Effectiveness of the Flipped Classroom Learning Model in Improving Students' Mathematical Reasoning Abilities in the Application of School Mathematics Course
Abstract
This research aims to measure the effectiveness of the flipped classroom learning model in improving students' mathematical reasoning abilities in the Application of School Mathematics course at the Universitas Terbuka. The research method used was quasi-experimental with a pretest-posttest control group design. The research sample consisted of 60 students, who were divided into two groups: an experimental group that used the flipped classroom (n=30) and a control group that used the conventional method (n=30). The results of data analysis show that the average score of students' mathematical reasoning ability in the experimental group increased from 58.2 (SD = 8.7) in the pretest to 81.4 (SD = 7.2) in the posttest, with an average increase (N -gain) of 0.64 which is included in the medium category. In contrast, the control group experienced an increase from 57.6 (SD = 9.1) to 70.3 (SD = 8.5), with an N-gain of 0.38 which is in the low category. The t test showed that the increase in mathematical reasoning ability in the experimental group was significantly higher than in the control group (t = 4.12, p < 0.001). These results indicate that the flipped classroom is an effective learning model in improving students' mathematical reasoning abilities. These findings provide an important contribution to the development of distance learning, especially at the Universitas Terbuka. This research recommends implementing the flipped classroom integrated with active learning strategies for other courses in mathematics education programs.
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