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All Journal Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of Mathematics Science and Computer Education
Rahman Nul Hakim
Universitas Lambung Mangkurat
Education Mathematics Physics Social Sciences Other

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Flipped Classroom Integrates Problem-Based Learning: Enhancing Conceptual comprehension, Problem-Solving Abilities, and Self-Regulated Learning Rahman Nul Hakim; Dhoriva Urwatul Wutsqo
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18599

Abstract

Indonesian students' mathematical conceptual comprehension, problem-solving skills, and self-regulated learning (SRL) remain persistent challenges. National assessment data reveals that students' mastery of combinatorics—the core topic of this study—is only 24.64%, with average mathematics scores in South Kalimantan at 36.69, far below the expected standard. These deficiencies highlight the need for innovative instructional approaches that simultaneously address cognitive and metacognitive competencies. This research investigates the efficacy of a flipped classroom combined with problem-based learning (FC-PBL) in improving students' conceptual comprehension, problem-solving abilities, and self-regulated learning within the context of mathematics. This quasi-experimental study engaged 12th-grade students who were separated into experimental (FC-PBL) and control (PBL only) groups. Instruction on combinatorics was provided to both groups, with pre-test and post-test administered to assess three learning outcomes. The findings indicated notable enhancements in conceptual comprehension and problem-solving capabilities in the FC-PBL group compared to the control group, as evidenced by a Hotelling's T² test and a Mahalanobis distance of D² = 1.72. However, SRL did not exhibit a statistically significant difference, reinforcing that student-centered approaches alone are insufficient to foster self-regulation without explicit scaffolding. These results imply that while FC-PBL presents a viable method for promoting mathematical comprehension and problem-solving, its effect on SRL necessitates further instructional support. The research offers empirical backing for the fusion of flipped and problem-based methodologies to tackle conceptual and procedural gaps in mathematics education.
Enhancing the Competence of High School Teachers in Implementing Deep Learning through Mathematical Connections Karim Karim; Chairil Faif Pasani; Rahmita Noorbaiti; Rahman Nul Hakim; Abdul Hadi; Zarimatul Jannah
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 8, No 1 (2026): FEBRUARY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v8i1.17318

Abstract

This community service program aimed to enhance the competence of senior high school mathematics teachers in Banjarmasin City in implementing the Deep Learning approach through the strengthening of mathematical connection skills. The program was conducted using a Community-Based Participatory Research (CBPR) approach, which actively involved the Mathematics Teachers’ Association (MGMP) in the stages of needs identification, program planning, implementation, evaluation, and follow-up. The activity consisted of a 32-hour intensive training held from September 4 to 11, 2025, involving 59 teachers. Program effectiveness was evaluated using a pretest–posttest design comprising 10 multiple-choice items assessing teachers’ understanding of Deep Learning dimensions (meaningful, mindful, and joyful learning) and mathematical connection competencies. The results indicated an increase in the mean score from 86.95 (SD = 8.96) to 90.85 (SD = 10.05), with an average gain of 3.90 points (4.48%). A paired sample t-test demonstrated a statistically significant improvement, t = 2.806, p = 0.007, with a moderate effect size (Cohen’s d = 0.41). In addition to quantitative improvements, teachers demonstrated enhanced ability in designing contextual mathematical problems that integrate inter-topic connections and real-world applications aligned with Deep Learning principles. To promote sustainability, the program was extended through a structured three-month mentoring phase to support classroom implementation and reflective practice. Overall, the findings indicate that the CBPR-based training effectively strengthened teachers’ conceptual understanding and instructional competence while reinforcing collaborative partnerships for sustainable professional development.
Co-Authors Abdul Hadi Chairil Faif Pasani Dhoriva Urwatul Wutsqo Karim Karim Rahmita Noorbaiti Zarimatul Jannah