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Problem solving is one of 21st century skills should be pertained by young generation. The research aims to profile the problem based learning (PBL) implementation on climate change in one of secondary school at rural area in Indonesia. The increase of concept mastery and problem solving skills after the learning were also investigated. The research methods used was quasi-experimental with nonrandomized static group pretest posttest design. The experimental class consist of 40 students at 7th grade, learned science with problem based learning, meanwhile the control class with the same number of student used cooperative learning with team’s game tournament (CLTGT). The increase of concept mastery and problem solving skills were measured, using multiple choice with reason test. The research shows that PBL provide the better opportunity to enhance problem solving skills. The CL-TGT provides the largest portion for the preparation of mastery of concepts for the needs of playing games. Flipped learning (PBL and CL-TGT) is recommended to maximized problem solving skills as well as concept mastery.

Problem-Based Learning on Climate Change Theme: Concept Mastery Profile and Problem Solving Skills of Secondary Students