Meta-Analysis of The Effectiveness of The Flipped Classroom Model On Students' HOTS in Mathematics
DOI:
https://doi.org/10.21009/jtp.v25i3.45848Keywords:
Flipped Classroom, HOTS, Mathematics, Meta-Analysis, Effect SizeAbstract
The use of the Flipped Classroom (FC) Model has become a global phenomenon in the last decade, and has had a significant impact on mathematics learning objectives. Nevertheless, the scientific literature shows inconsistent results in testing the underlying theoretical assumptions in this model. This meta-analysis study collected analyses of 42 effect sizes from 31 journal articles and international proceedings between 2014 and 2024. The Comprehensive Meta-Analysis (CMA) program was used as a calculation tool, with the Hedges coefficient used to calculate the effect size at a 95% confidence level. The results of analysis using the random-effect estimation model show that the overall effect size is 1.06 (large effect category). This shows that the use of the FC model has a relatively high positive influence on High Order Thinking Skills (HOTS) mathematics when compared to the conventional model. In addition, analysis of research characteristics shows that the effectiveness of using the FC model can be increased by considering factors such as the type of platform used, the type of FC model applied, educational level, and the capacity of the experimental class. These findings provide valuable guidance for educators in the future use of the FC model, particularly in developing students' mathematics HOTS.
Keywords: Flipped Classroom; HOTS, Mathematics; Meta-Analysis; Effect Size
References
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Arlinwibowo, J., Retnawati, H., & Kartowagiran, B. (2022). The impact of ICT utilization to improve the learning outcome: A meta-analysis. International Journal of Evaluation and Research in Education (IJERE), 11(2), 522–531.
Azid, N., Ali, R. M., El Khuluqo, I., Purwanto, S. E., & Susanti, E. N. (2022). Higher Order Thinking Skills, School-Based Assessment and Students' Mathematics Achievement: Understanding Teachers' Thoughts. International Journal of Evaluation and Research in Education, 11(1), 290-302.
Borenstein, M., Hedges, L. V, Higgins, J. P. T., & Rothstein, H. R. (2021). Introduction to meta-analysis. John Wiley & Sons.
Casem, R. Q. (2016). Effects of flipped instruction on the performance and attitude of high school students in mathematics. European Journal of STEM Education, 1(2), 37–44. https://doi.org/10.20897/lectito.201620
Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis. Educational Technology Research and Development, 67(4), 793–824. https://doi.org/10.1007/s11423-018-9633-7
Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. https://doi.org/10.1016/j.edurev.2013.01.001
Cobena, D. Y., & Surjono, H. D. (2022). Implementation of Flipped Classroom Model in Vocational High School: A Systematic Literature Review. JTP - Jurnal Teknologi Pendidikan, 24(1), 79-92.
Coe, R. (2002). It’s the effect size, stupid: What effect size is and why its important. Annual Conference of the British Educational Research Association, Exeter: Devon. Education-Line, 18.
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. routledge.
Conklin W. (2012). Higher order thinking skills to develop 21st century learners. California: Shell Education Publishing.
Demitriadou, E., Stavroulia, K.-E., & Lanitis, A. (2020). Comparative evaluation of virtual and augmented reality for teaching mathematics in primary education. Education and Information Technologies, 25(1), 381–401.
Esperanza, P., Fabian, K., & Toto, C. (2016). Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra (pp. 85–97). https://doi.org/10.1007/978-3-319-45153-4_7
Güler, M., Kokoç, M., & Önder Bütüner, S. (2023). Does a flipped classroom model work in mathematics education? A meta-analysis. Education and Information Technologies, 28(1), 57–79. https://doi.org/10.1007/s10639-022-11143-z
Hanifah, M., Ishartono, N., Halili, S. H. B., & Razak, R. B. A. (2023). Improving secondary school student’s mathematics critical thinking in geometry transformation through GeoGebra-Based flipped learning: An experimental study. 020024. https://doi.org/10.1063/5.0141401
Herzog, M., & Casale, G. (2022). The Effects of a Computer-Based Mathematics Intervention in Primary School Students with and Without Emotional and Behavioral Difficulties. International Electronic Journal of Elementary Education, 14(3), 303–317. https://doi.org/10.26822/iejee.2022.246
Jarrah, A. M., & Diab, K. M. A. B. M. (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, 53, 769–777. https://doi.org/10.32861/jssr.53.769.777
Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active Learning Augmented Reality for STEAM Education—A Case Study. Education Sciences, 10(8), 198. https://doi.org/10.3390/educsci10080198
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.
