The Impact of Flipped Classroom Implementation in Mathematics Learning at Schools : Systematic Literature Review
DOI:
https://doi.org/10.15575/ja.v9i1.18226Keywords:
Flipped Classroom, Systematic, MathematicsAbstract
Salah satu pembelajaran yang berpusat pada siswa dan sesuai dengan perkembangan teknologi adalah flipped classroom. Namun, terjadi inkonsistensi dalam desain dan implementasi flipped classroom dan dampaknya pada pembelajaran matematika. Tujuan dari studi ini menganalisis studi empiris secara sistematis tentang flipped classroom pada matematika sekolah untuk memahami dasar-dasar teoretis yang mengarah pada pendekatan berbeda untuk flipped classroom dan dampak flipped classroom pada pembelajaran siswa di kelas matematika. Metode yang digunakan adalah metode systematic literature review, mengikuti tujuh langkah yang disarankan oleh Cooper. Setelah terpilih 16 studi empiris kemudian dianalisis secara kualitatif dan hasilnya menunjukkan bahwa: (1) ada lebih banyak literatur yang diterbitkan tentang flipped classroom yang diidentifikasi di tingkat high school, (2) desain flipped classroom didominasi didasarkan pada kerangka teoretis konstuktivisme sosial, dan (3) flipped classroom memiliki efek positif secara keseluruhan terhadap hasil belajar matematika siswa. Pentingnya menggunakan kerangka teoritis eksplisit selaras dengan teori pembelajaran kontemporer untuk memandu desain, implementasi, dan evaluasi flipped classroom. Selain itu, Â pemanfaan metodologi berbasis desain untuk memaksimalkan dampak positif dari flipped classroom pada pembelajaran siswa. Adanya keterbatasan dalam studi ini mengenai basis data yang digunakan terbatas pada base internasional scopus menjadikan peluang untuk peneliti selanjutnya agar data yang didapat lebih banyak lagi.
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One of the learning that is student-centered and in accordance with technological developments is the flipped classroom. However, there are inconsistencies in the design and implementation of flipped classrooms and their impact on mathematics learning. The aim of this study is to systematically analyze empirical studies of flipped classrooms in school mathematics to understand the theoretical underpinnings leading to different approaches to flipped classrooms and the impact of flipped classrooms on student learning in mathematics classes. The method used in this study is the systematic literature review method, by following the seven steps suggested by Cooper. The results showed that: (1) there is more published literature on flipped classrooms identified at the high school level, (2) the flipped classroom design is predominately based on social constructivism theoretical frameworks, and (3) ) flipped classroom has an overall positive effect on students' mathematics learning outcomes. This study highlights the importance of using an explicit theoretical framework aligned with contemporary learning theory to guide the design, implementation, and evaluation of flipped classrooms. There are limitations in this study regarding the database used which is limited to the Scopus international base, making it an opportunity for further researchers to obtain even more data.
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