The Impact of Blended Learning Type Flipped Classroom on Autonomous Mathematics Learning
The purpose of this study is to determine (1) the autonomous of learning mathematics taught by the blended learning model of the flipped classroom type in as the senior class in a junior high school in Sokaraja in academi year of 2019/2020, (2) the autonomous of learning mathematics taught by conventional learning models in as the senior class in a junior high school in Sokaraja in academi year of 2019/2020, and (3) whether the learning independence is maintained. A quasi-experimental approach with a non-equivalent control group was employed in this research. The samples utilized in this research were divided into two classes, with one class serving as the experimental class and the other serving as the control class. As a data collecting technique, the independence test was used. The information was then examined using descriptive statistics and the t-test. Based on the findings the following conclusions may be drawn: There are variations in students' learning independence while studying mathematics. Students who get mixed learning model type flipped classroom and students who receive traditional learning models have curved sides.
Bielawski, L., & Metcalf, D. S. (2003). Blended elearning: Integrating knowledge, performance, support, and online learning. Human Resource Development.
Cabi, E. (2018). The impact of the flipped classroom model on students' academic achievement. International Review of Research in Open and Distributed Learning, 19(3), 202-221.
Capone, R., De Caterina, P., & Mazza, G. (2017). Blended learning, flipped classroom and virtual environment: challenges and opportunities for the 21st century students. In Proceedings of EDULEARN17 conference (pp. 10478-10482).
Fernández-Martín, F. D., Romero-Rodríguez, J. M., Gómez-García, G., & Ramos Navas-Parejo, M. (2020). Impact of the flipped classroom method in the mathematical area: A systematic review. Mathematics, 8(12), 2162.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.
He, J. (2020). Research and practice of flipped classroom teaching mode based on guidance case. Education and Information Technologies, 25(4), 2337-2352.
Heinze, A., & Procter, C. (2006). Online communication and information technology education. Journal of Information Technology Education: Research, 5(1), 235-249.
Larsen, J. (2015). Adult Students' Experiences of a Flipped Mathematics Classroom. Adults Learning Mathematics, 10(1), 50-67.
Mosa, E. (2006). Puntoedu: a blended e-learning model. Current Developments in Technology-Asisted Education, 6(4), 1744-1749.
Naccarato, E., & Karakok, G. (2015). Expectations and implementations of the flipped classroom model in undergraduate mathematics courses. International Journal of Mathematical Education in Science and Technology, 46(7), 968-978.
Nielsen, P. L., Bean, N. W., & Larsen, R. A. A. (2018). The Impact of a Flipped Classroom Model of Learning on a Large Undergraduate Statistics Class. Statistics Education Research Journal, 17(1), 121-140.
Sahni, J. (2019). Does blended learning enhance student engagement? Evidence from higher education. Journal of E-learning and Higher Education, 2019(2019), 1-14.
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of Flipped Classroom on students' learning experiences: A Self-Determination Theory approach. Computers in Human Behavior, 78, 368-378.
Wardhani, S. (2008). Analisis SI dan SKL Mata Pelajaran Matematika SMP/MTs untuk Optimalisasi Tujuan Mata Pelajaran Matematika. Yogyakarta: Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika.