Comparing Problem-Based Learning and Flipped Learning Methods in Enhancing Students' Academic Performance

Abstract

This article investigates and compares two contemporary teaching methods: Problem-Based Learning (PBL) and Flipped Learning (FL), focusing on their impact on students' academic performance. The study employs a descriptive analysis method, reviewing relevant literature to evaluate the strengths and weaknesses of each approach. PBL emphasizes critical thinking and analytical skills by engaging students with real-world problems, thereby enhancing their problem-solving abilities and deepening conceptual understanding. FL, on the other hand, reverses traditional teaching roles, enabling students to learn independently outside the classroom and use class time for practical activities and discussions. The findings indicate that both methods have significant positive effects on student performance, but each has distinct advantages depending on the educational context. The study concludes that combining these two methods may yield the most effective results, particularly in subjects requiring both conceptual understanding and problem-solving skills, such as science education. Practical recommendations for implementing these methods and suggestions for future research are also provided.