TY - JOUR
AU - 
AB - International Journal of Education & Literacy Studies ISSN: 2202-9478 www.ijels.aiac.org.au Flipperentiated Learning in Biology Class to Improve Cognitive Learning Outcomes, Problem-Solving Skill, and Motivation 1 2 Khoe Yao Tung *, Alissa Graduate School of Education, Universitas Pelita Harapan, Karawaci, Tangerang, Indonesia Pelita Harapan School, Sentul, West Java, Indonesia Corresponding author: Khoe Yao Tung, E-mail: khoe.tung@lecturer.uph.edu ARTICLE INFO ABSTRACT Article history The background of this research began with an apprehension of the need for students’ learning in Received: October 27, 2019 accordance with their learning abilities relating to the application of a flipped classroom model in the Biology class of XYZ Senior High School. Preliminary research showed the different needs Accepted: January 24, 2021 of individual students; thus, differentiated learning was required especially in the face-to-face Published: January 31, 2021 meeting in class. Differentiated learning aims to facilitate the different needs of the students Volume: 9 Issue: 1 based on the level of readiness, learning style preference, and interest. This research aimed at improving the students’ learning and its impact on students’ cognitive learning outcomes, Conflicts of interest: None problem-solving skills development, and learning motivation through the differentiated flipped Funding: None classroom. The method used in this research was Classroom 
TI - Flipperentiated Learning in Biology Class to Improve Cognitive Learning Outcomes, Problem-Solving Skill, and Motivation
JF - International Journal of Education and Literacy Studies
DO - 10.7575/aiac.ijels.v.9n.1p.183
DA - 2021-01-31
UR - https://www.deepdyve.com/lp/unpaywall/flipperentiated-learning-in-biology-class-to-improve-cognitive-g5BEQbFs6E
DP - DeepDyve
ER -