Abstract
This study aimed to create and evaluate the effectiveness of a Flipped Classroom Strategy integrating STEM Approach (FCS-SA) module. The module was designed to enhance cognitive abilities, attitudes, and problem-solving skills among pre-service elementary teachers. The research methodology employed was Development Research, utilizing the 4-D development Module, which includes four stages: Define, Design, Develop, and Disseminate. In the limited trial, 55 students participated as respondents. For the field trial, the respondents comprised 106 students in the experimental group and 104 students in the control group. Both groups underwent learning processes using their respective intervention Modules. The research instruments included validation sheets, teacher practicality assessment sheets, student assessment sheets, cognitive tests, problem-solving ability tests, attitude questionnaires towards mathematics, and learning implementation observations. Seven hypotheses were tested in this study, with hypotheses 1, 2, and 3 analyzed using the the Wilcoxon Signed Rank Test. Hypotheses 4, 5, and 6 were examined using The Kruskal-Wallis test, while hypothesis 7 underwent MANOVA analysis. The validation results indicated that the FCS-SA Module was highly suitable for use. The trial results demonstrated that the developed FCS-SA Module was both practical and effective. The findings revealed that the FCS-SA Module effectively improved cognitive abilities, attitudes, and problem-solving skills simultaneously. Moreover, the FCS-SA Module significantly influenced each aspect (p