Research on quantitative method for assessing students’ learning outcomes according to innovative instructional lesson plans with Flipped Classroom Approach (FCA) instructional model was developed on safety and chemistry laboratory skill issue for devoting perceptions of psychosocial characteristics of chemistry laboratory classroom of their learning outcomes to their satisfaction toward integrated science process skills were assessed with the 50-item Learning Achievement Measurement (LAM), the 20-item Questionnaire on Student Satisfaction (QSS), and the 29-item Scientific Process Skill Assessment (SPSA) to administer 36 secondary students at the 10th grade level. The 8-FCA instructional innovative lesson plans were responded with the efficiency of the processing performance and the performance results (E1/E2) indicated that evidence of 79.67/78.00. Students’ satisfaction of their learning design with the FCA in seven steps as Somewhat Satisfied Level with Likert’s scale, and non-fitted and non-significant to a data set in four scales for the QSS are performances. Scientific process skills and the criteria learning outcomes at 75% of the FCA instructional approach were significant at the 0.001 level for the SPSA on five Integrated Science Process Skills, differently. Students’ learning achievements of their post learning outcomes to their instructional design according to the FCA indicates that of the effective criteria as 75% were compared with the LAM, the result pieces of evidence of statistically significant at the level of 0.001, differently.
