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

Abstract

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.

Meta-Analysis of The Effectiveness of The Flipped Classroom Model On Students' HOTS in Mathematics

“…The FC model proved to be the most effective in using the Moodle platform, followed by Edmodo, Khan Academy, WhatsApp, and Google Classroom. This finding is in line with the meta-analysis conducted by Sulistyowati et al (2023), who found that the platform approach to using the flipped classroom model can provide different mathematics learning outcomes. Therefore, it is important for mathematics educators to pay attention to the right approach when practicing the flipped classroom model.…”

“…The FC model was found to be most effective in the type of FC model integrated with GeoGebra (FC-G), followed by FC integration with game-based learning (FC-GbL), FC integration with cultural learning (FC-CL), FC integration with PBL (FC -PBL), and finally conventional FC. The meta-analysis by Purnomo et al (2022) and Sulistyowati et al (2023) aligns with this finding, indicating that varying learning approaches in the flipped classroom model can lead to varying mathematics performance. Therefore, it is important for mathematics educators to pay attention to appropriate learning approaches when practicing the flipped classroom model.…”

“…Therefore, meta-analysis studies are needed to draw more conclusive conclusions about the applicability of the FC model to students' mathematical HOTS, so that teachers can consider its future application. Meta-analysis research related to the effect of using the FC model has previously been conducted by (Güler et al, 2023;Purnomo et al, 2022;Sulistyowati et al, 2023).…”

Meta-Analisis investigasi model kelas terbalik pada keterampilan berpikir tingkat tinggi (HOTS) siswa matematika: Analisis efek gabungan dan heterogenitas

“…Siswa memiliki waktu belajar yang maksimal untuk menyelesaikan masalah yang kompleks, berkolaborasi dengan sesama, dan menjelaskan pemikiran mereka dengan lebih mendalam (Palinussa et al, 2021). Melalui aktivitas-aktivitas seperti diskusi kelompok, eksperimen, dan proyek, flipped classroom merangsang pemikiran analitis dan kreatif siswa, memungkinkan mereka untuk mengembangkan pemahaman yang lebih mendalam tentang konsep-konsep matematika dan menerapkan pengetahuan tersebut dalam situasi dunia nyata (Purnomo et al, 2022;Sulistyowati et al, 2023).…”

“…Penelitian meta-analisis sebelumnya telah secara luas menginvestigasi dampak penerapan flipped classroom dalam konteks pembelajaran matematika (Güler et al, 2023;Purnomo et al, 2023;Sulistyowati et al, 2023;. Namun, meskipun banyak penelitian telah dilakukan, fokus utama belum secara khusus ditujukan untuk mengevaluasi hasil High Order Thinking Skills (HOTS) matematika melalui intervensi model flipped classroom.…”