Based on the preliminary study, it was revealed that students have less competence of critical thinking skills, creativity, and learning outcomes in clinical refraction courses. In 21st-century learning, students must master the critical thinking, communication, collaboration, and creativity (4Cs) skill as recommended. Because of this phenomenon, it is critical to implement the appropriate learning approach; one solution offered is CBI Flipped Learning Integrated Problem-Based and Case Method (PBL-cflip). This study aims at describing the effectiveness of the CBI Flipped Learning Integrated Problem Based and Case Method (PBL-cflip) in improving student learning outcomes in clinical refraction courses. This research was quantitative, which using a quasi-experimental method. There were 61 vocational education students who took the clinical refraction course who participated in this study. The results showed an increase in students’ critical thinking, collaboration, communication, and creativity skills, which helped them achieve the expected learning outcomes. It can be concluded that PBL-cflip is useful for students to understand and solve cases in clinical refraction courses and can create an interesting learning atmosphere according to student interests, students can be more enthusiastic to participate in learning. The novelty of this study depicts that problem-based CBI, which is implemented in a flipped, whereas previous studies have not focused on implementing problembased in a flipped manner. © 2023, International journal of online and biomedical engineering. All Rights Reserved.
Author Keywords
Index Keywords
