Universal Journal of Educational Research 7(9A): 56-60, 2019 http://www.hrpub.org DOI: 10.13189/ujer.2019.071607 Implementation of Problem-based Learning – Flipped Classroom Model in Chemistry and Its Effect on Scientific Literacy Maria Paristiowati * , Ucu Cahyana, Bening Irsa Setara Bulan Department of Chemistry Education, State University of Jakarta, Indonesia Received July 9, 2019; Revised September 9, 2019; Accepted September 16, 2019 Copyright©2019 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract This study aims to determine the effect of the problem-based learning – flipped classroom model and critical-thinking skills toward students' scientific literacy on the topic of reaction rates. The implementation of the problem-based learning – flipped classroom model is considered appropriate for developing students' critical– thinking skills and scientific literacy. The learning time in the classroom becomes more effective and through a problem–solving process, the students can develop critical-thinking skills, and it is hoped that students' scientific literacy can also develop. This research used the true experiment method with two-way ANOVA research design (2x2 treatment by level design). Seventy two students at one of the senior high schools in Jakarta become samples. Data collection techniques in this study are through tests of critical-thinking skills and scientific literacy tests. The results showed that the model of problem-based learning-flipped classroom influenced student's scientific literacy on chemical reaction rate. Each model gives different effect towards the students’ scientific literacy, if it is applied to students who have different critical-thinking skills. The model of problem-based learning-flipped classroom is more effectively applied to the students who have high critical-thinking skills. Keywords Flipped Classroom, Problem–based Learning, Scientific Literacy 1. Introduction Along with the development of science and technology that grows fast in the 21st-century, it encourages education from other countries to develop a learning model that supports 21 st -century skills, such as critical thinking and problem solving, communication and collaboration, creativity and innovation, developing literacy of information technology and communication, ability to study contextual and then ability to literate information and media. Recently, learning model that supports 21st-century skills has already applied in learning activities in Indonesia. It can be seen from the use of some media based ICT, such as power point, flash player, learning video, website and others to support learning process. The approach orientating the problem can impact that promises to chemistry learning in developing ability of high thinking, such as the critical-thinking skills that are followed by the development of students’ scientific literacy (Marks & Eilks, 2009). The development of critical-thinking skills is also expected to improve students’ scientific literacy. PISA 2015 expressed that scientific literacy is the ability to be involved inside the problems that concern science and scientific ideas, as a reflective society. Through scientific literacy, students can deeply understand about science and technology so that it can contribute to the environment. Scientific literacy also can be the bridge for the students to give the solution for the problems that happened in the environment, especially the problems that were concerned with science and technology so it can make them adapted well in the environment and then compete in the real world. The flipped classroom model can be one of the learning models that are effective for chemistry learning in the class. It is learning activity that traditionally can be conducted in the class, now it can be conducted outside the class. Information delivery can be conducted by using media online, such as learning video (Lage, Platt, & Treglia, 2000). Next during the class, it will be conducted feedback activity, such as discussion, problem solving or tests (Osman, Jamaludin, & Mokhtar, 2014). The flipped classroom learning model can be supported by another learning model like problem-based learning that gives