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All Journal Journal of Advanced Sciences and Mathematics Education Online Learning in Educational Research
Muhammad Ikram
Universitas Negeri Makassar, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Spatial Geometry Learning in Higher Education Through Flipped Classroom with Metacognitive Scaffolding: A Mixed-Methods Study Awi Awi; Sutamrin Sutamrin; Hisyam Ihsan; Norma Nasir; Muhammad Ammar Naufal; Muhammad Ikram
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.817

Abstract

Mathematics education students continue to struggle with the complex notion of spatial geometry. Therefore, learning approaches should incorporate strong conceptual understanding. This study examined the effectiveness of flipped classroom-based geometry learning combined with metacognitive scaffolding in developing students’ spatial ability. It also identified students’ spatial knowledge needs, types of metacognitive questions posed by the teacher, and forms of scaffolding used. A mixed-methods design was employed, consisting of an exploratory qualitative phase followed by a quasi-experimental phase. The qualitative phase explored key spatial knowledge demands and scaffolding patterns through questionnaires and interviews, while the quasi-experimental phase compared three instructional conditions: flipped classroom with metacognitive scaffolding, flipped classroom without scaffolding, and conventional instruction. Results indicated that students needed four types of spatial geometry knowledge: 3D coordinate representation, geometric transformation, spatial visualization, and angle–distance relationships. Teachers’ metacognitive questions mainly emphasized awareness of understanding, while conceptual scaffolding was more dominant than metacognitive scaffolding. Quantitatively, students in the flipped classroom with metacognitive scaffolding showed greater improvements in spatial ability. These findings suggest integrating self-directed learning and metacognitive support in geometry learning that requires advanced visualization and independent thinking.
Realistic mathematics education and wordwall to enhance students’ mathematics learning motivation Sirwanti; Naimah; Nur Asrawati; Nurmala R; Muhammad ikram
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1523

Abstract

Background: Mathematics learning motivation among junior high school students remains low due to procedural, decontextualized instruction that fails to connect mathematical concepts to students' real-life experiences, as observed in several junior high schools in Central Indonesia. Purpose: This study examines the effects of Realistic Mathematics Education assisted by Wordwall, Realistic Mathematics Education without Wordwall, and conventional instruction on students' motivation to learn mathematics. It further examines the potential contribution of context-based instructional design reinforced by digital media to motivational outcomes. Methods: A quantitative quasi-experimental design was employed involving three intact classes: an experimental class implementing RME with Wordwall, an experimental class implementing RME without Wordwall, and a control class receiving instruction without RME reinforcement. Students’ mathematics learning motivation was measured using a validated questionnaire, and the data were analyzed descriptively and inferentially using independent samples t-tests to compare motivation levels across groups. Result: The findings indicate significant differences in mathematics learning motivation between the experimental and control groups. Both classes exposed to RME-based instruction demonstrated higher motivation than the control class, with the class using RME reinforced by Wordwall showing the highest levels of motivation, suggesting that the integration of digital game-based media further enhances student engagement. Conclusion: The findings indicate that context-based RME reinforced with Wordwall was associated with higher mathematics learning motivation than conventional instruction among the junior high school students examined, suggesting a potential contribution of instructional design quality to students' motivational engagement.
Co-Authors Awi Awi Hisyam Ihsan Muhammad Ammar Naufal Naimah Nasir, Norma Nur Asrawati Nurmala R Sirwanti Sutamrin Sutamrin