Manuscript received March 30, 2023; revised April 24, 2023; accepted May 29, 2023.
Abstract—Students are required to understand mathematical
concepts and higher-order thinking skills as essential
mathematic skills in the 21st century. However, empirical
evidence found that these two skills were unsatisfactory and still
need to be improved. This study develops a flipped classroom
learning model by integrating the process of mathematical
modeling as a learning stage to support junior high school
student’s understanding of mathematical concepts and
higher-order thinking skills. Besides being designed for online
mathematics learning, this model also support face-to-face
classroom learning by solving real-life problems using
mathematical modeling activities. The research design used a
quasi-experimental non-equivalent control group design. The
research was conducted in the second semester of the 2021–2022
academic year involving 128 eighth-grade (junior high school)
students in Yogyakarta, Indonesia. Students’ understanding of
mathematical concept and higher-order thinking skills were
tested through pre-test and post-test. The results showed that
the student’s ability to understand mathematical concepts and
higher-order thinking skills in the experimental group differed
significantly from that of the control group. Thus, the flipped
classroom learning model could more effectively increase junior
high school students’ understanding of mathematical concepts
and higher-order thinking skills compared to conventional
learning. Other findings state that the flipped classroom
learning model could support students’ problem-solving abilities
and increase student collaboration in learning mathematics.
Index Terms—Flipped classroom, mathematical modeling,
understanding of mathematical concepts, higher-order thinking
skills
Diana is with the Graduate School of Yogyakarta State University,
Yogyakarta, Indonesia.
Herman Dwi Surjono is with the Department of Information Technology
Education, College of Engineering, Yogyakarta State University,
Yogyakarta, Indonesia. E-mail: hermansurjono@uny.ac.id (H.D.S.)
Ali Mahmudi is with the Department of Mathematics Education, Faculty
of Mathematics and Natural Sciences, Yogyakarta State University,
Yogyakarta, Indonesia. E-mail: alimahmudi@uny.ac.id (A.M.)
*Correspondence: diana.2019@student.uny.ac.id (D.)
Cite: Diana*, Herman Dwi Surjono, and Ali Mahmudi, "The Effect of Flipped Classroom Learning Model on Students’ Understanding of Mathematical Concepts and Higher-Order Thinking Skills," International Journal of Information and Education Technology vol. 13, no. 12, pp. 2014-2022, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).