Effectiveness of Web-Based Flipped Classroom Reviewed from UnderstandingMathematics Concepts of Primary Teacher Education Students
Efektivitas Flipped Classroom Berbasis Web Ditinjau dari Pemahaman Konsep Matematika Mahasiswa Pendidikan Guru Sekolah Dasar
-
(1) Ida Ermiana Universitas Mataram
Indonesia
(2) Awal Nur Khalifatur Rosyidah Universitas Mataram
Indonesia
(3) * Asri Fauzi
Universitas Mataram
Indonesia
(4) Vivi Rachmatul Hidayati Universitas Mataram
Indonesia
(*) Corresponding Author
Abstract
This study aims to determine the effectiveness of the web-based Flipped Classroom model in terms of understanding the mathematical concepts of PGSD students. This type of research is a quasi-experimental quantitative research with one group pretest-posttest. This research was conducted on 2nd-semester PGSD students taking Mathematics Education courses. The population of this study was all 2nd-semester PGSD students and the sample of this study was taken randomly as many as 32 students. This research instrument uses a test for understanding mathematical concepts on geometry material with a total of 10 multiple-choice questions. The data analysis techniques in this study are the normality test as a prerequisite test, the Wilcoxon test to determine the difference between the average pretest and posttest, and the effect size test (Cohen's d) to conclude that the web-based flipped classroom model is effective or not on understanding mathematical concepts. The results of this study indicate that the normality test on the pretest data obtained data with a normal distribution, but on the posttest data the data was not normally distributed, so the Wilcoxon nonparametric test was used. Wilcoxon test results show the results of sig. <0.005, which means that there is a significant average difference between the pre-test and post-test scores. Then from the results of the Effect Size test, the results of 1.55 are included in the very large category.
References
Ardiana, N. A., Pardimin, P., & Wijayanto, Z. (2020). Eksperimentasi Model Pembelajaran Flipped Classroom Ditinjau dari Disposisi Matematis Siswa. UNION: Jurnal Ilmiah Pendidikan Matematika, 8(1), 97. https://doi.org/10.30738/union.v8i1.7612 DOI: https://doi.org/10.30738/union.v8i1.7612
Bergmann, J., & Sams, A. (2012). Flip your classroom: talk to every student in every class every day. In International Society for Technology in Education. Iste.
Cho, H. J., Zhao, K., Lee, C. R., Runshe, D., & Krousgrill, C. (2021). Active learning through flipped classroom in mechanical engineering: improving students’ perception of learning and performance. International Journal of STEM Education, 8(1), 1–13. https://doi.org/10.1186/s40594-021-00302-2 DOI: https://doi.org/10.1186/s40594-021-00302-2
Ermiana, I., Karma, I. N., & Affandi, L. H. (2020). The Effectiveness of Multimedia-Based Learning on Students’ Concept Understanding at Grade 4 Elementary School in Kediri District. ATLANTIS PRESS: Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS 2019), 465(Access 2019), 238–241. https://doi.org/10.2991/assehr.k.200827.060 DOI: https://doi.org/10.2991/assehr.k.200827.060
Fauzi, A., & Widjajanti, D. B. (2018). Self-regulated learning: The effect on student’s mathematics achievement. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012139 DOI: https://doi.org/10.1088/1742-6596/1097/1/012139
Fedistia, R., & Musdi, E. (2020). Efektivitas Perangkat Pembelajaran Berbasis Flipped Classroom untuk Meningkatkan Kemampuan Penalaran Matematis Peserta Didik. Jurnal Didaktik Matematika, 7(1), 45–59. https://doi.org/10.24815/jdm.v7i1.14371 DOI: https://doi.org/10.24815/jdm.v7i1.14371
Fung, C. H., Besser, M., & Poon, K. K. (2021). Systematic Literature Review of Flipped Classroom in Mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), 1–17. https://doi.org/10.29333/ejmste/10900 DOI: https://doi.org/10.29333/ejmste/10900
Hidayah, N., & Sumbawati, M. S. (2019). Efektivitas Model Pembelajaran Flipped Classroom terhadap Self Regulated Learning dan Hasil Belajar Siswa pada Mata Pelajaran Dasar Desain Grafis di SMK N 1 Surabaya. Jurnal IT-Edu, 04(01), 165–173.
Inayah, S., Septian, A., & Ramadhanty, C. L. (2021). The development of flipped classroom model learning device based on problem based learning to improve critival thinking ability and self-regulated learning. Icconects, 200–205.
Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. https://doi.org/10.1080/03075079.2011.598505 DOI: https://doi.org/10.1080/03075079.2011.598505
Kelley, K., & Preacher, K. J. (2012). On effect size. Psychological Methods, 17(2), 137–152. https://doi.org/10.1037/a0028086 DOI: https://doi.org/10.1037/a0028086
Maolidah, I. S., Ruhimat, T., & Dewi, L. (2017). Efektivitas Penerapan Model Pembelajaran Flipped CLASSROOM PADA PENINGKATAN KEMAMPUAN BERPIKIR KRITIS SISWA. Edutcehnologia, 3(2), 160–170.