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.
Lepper, M. R., & Malone, T. W. (2021). Intrinsic motivation and instructional effectiveness in computer-based education. In Aptitude, learning, and instruction (pp. 255–286). Routledge.
Lin, Y.-T. (2019). Impacts of a flipped classroom with a smart learning diagnosis system on students’ learning performance, perception, and problem solving ability in a software engineering course. Computers in Human Behavior, 95, 187–196. https://doi.org/10.1016/j.chb.2018.11.036
Lo, C. K., & Hew, K. F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464–481. https://doi.org/10.1080/10494820.2018.1541910
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50–73. https://doi.org/10.1016/j.edurev.2017.08.002
Martaputri, N. A., Muhtadi, A., Hukom, J., & Samal, D. (2021). The Correlation between Emotional Intelligence and Academic Achievement: A Meta Analysis Study. Jurnal Pendidikan Progresif, 11(3), 511-523.
Maryati, L., Rafli, Z., & Setiadi, S. (2022). Effect of Blended Learning in high school Japanese Language Learning outcomes. JTP-Jurnal Teknologi Pendidikan, 24(1), 105-119.
Mawardi, D. N., Budiningsih, C. A., & Sugiman. (2023). Blended Learning Effect on Mathematical Skills: A Meta-Analysis Study. Ingénierie Des Systèmes d Information, 28(1), 197–204. https://doi.org/10.18280/isi.280122
Muhtadi, A., Pujiriyanto., Syafruddin, K., Hukom, J., & Samal, D. (2022). A meta-analysis: Emotional intelligence and its effect on mathematics achievement. International Journal of Instruction, 15(4), 745-762.
Muhtadi, A., Assagaf, G & Hukom, J. (2022). Self-efficacy and students’ mathematics learning ability in Indonesia: A meta analysis study. International Journal of Instruction, 15(3), 1131-1146.
Mullen, B., Muellerleile, P., & Bryant, B. (2001). Cumulative metaanalysis: A consideration of indicators of sufficiency and stability. Personality and Social Psychology Bulletin, 27(11), 1450–1462.
Mulyono, D., & Hidayati, A. N. (2020). Peningkatan Hasil Belajar Mata Kuliah Media Pembelajaran Matematika Melalui Flipped Clasroom Berbantuan Schoology. JTP-Jurnal Teknologi Pendidikan, 22(2), 88-95.
Panjaburee, P., Komalawardhana, N., & Ingkavara, T. (2022). Acceptance of personalized e-learning systems: a case study of concept-effect relationship approach on science, technology, and mathematics courses. Journal of Computers in Education, 9(4), 681–705.
Purnomo, B., Muhtadi, A., Ramadhani, R., Manaf, A., & Hukom, J. (2022). The Effect of Flipped Classroom Model on Mathematical Ability: A Meta Analysis Study. Jurnal Pendidikan Progresif, 12(3), 1201–1217. https://doi.org/10.23960/jpp.v12.i3.202216
Rahmawatiningrum, A., Kusmayadi, T. A., & Fitriana, L. (2019, October). Student’s ability in solving higher order thinking skills (HOTS) mathematics problem based on learning achievement. In Journal of Physics: Conference Series (Vol. 1318, No. 1, p. 012090). IOP Publishing.
Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The Effect of Flipped-Problem Based Learning Model Integrated With LMS-Google Classroom for Senior High School Students. Journal for the Education of Gifted Young Scientists, 7(2), 137–158. https://doi.org/10.17478/jegys.548350
Samritin, S., Susanto, A., Manaf, A., & Hukom, J. (2023). A meta-analysis study of the effect of the blended learning model on students’ mathematics learning achievement. Jurnal Elemen, 9(1), 15–30. https://doi.org/10.29408/jel.v9i1.6141
Setiawan, A. A., Muhtadi, A., & Hukom, J. (2022). Blended Learning and Student Mathematics Ability in Indonesia: A Meta-Analysis Study. International Journal of Instruction, 15(2), 905–916. https://doi.org/10.29333/iji.2022.15249a
Sıburıan, J., Corebıma, A. D., & Saptasarı, M. (2019). The correlation between critical and creative thinking skills on cognitive learning results. Eurasian Journal of Educational Research, 19(81), 99-114.
