Flipperentiated Learning in Biology Class to Improve Cognitive Learning Outcomes, Problem-Solving Skill, and Motivation

The background of this research began with an apprehension the need for students’ learning in accordance their abilities relating to application a flipped classroom model Biology class XYZ Senior High School. Preliminary showed different needs individual students; thus, differentiated was required especially face-to-face meeting class. Differentiated aims facilitate students based on level readiness, style preference, and interest. This aimed at improving its impact cognitive outcomes, problem-solving skills development, motivation through classroom. method used Classroom Action Research. data were collected observation, interviews, questionnaires, evaluation assessment results rubrics marking schemes. All three variables are measured using separated from each other. These analyzed qualitatively given score quantitative values. In cycles action research, outcomes cognitively significant increase first cycle second cycle. From third cycle, there decrease but decline not significant. until it reached specified success indicator. did significantly tended be stable Attention-Relevance-Confident-Satisfaction (ARCS) had indicators study. conclusions indicated improvements skills, high average indicators, improvement outcomes.