The effect of flipped realistic mathematics education on students’ achievement, mathematics self-efficacy and critical thinking tendency

Yohannes, Abebayehu; Chen, Hsiu-Ling

doi:10.1007/s10639-024-12502-8

Cited by 2 publications

(1 citation statement)

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“…Beberapa penelitian terdahulu telah menegaskan bahwa model flipped classroom dapat meningkatkan HOTS siswa dalam pembelajaran matematika (Misalnya, Alfina et al, 2021;Diana et al, 2023;Hanifah et al, 2023;Inayah et al, 2021;Khoirotunnisa & Irhadtanto, 2020;Nida et al, 2019;Salsabila & Maarif, 2022;Tabieh & Hamzeh, 2022;Yohannes & Chen, 2024). Namun terdapat beberapa penelitian yang menyatakan bahwa tidak terdapat perbedaan yang signifikan antara pendekatan flipped classroom dengan pendekatan tradisional dalam meningkatkan HOTS siswa (Misalnya, Andriani et al, 2022;Nurfadillah et al, 2020).…”

Section: Pendahuluanunclassified

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

Mawardi,

Sulistyowati,

Hukom

2024

J. Math Educ. Nusant. Wahana Publ. Karya Tulis Ilm. di Bid. Pen

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This research aims to test the effectiveness of the flipped classroom model on students' higher order thinking abilities (HOTS) in mathematics subjects. The research method uses meta-analysis. The sample in this study was 18 primary studies that met the specified inclusion criteria. Data analysis was performed using comprehensive meta-analysis (CMA) software. The results of the analysis using the random-effects approach showed that the combined effect size was (g = 1.82; p < 0.01) (very large effect). This shows that the implementation of the flipped classroom model has a big influence on students' mathematics HOTS when compared to the traditional learning model. The results of the moderator variable analysis show that the effect of implementing the flipped class model on students' mathematics HOTS differs significantly based on the publication type variable (Qb = 7.94; p = 0.01). However, it was not significantly different based on the variables of education level (Qb = 7.45; p = 0.06), experimental group capacity (Qb = 0.29; p = 0.62), and year of publication (Qb = 0.21; p = 0.64). These findings can be the basis for choosing a mathematics learning model so that the quality of mathematics learning using the flipped classroom model can be improved.

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Section: Pendahuluanunclassified

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

Mawardi,

Sulistyowati,

Hukom

2024

J. Math Educ. Nusant. Wahana Publ. Karya Tulis Ilm. di Bid. Pen

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Teachers' perspectives of integrating AI-powered technologies in K-12 education for creating customized learning materials and resources

Almuhanna

2024

Educ Inf Technol

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The effect of flipped realistic mathematics education on students’ achievement, mathematics self-efficacy and critical thinking tendency

Cited by 2 publications

References 57 publications

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

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

Teachers' perspectives of integrating AI-powered technologies in K-12 education for creating customized learning materials and resources

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