Sulistyowati, E., Hukom, J., & Muhtadi, A. (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
Susilawati, E., & Khaira, I. (2021). Higher order thinking skill (hots) dan model pembelajaran tpack serta penerapannya pada matakuliah strategi pembelajaran ppkn. Jurnal Teknologi Pendidikan (JTP), 14(2), 139-147.
Turgut, İ. G., & Turgut, S. (2018). The Effects of Visualization on Mathematics Achievement in Reference to Thesis Studies Conducted in Turkey: A Meta-Analysis. Universal Journal of Educational Research, 6(5), 1094–1106. https://doi.org/10.13189/ujer.2018.060531
Vitta, J. P., & Al-Hoorie, A. H. (2023). The flipped classroom in second language learning: A meta-analysis. Language Teaching Research, 27(5), 1268–1292. https://doi.org/10.1177/1362168820981403
Wagner, M., Gegenfurtner, A., & Urhahne, D. (2021). Effectiveness of the Flipped Classroom on Student Achievement in Secondary Education: A Meta-Analysis. Zeitschrift Für Pädagogische Psychologie, 35(1), 11–31. https://doi.org/10.1024/1010-0652/a000274
Wei, X., Cheng, I.-L., Chen, N.-S., Yang, X., Liu, Y., Dong, Y., Zhai, X., & Kinshuk. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68(3), 1461–1484. https://doi.org/10.1007/s11423-020-09752-x
Wicherts, J. (2020). Meta-analysis. In Encyclopedia of Personality and Individual Differences (pp. 2859–2860). Springer International Publishing. https://doi.org/10.1007/978-3-319-24612-3_1326
Yakar, Z. Y. (2021). The Effect of Flipped Learning Model on Primary and Secondary School Students’ Mathematics Achievement: A Meta-Analysis Study. Cukurova University Faculty of Education Journal, 50(2), 1329–1366. https://doi.org/10.14812/cuefd.865337
Zebidi, A. (2021). The impact of Flipped Classroom Strategy of Teaching Mathematics on Students’ Achievements at Umm Al-Qura University. Journal of Education, 2(81), 49-67. https://doi.org/10.21608/edusohag.2021.130232
Zeineddine, D. (2018). Investigate the Effects of Flipped Learning on Understanding of Mathematics for Secondary Students. Journal of Mathematics Education, 11(1), 62–80. https://doi.org/10.26711/007577152790021
Anugrah, A., Ibrahim, N., & Sukardjo, M. (2020). How Flipped Classroom Helps the Learning in the Times of Covid-19 Era?. JTP-Jurnal Teknologi Pendidikan, 22(3), 151-158.
Arlinwibowo, J., Retnawati, H., & Kartowagiran, B. (2022). The impact of ICT utilization to improve the learning outcome: A meta-analysis. International Journal of Evaluation and Research in Education (IJERE), 11(2), 522–531.
Azid, N., Ali, R. M., El Khuluqo, I., Purwanto, S. E., & Susanti, E. N. (2022). Higher Order Thinking Skills, School-Based Assessment and Students' Mathematics Achievement: Understanding Teachers' Thoughts. International Journal of Evaluation and Research in Education, 11(1), 290-302.
Borenstein, M., Hedges, L. V, Higgins, J. P. T., & Rothstein, H. R. (2021). Introduction to meta-analysis. John Wiley & Sons.
Casem, R. Q. (2016). Effects of flipped instruction on the performance and attitude of high school students in mathematics. European Journal of STEM Education, 1(2), 37–44. https://doi.org/10.20897/lectito.201620
Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis. Educational Technology Research and Development, 67(4), 793–824. https://doi.org/10.1007/s11423-018-9633-7
Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. https://doi.org/10.1016/j.edurev.2013.01.001
Cobena, D. Y., & Surjono, H. D. (2022). Implementation of Flipped Classroom Model in Vocational High School: A Systematic Literature Review. JTP - Jurnal Teknologi Pendidikan, 24(1), 79-92.
Coe, R. (2002). It’s the effect size, stupid: What effect size is and why its important. Annual Conference of the British Educational Research Association, Exeter: Devon. Education-Line, 18.
