Improving Student’s Critical Thinking Skill in Mathematics Through Geogebra-Based Flipped Learning During Pandemi Covid-19: an Experimental Study

Andriani, Tika; Ulya, Nuriya Hazma Arifatul; Alfiana, Tina Putri; Solicha, Shervina; Hafsari, Salsa Bila Ayustiana; Ishartono, Naufal

doi:10.31331/medivesveteran.v6i1.1901

Cited by 4 publications

(4 citation statements)

References 15 publications

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“…Previous studies have investigated the integration of Flipped Learning model and GeoGebra, such as; (1) Nuraeni et al (2021), who developed a learning tool on the flipped learning model assisted by GeoGebra to improve the mathematical representative skills of secondary school students in Indonesia, (2) Ishartono et al (2022) who studied the integration of GeoGebra into Flipped Learning model to improve students' self-regulated learning, and (3) Andriani et al (2022) who integrated Flipped Learning and GeoGebra to improve students' critical thinking skills during online learning. However, there is a lacuna in studies which examine how the integration of GeoGebra and Flipped Learning increases students' independence in learning mathematics during the Covid-19 pandemic.…”

Section: Significance Of the Studymentioning

confidence: 99%

GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning

Ishartono

Nurcahyo

Waluyo

et al. 2022

J. Res. Adv. Math. Educ

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Previous studies have tried to improve students' independence in online mathematics learning. However, the Flipped Learning model integrated with GeoGebra is scarce as none of the existing syntaxes accommodate the model. As the existing syntax is based on three phases: pre-class activity, in-class activity, and post-class activity. This research aims to develop GeoGebra-based Flipped Learning syntax to increase students' independence in learning mathematics. The main difference between the existing syntax and the developed one is the integration of GeoGebra in the pre-class activity. The integration is based on previous studies showing that using GeoGebra can improve student’s learning achievements. It research employed the Design-Based Research (DBR) model involving 125 second-year undergraduate students of a private university in Indonesia. The syntax results were obtained from the study, indicating an increase in the average value of student independence in learning mathematics based on learning independence, confidence, level of discipline, sense of responsibility, level of initiative, and self-control. This developed syntax is expected to help teachers streamline online mathematics learning.

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Section: Significance Of the Studymentioning

confidence: 99%

GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning

Ishartono

Nurcahyo

Waluyo

et al. 2022

J. Res. Adv. Math. Educ

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“…Although some studies have shown that Flipped Classroom has a significant impact on enhancing mathematical skills, for instance, the research conducted by Albawi (2018); Ario & Asra (2018); Casem (2016); Darwani et al (2023); Khoirotunnisa & Irhadtanto (2020); Nida et al (2019); Nurfadillah (2022); Pinontoan and Walean (2019);and Zebidi (2021). However, there are also other studies that state no significant difference between the Flipped Classroom approach and the traditional approach (Andriani et al, 2022;Jarah & Diab, 2019;Ramadhani, 2019;Zineddine, 2018). The contradictions in these research findings may be attributed to moderator factors influencing the effectiveness of the Flipped Classroom method in the context of mathematics learning.…”

Section: Introductionmentioning

confidence: 99%

Meta-Analysis of Flipped Classroom on Students' Mathematics Abilities: Effectiveness and Heterogeneity Analysis

Endang Sulistyowati,

Jul,

Ali Muhtadi

2023

JTP

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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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“…Learning media is very helpful in delivering and understanding the material. One of the learning media that helps to learn and can explore students' critical thinking abilities is Geogebra (Andriani et al, 2022;Batubara, 2019).…”

Section: Introductionmentioning

confidence: 99%

Implementing the Geogebra Applet-Based Connecting, Organizing, Reflecting, Extending (CORE) Learning Model for Students' Critical Thinking Ability in Learning Styles

Ardiyanto¹,

‘Adna²,

Chasanah³

2022

J. of Instr. Math.

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In the era of globalization, the 21st century requires learning integrated with technological developments and innovation. This study aims to analyze the implementation of the Connecting, Organizing, Reflecting, Extending (CORE) learning model based on the Geogebra Applet on students' critical thinking ability regarding learning styles. The design of this study is quasi-experimental. The samples in this study were students of class XI MIPA 1 and XI MIPA 2 SMA Negeri 2 Magelang who were selected by the cluster random sampling technique. The instruments used in this study were critical thinking ability tests and learning style questionnaires. Based on the results of the hypothesis test conducted with the ANOVA test of two unequal cell paths and the LSD (Least Significance Difference) follow-up test, results were obtained: (i) The Core learning model based on the Geogebra Applet produces students' critical thinking ability better than the direct learning model; (ii) There are differences in critical thinking ability between students and the learning styles of divergers, convergers, assimilators and accommodators; (iii) There is no interaction between the Geogebra Applet-based CORE learning model and the direct learning model with the student's learning style.

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Improving Student’s Critical Thinking Skill in Mathematics Through Geogebra-Based Flipped Learning During Pandemi Covid-19: an Experimental Study

Abstract: w

Cited by 4 publications

References 15 publications

GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning

GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning

Meta-Analysis of Flipped Classroom on Students' Mathematics Abilities: Effectiveness and Heterogeneity Analysis

Implementing the Geogebra Applet-Based Connecting, Organizing, Reflecting, Extending (CORE) Learning Model for Students' Critical Thinking Ability in Learning Styles

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