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The 21st century learning demanded students to master the 4C competencies: critical thinking and problem-solving, communication, collaboration, and creativity and innovation, with problem-solving skills significantly influencing students' cognitive learning outcomes. This study utilized the Flipped Classroom instructional model, assisted by the Khan Academy application, as a key factor in educational change. This research aimed to determine the effects related to the implementation of the Flipped Classroom instructional model with the assistance of the Khan Academy application on students' problem-solving abilities and cognitive learning outcomes. The research design employed was quasi-experimental with data collection through observation, interviews, tests, and documentation. The results obtained through Independent Sample t-Test in measuring problem-solving abilities indicated that the Sig. value (2-tailed) was 0.028 for the first indicator (understanding the problem); 0.028 for the second indicator (planning the solution); 0.000 for the third indicator (implementing the solution plan); and 0.001 for the last indicator (checking back). This meant that the results were < 0.05 for each indicator. Another result, namely the Analysis of Covariance (ANCOVA) for cognitive learning outcomes was 0.000. This result showed that the Sig. value was < 0.05. Both results indicated that there was an influence of implementing the Flipped Classroom instructional model with the assistance of the Khan Academy application on student’s problem-solving abilities and cognitive learning outcomes of class X students at SMAN 1 Kutorejo regarding the topic of viruses and their roles.

Provision of teaching materials in term of module can be an alternative to meet the learning needs of science. The study aimed at describing science module constructed based on Science, Technology, Engineering, Art and Mathematics (STEAM) equipped with valid and effective biotechnology games for learning science in junior high school. This Research and Development (R&D) was developed using the 4D model (Thiagarajan). This research was conducted at MTsN (State of Islamic Secondary School) 2 Jember, involved 30 IX graders. The design used was one group pretest-posttest design as the test of effectiveness. This study used STEAM-based science module equipped with biotechnology games, test, and validation sheets as research instruments. The validation results by experts were converted into categories. The effectivity test data was analyzed using N-gain and paired samples t-test. The average of validation results of material, media, and users was 87.17 (very valid). The effectivity test results showed the increase of students’ cognitive learning outcome [N-gain value = 0.72 (high category), t(29) = 9.030, p < 0.05]. Therefore, the module developed is valid and effective in improving the learning of biotechnology science which means that the use of this module is recommended to be implemented in biotechnology learning process.