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. routledge.
Conklin W. (2012). Higher order thinking skills to develop 21st century learners. California: Shell Education Publishing.
Demitriadou, E., Stavroulia, K.-E., & Lanitis, A. (2020). Comparative evaluation of virtual and augmented reality for teaching mathematics in primary education. Education and Information Technologies, 25(1), 381–401.
Esperanza, P., Fabian, K., & Toto, C. (2016). Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra (pp. 85–97). https://doi.org/10.1007/978-3-319-45153-4_7
Güler, M., Kokoç, M., & Önder Bütüner, S. (2023). Does a flipped classroom model work in mathematics education? A meta-analysis. Education and Information Technologies, 28(1), 57–79. https://doi.org/10.1007/s10639-022-11143-z
Hanifah, M., Ishartono, N., Halili, S. H. B., & Razak, R. B. A. (2023). Improving secondary school student’s mathematics critical thinking in geometry transformation through GeoGebra-Based flipped learning: An experimental study. 020024. https://doi.org/10.1063/5.0141401
Herzog, M., & Casale, G. (2022). The Effects of a Computer-Based Mathematics Intervention in Primary School Students with and Without Emotional and Behavioral Difficulties. International Electronic Journal of Elementary Education, 14(3), 303–317. https://doi.org/10.26822/iejee.2022.246
Jarrah, A. M., & Diab, K. M. A. B. M. (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, 53, 769–777. https://doi.org/10.32861/jssr.53.769.777
Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active Learning Augmented Reality for STEAM Education—A Case Study. Education Sciences, 10(8), 198. https://doi.org/10.3390/educsci10080198
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.
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.
Lepper, M. R., & Malone, T. W. (2021). Intrinsic motivation and instructional effectiveness in computer-based education. In Aptitude, learning, and instruction (pp. 255–286). Routledge.
Lin, Y.-T. (2019). Impacts of a flipped classroom with a smart learning diagnosis system on students’ learning performance, perception, and problem solving ability in a software engineering course. Computers in Human Behavior, 95, 187–196. https://doi.org/10.1016/j.chb.2018.11.036
Lo, C. K., & Hew, K. F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464–481. https://doi.org/10.1080/10494820.2018.1541910
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50–73. https://doi.org/10.1016/j.edurev.2017.08.002
Martaputri, N. A., Muhtadi, A., Hukom, J., & Samal, D. (2021). The Correlation between Emotional Intelligence and Academic Achievement: A Meta Analysis Study. Jurnal Pendidikan Progresif, 11(3), 511-523.
Maryati, L., Rafli, Z., & Setiadi, S. (2022). Effect of Blended Learning in high school Japanese Language Learning outcomes. JTP-Jurnal Teknologi Pendidikan, 24(1), 105-119.
Mawardi, D. N., Budiningsih, C. A., & Sugiman. (2023). Blended Learning Effect on Mathematical Skills: A Meta-Analysis Study. Ingénierie Des Systèmes d Information, 28(1), 197–204. https://doi.org/10.18280/isi.280122
Muhtadi, A., Pujiriyanto., Syafruddin, K., Hukom, J., & Samal, D. (2022). A meta-analysis: Emotional intelligence and its effect on mathematics achievement. International Journal of Instruction, 15(4), 745-762.
Muhtadi, A., Assagaf, G & Hukom, J. (2022). Self-efficacy and students’ mathematics learning ability in Indonesia: A meta analysis study. International Journal of Instruction, 15(3), 1131-1146.
Mullen, B., Muellerleile, P., & Bryant, B. (2001). Cumulative metaanalysis: A consideration of indicators of sufficiency and stability. Personality and Social Psychology Bulletin, 27(11), 1450–1462.
Mulyono, D., & Hidayati, A. N. (2020). Peningkatan Hasil Belajar Mata Kuliah Media Pembelajaran Matematika Melalui Flipped Clasroom Berbantuan Schoology. JTP-Jurnal Teknologi Pendidikan, 22(2), 88-95.
Panjaburee, P., Komalawardhana, N., & Ingkavara, T. (2022). Acceptance of personalized e-learning systems: a case study of concept-effect relationship approach on science, technology, and mathematics courses. Journal of Computers in Education, 9(4), 681–705.
