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IJIET 2023 Vol.13(12): 2014-2022
doi: 10.18178/ijiet.2023.13.12.2016

The Effect of Flipped Classroom Learning Model on Students’ Understanding of Mathematical Concepts and Higher-Order Thinking Skills

Diana*, Herman Dwi Surjono, and Ali Mahmudi

Manuscript received March 30, 2023; revised April 24, 2023; accepted May 29, 2023.

Abstract—Students are required to understand mathematical concepts and higher-order thinking skills as essential mathematic skills in the 21st century. However, empirical evidence found that these two skills were unsatisfactory and still need to be improved. This study develops a flipped classroom learning model by integrating the process of mathematical modeling as a learning stage to support junior high school student’s understanding of mathematical concepts and higher-order thinking skills. Besides being designed for online mathematics learning, this model also support face-to-face classroom learning by solving real-life problems using mathematical modeling activities. The research design used a quasi-experimental non-equivalent control group design. The research was conducted in the second semester of the 2021–2022 academic year involving 128 eighth-grade (junior high school) students in Yogyakarta, Indonesia. Students’ understanding of mathematical concept and higher-order thinking skills were tested through pre-test and post-test. The results showed that the student’s ability to understand mathematical concepts and higher-order thinking skills in the experimental group differed significantly from that of the control group. Thus, the flipped classroom learning model could more effectively increase junior high school students’ understanding of mathematical concepts and higher-order thinking skills compared to conventional learning. Other findings state that the flipped classroom learning model could support students’ problem-solving abilities and increase student collaboration in learning mathematics.

Index Terms—Flipped classroom, mathematical modeling, understanding of mathematical concepts, higher-order thinking skills

Diana is with the Graduate School of Yogyakarta State University, Yogyakarta, Indonesia.
Herman Dwi Surjono is with the Department of Information Technology Education, College of Engineering, Yogyakarta State University, Yogyakarta, Indonesia. E-mail: hermansurjono@uny.ac.id (H.D.S.)
Ali Mahmudi is with the Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, Yogyakarta State University, Yogyakarta, Indonesia. E-mail: alimahmudi@uny.ac.id (A.M.)
*Correspondence: diana.2019@student.uny.ac.id (D.)

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Cite: Diana*, Herman Dwi Surjono, and Ali Mahmudi, "The Effect of Flipped Classroom Learning Model on Students’ Understanding of Mathematical Concepts and Higher-Order Thinking Skills," International Journal of Information and Education Technology vol. 13, no. 12, pp. 2014-2022, 2023.

Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Dr. Steve Thatcher
  • Managing Editor: Ms. Nancy Y. Liu
  • Abstracting/ Indexing: Scopus (CiteScore 2022: 2.0), INSPEC (IET), UGC-CARE List (India), CNKI, EBSCO, Google Scholar
  • E-mail: ijiet@ejournal.net

 

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