group pretest-posttest design. Data analysis used the Wilcoxon two-related sample test. The results obtained showed an increase in students' literacy skills after being given treatment. Significance can be seen from the large effect size of 0.56604. The effect size value states that active learning through the flipped Classroom in science learning can effectively improve students' literacy skills in the high category. © 2024 IEEE.
Yogyakarta State University, Science Education Department, Yogyakarta, Indonesia
