Meta-Analysis of Flipped Classroom on Students' Mathematics Abilities: Effectiveness and Heterogeneity Analysis
DOI:
https://doi.org/10.21009/jtp.v25i2.27433Keywords:
mathematical ability, flipped classroom, meta-analysis, heterogeneityAbstract
Despite numerous studies investigating whether the Flipped Classroom method is more effective in enhancing students' mathematical abilities compared to conventional teaching methods, previous research has shown inconsistent results. This study aims to examine the effectiveness of the Flipped Classroom method on students' mathematical abilities compared to conventional methods and to investigate the factors that can influence the effectiveness of using the Flipped Classroom method on students' mathematical abilities. The research design used in this study is a meta-analysis, analyzing 42 effect sizes from 31 primary studies that meet inclusion criteria. The results of the analysis, using a random-effects approach, yielded a combined effect size of (g = 1.05; p < 0.01). It can be concluded that the use of the Flipped Classroom method significantly contributes to students' mathematical abilities and is more effective compared to conventional teaching methods. Furthermore, the analysis of heterogeneity found that the effectiveness of using the flipped classroom method on mathematical abilities is influenced by moderator variables such as the type of measured abilities, platform, type of experimental group, country, and publication type. However, it was not influenced by variables such as educational level and publication year. The findings of this meta-analysis provide more accurate results regarding the inconsistent effect size variations and enrich the knowledge insights about the effectiveness of using the Flipped Classroom method in enhancing students' mathematical abilities.
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Elian, S. A., & Hamaidi, D. A. (2018). The Effect of Using Flipped Classroom Strategy on the Academic Achievement of Fourth Grade Students in Jordan. International Journal of Emerging Technologies in Learning (iJET), 13(2), pp. 110-125. https://doi.org/10.3991/ijet.v13i02.7816
Esperanza, P., Fabian, K., & Toto, C. (2016). Flipped classroom model: effects on performance, attitudes and perceptions in high school algebra. In Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings 11 (pp. 85-97). Springer International Publishing. https://doi.org/10.1007/978-3-319-45153-4_7
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Ishartono, N., Nurcahyo, A., Waluyo, M., Prayitno, H. J., & Hanifah, M. (2022). Integrating Geogebra into the Flipped Learning Approach to Improve Students' Self-Regulated Learning during the COVID-19 Pandemic. Journal on Mathematics Education, 13(1), 69-86. http://doi.org/10.22342/jme.v13i1.pp69-86
Jarrah, A. M., & Diab, K. (2019). The Effect of Flipped Classroom Model on Students’ Achievement in the New 2016 Scholastic Assessment Test Mathematics Skills. The Journal of Social Sciences Research, 5(3), 769-777. https://doi.org/10.32861/jssr.53.769.777
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Kamsurya, M. A., Wijaya, A., Ramadhani, R., & Hukom, J. (2022). The Effect of Self-Efficacy on Students’ Mathematical Abilities: A Meta-Analysis Study. Jurnal Pendidikan Progresif, 12(2), 451-463. http://dx.doi.org/10.23960/jpp.v12.i2.202205
Kaput, J., Hegedus, S., & Lesh, R. (2020). Technology becoming infrastructural in mathematics education. In Foundations for the future in mathematics education (pp. 173-191). Routledge.
Khofifah, L., Supriadi, N., & Syazali, M. (2021). Model Flipped Classroom dan Discovery Learning terhadap Kemampuan Pemahaman Konsep dan Pemecahan Masalah Matematis. Prisma, 10(1), 17. https://doi.org/10.35194/jp.v10i1.1098
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2023-08-30
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Endang Sulistyowati, Hukom, J., & Ali Muhtadi. (2023). Meta-Analysis of Flipped Classroom on Students’ Mathematics Abilities: Effectiveness and Heterogeneity Analysis. JTP - Jurnal Teknologi Pendidikan, 25(2), 140–159. https://doi.org/10.21009/jtp.v25i2.27433
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