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., Esserman, D. A., & Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236–243. https://doi.org/10.1097/ACM.0000000000000086 DOI: https://doi.org/10.1097/ACM.0000000000000086
Nkomo, L. M., Daniel, B. K., & Butson, R. J. (2021). Synthesis of student engagement with digital technologies: a systematic review of the literature. International Journal of Educational Technology in Higher Education, 18(1), 1–26. https://doi.org/10.1186/s41239-021-00270-1
Oktarina, R., Ambiyar, & Fhadillah. (2020). Efektivitas Komunikasi Dua Arah Pada Blended Learning Berorientasi Flipped Classroom Pada Masa New Normal Covid 19. Media Bahasa, Sastra, Dan Budaya Wahana, 26(2013), 483–492. https://journal.unpak.ac.id/index.php/wahana/article/view/2771
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). International Journal of Information Management Online learning : Adoption , continuance , and learning outcome — A review of literature. International Journal of Information Management, 43(2018), 1–14. https://www.sciencedirect.com/science/article/pii/S0268401216304662?via%3Dihub%0Ahttps://doi.org/10.1016/j.ijinfomgt.2018.05.005 DOI: https://doi.org/10.1016/j.ijinfomgt.2018.05.005
Rahmatih, A. N., Fauzi, A., & Ermiana, I. (2020). Hubungan Motivasi dan Kemandirian Belajar Mahasiswa Calon Guru Sekolah Dasar. Wahana Sekolah Dasar, 28(2), 76–83. https://doi.org/10.17977/um035v28i22020p076 DOI: https://doi.org/10.17977/um035v28i22020p076
Rokhmania, F. T., & Kustijono, R. (2017). Efektivitas penggunaan E-Modul berbasis flipped classroom untuk melatih keterampilan berpikir kritis. Seminar Nasional Fisika, November, 91–96.
Rosenthal, R. (1994). Parametric measures of effect size. In The handbook of research synthesis (pp. 231–244). Russell Sage Foundation.
Sanjaya, W. (2009). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Kencana.
Saputra, M. E. A., & Mujib, M. (2018). Efektivitas Model Flipped Classroom Menggunakan Video Pembelajaran Matematika terhadap Pemahaman Konsep. Desimal: Jurnal Matematika, 1(2), 173. https://doi.org/10.24042/djm.v1i2.2389 DOI: https://doi.org/10.24042/djm.v1i2.2389
Sawilowsky, S. S. (2009). New Effect Size Rules of Thumb. Journal of Modern Applied Statistical Methods, 8(2), 597–599. https://doi.org/10.22237/jmasm/1257035100 DOI: https://doi.org/10.22237/jmasm/1257035100
Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research. Work-Learning Research, August, 1–9.
Ulya, M. R., Isnarto, Rochmad, & Wardono. (2019). Efektivitas Pembelajaran Flipped Classroom dengan Pendekatan Matematika Realistik Indonesia terhadap Kemampuan Representasi Ditinjau dari Self-Efficacy. Jurnal PRISMA, 2, 116–123.
Unal, A., Unal, Z., & Bodur, Y. (2021). Using Flipped Classroom in Middle Schools: Teachers’ Perceptions. Journal of Research in Education, 30(2), 90–112.
Veres, S., & Muntean, A. D. (2021). THE FLIPPED CLASSROOM AS AN INSTRUCTIONAL MODEL. Romanian Review of Geographical Education, 10(1), 56–67. https://doi.org/10.1080/10511970.2015.1057786 DOI: https://doi.org/10.23741/RRGE120214
Xiao, N., Thor, D., & Zheng, M. (2021). Student preferences impact outcome of flipped classroom in dental education: Students favoring flipped classroom benefited more. Education Sciences, 11(4), 1–11. https://doi.org/10.3390/educsci11040150 DOI: https://doi.org/10.3390/educsci11040150
Yanah, P. A., Nyeneng, I. D. P., & Suana, W. (2018). Efektivitas Model Flipped Classroom pada Pembelajaran Fisika Ditinjau dari Self Efficacy dan Penguasaan Konsep Siswa. JIPFRI (Jurnal Inovasi Pendidikan Fisika Dan Riset Ilmiah), 2(2), 65–74. https://doi.org/10.30599/jipfri.v2i2.302 DOI: https://doi.org/10.30599/jipfri.v2i2.302
Yasar Kazu, İ., & Kurtoğlu, C. (2020). Research of Flipped Classroom based on Students’ Perceptions. Asian Journal of Education and Training, 6(3), 505–513. https://doi.org/10.20448/journal.522.2020.63.505.513 DOI: https://doi.org/10.20448/journal.522.2020.63.505.513
Zhang, F., & Feng, S. (2019). Teaching Application of Micro-lesson and Flipped Classroom. Education Quarterly Reviews, 2(3), 480–486. https://doi.org/10.31014/aior.1993.02.03.80 DOI: https://doi.org/10.31014/aior.1993.02.03.80
Copyright (c) 2021 Ida Ermiana, Awal Nur Khalifatur Rosyidah, Asri Fauzi, Vivi Rachmatul Hidayati
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
