Developing Complex Problem-Solving Skills Among Physical Chemistry Students by Implementing Flipped Classroom Module

The transition from high school to a university program is a different environment with its demands, expectations, and challenges. The relationship between teacher and student improves the performance and quality of teaching but also the quality for those who follow lectures online. Flipped learning combines traditional face-to-face teaching techniques with online learning. A different approach is presented with an innovative technological environment to allow flipped classrooms by distributing videos, quizzes, and documents online before the lecture begins to solve complex problems. This study has been designed, implemented, and analyzed with the help of innovative information communication technology tools in solving complex problems related to electrochemistry among physical chemistry students. It employs the goal orientation which improves instructional material and enhances students’ capacity to think critically, analyze the data, have in-depth learning, make difficult decisions, and solve complex engineering issues. Their performance is measured and studied using Microsoft Excel. The overall performance results showed that the flipped approach significantly had higher scores and grades in the May 2022 semester compared to the September 2021 semester without the incorporation of flipped learning.