Integration of Problem-Based Learning, Flipped Classroom, And Do-It Model in Efforts to Develop Creative Thinking Capabilities of Junior High School Students

Abstract

Theconditionofsocietyintheeraoftheindustrialrevolution4.0isincreasinglysophisticated.Thiscondition,ontheonehand,makeshumanlifeeasier,butontheotherhand,itcausesmanyproblems.Theproblems thatarise areeven morecomplex. Solvingitrequirescreativity. Suchenvironmental conditions need each individual to have high adaptability and creativity. Aseducational institutions, schools are responsible for preparing their students to have theseabilities.Thelearningprocesscarriedoutinschoolsmustbeabletodevelopstudents'abilitiestoadapttoanenvironmentfulloftechnologyandhavetheabilitytosolveproblemsbycreatingthebestsolutions.Thelearningmodelthatintegratestheflippedclassroommodelwithproblem-based learning strengthened by the DO-IT model is believed to be able to conditionstudents' creative thinking skills. This study produces a problem-based flipped learning modelwith the syntax "Learn, Deepen, Apply, Reflect, and Evaluate." Based on this syntax, thismodel is called the Pedal Tere learning model. The model was developed using the Gall andBorgmodel.Aformativeevaluationwasdonetogetusers'input,followedbyrevisions.Basedon formative evaluation, the model was modified, concluding that the Pedal Tere learningmodelhas been completely developed