Purnomo, B., Muhtadi, A., Ramadhani, R., Manaf, A., & Hukom, J. (2022). The Effect of Flipped Classroom Model on Mathematical Ability: A Meta Analysis Study. Jurnal Pendidikan Progresif, 12(3), 1201–1217. https://doi.org/10.23960/jpp.v12.i3.202216
Rahmawatiningrum, A., Kusmayadi, T. A., & Fitriana, L. (2019, October). Student’s ability in solving higher order thinking skills (HOTS) mathematics problem based on learning achievement. In Journal of Physics: Conference Series (Vol. 1318, No. 1, p. 012090). IOP Publishing.
Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The Effect of Flipped-Problem Based Learning Model Integrated With LMS-Google Classroom for Senior High School Students. Journal for the Education of Gifted Young Scientists, 7(2), 137–158. https://doi.org/10.17478/jegys.548350
Samritin, S., Susanto, A., Manaf, A., & Hukom, J. (2023). A meta-analysis study of the effect of the blended learning model on students’ mathematics learning achievement. Jurnal Elemen, 9(1), 15–30. https://doi.org/10.29408/jel.v9i1.6141
Setiawan, A. A., Muhtadi, A., & Hukom, J. (2022). Blended Learning and Student Mathematics Ability in Indonesia: A Meta-Analysis Study. International Journal of Instruction, 15(2), 905–916. https://doi.org/10.29333/iji.2022.15249a
Sıburıan, J., Corebıma, A. D., & Saptasarı, M. (2019). The correlation between critical and creative thinking skills on cognitive learning results. Eurasian Journal of Educational Research, 19(81), 99-114.
Sulistyowati, E., Hukom, J., & Muhtadi, A. (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
Susilawati, E., & Khaira, I. (2021). Higher order thinking skill (hots) dan model pembelajaran tpack serta penerapannya pada matakuliah strategi pembelajaran ppkn. Jurnal Teknologi Pendidikan (JTP), 14(2), 139-147.
Turgut, İ. G., & Turgut, S. (2018). The Effects of Visualization on Mathematics Achievement in Reference to Thesis Studies Conducted in Turkey: A Meta-Analysis. Universal Journal of Educational Research, 6(5), 1094–1106. https://doi.org/10.13189/ujer.2018.060531
Vitta, J. P., & Al-Hoorie, A. H. (2023). The flipped classroom in second language learning: A meta-analysis. Language Teaching Research, 27(5), 1268–1292. https://doi.org/10.1177/1362168820981403
Wagner, M., Gegenfurtner, A., & Urhahne, D. (2021). Effectiveness of the Flipped Classroom on Student Achievement in Secondary Education: A Meta-Analysis. Zeitschrift Für Pädagogische Psychologie, 35(1), 11–31. https://doi.org/10.1024/1010-0652/a000274
Wei, X., Cheng, I.-L., Chen, N.-S., Yang, X., Liu, Y., Dong, Y., Zhai, X., & Kinshuk. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68(3), 1461–1484. https://doi.org/10.1007/s11423-020-09752-x
Wicherts, J. (2020). Meta-analysis. In Encyclopedia of Personality and Individual Differences (pp. 2859–2860). Springer International Publishing. https://doi.org/10.1007/978-3-319-24612-3_1326
Yakar, Z. Y. (2021). The Effect of Flipped Learning Model on Primary and Secondary School Students’ Mathematics Achievement: A Meta-Analysis Study. Cukurova University Faculty of Education Journal, 50(2), 1329–1366. https://doi.org/10.14812/cuefd.865337
Zebidi, A. (2021). The impact of Flipped Classroom Strategy of Teaching Mathematics on Students’ Achievements at Umm Al-Qura University. Journal of Education, 2(81), 49-67. https://doi.org/10.21608/edusohag.2021.130232
Zeineddine, D. (2018). Investigate the Effects of Flipped Learning on Understanding of Mathematics for Secondary Students. Journal of Mathematics Education, 11(1), 62–80. https://doi.org/10.26711/007577152790021
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2024-06-24
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Pujiriyanto, Handaru, C., & Hukom, J. (2024). Meta-Analysis of The Effectiveness of The Flipped Classroom Model On Students’ HOTS in Mathematics. JTP - Jurnal Teknologi Pendidikan, 25(3), 569–583. https://doi.org/10.21009/jtp.v25i3.45848
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