Video-Based Learning, Flipped Classroom, and Motivation to Improve Problem-Solving Life Skills of Students with Disabilities in Inclusive Schools

Abstract

The 21st century requires individuals to have essential life skills, especially contextual problem-solving skills for independent living. However, students with disabilities often face obstacles in developing these skills due to the limited availability of engaging, technology-based learning strategies. This study aims to analyze the effectiveness of combining video-based learning and the flipped classroom approach in improving students' problem-solving life skills in inclusive schools in Indonesia. The study used a quasi-experimental 2×2 factorial design and a pretest–posttest non-equivalent control group model, involving 68 high school students. Data were collected using life skills and learning motivation scales and then analyzed using two-way ANOVA at a 5% significance level. The results showed significant effects of learning strategies, motivation, and their interaction on problem-solving skills. Students who participated in video-based learning with a flipped classroom approach showed a greater increase in problem-solving skills than those who did not. These findings indicate that integrating video-based learning and the flipped classroom effectively improves problem-solving life skills and fosters a more interactive, student-centered, and inclusive learning environment.