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All Journal SJME (Supremum Journal of Mathematics Education)
Amelia Defrianti Putri
Universitas Pendidikan Indonesia, Bandung
Education Mathematics

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From Traditional to Digital: A Mini Review on Flipped Classroom in Mathematics Education Amelia Defrianti Putri; Dadang Juandi; Margaretha Madha Melissa; Dilham Fardian; Al Jupri; Turmudi Turmudi
SJME (Supremum Journal of Mathematics Education) Vol 10 No 1 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i1.13143

Abstract

The flipped classroom is an instructional innovation that has been increasingly implemented in mathematics education. This model transforms traditional instruction by delivering learning materials outside the classroom through videos or reading resources, while class time is devoted to interactive activities such as discussion and problem solving. This mini-review aims to analyze the implementation of the flipped classroom in mathematics education, its impact on student engagement and learning outcomes, the challenges encountered, and strategies for effective implementation. The study adopts a mini-review approach with a systematic study selection process. Articles were retrieved from Scopus, Web of Science, and Google Scholar, covering publications from 2015 to 2024. Of the 134 articles identified, 27 studies were selected through title, abstract, and full-text screening. The findings indicate that flipped classroom implementation varies across educational levels. At the primary level, its effectiveness depends on scaffolding and adult support, whereas at the secondary and higher education levels, the flipped classroom enhances student engagement, conceptual understanding, and learning outcomes, despite challenges related to self-regulated learning readiness and unequal access to technology. Compared to traditional instruction, the flipped classroom emphasizes learner autonomy, in-class problem-solving activities, and the use of digital technologies, while requiring strong instructional design and institutional support to be effective.
Realistic Mathematics Education Improves Trigonometric Ratios: A Classroom Action Research Study Hazim Saputra Filia Reza; Amelia Defrianti Putri; Dhanachat Anuniwat
SJME (Supremum Journal of Mathematics Education) Vol 10 No 1 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i1.13148

Abstract

This study aims to improve mathematics learning outcomes of Grade X Phase E.2 students at SMA Negeri 13 Padang through the implementation of the Realistic Mathematics Education (RME) approach. The research employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, which consists of planning, action, observation, and reflection stages. The study was conducted in two learning cycles designed continuously to enhance the quality of the teaching and learning process. Data were collected through essay-type tests in trigonometric ratios to measure students’ learning outcomes and observation sheets to assess students’ learning activities and engagement during classroom instruction. The results indicate a significant improvement in students’ average scores in trigonometric ratios, increasing from 76.67 in Cycle I to 96.86 in Cycle II, representing a gain of 20.19 points. Based on the analysis of test results and observational data, students showed better conceptual understanding, higher participation, and improved ability to connect mathematical concepts with real-life contexts. These findings demonstrate that the RME approach is effective in enhancing students’ mathematics achievement and overall learning quality at the secondary school level.
Co-Authors Dadang Juandi Dhanachat Anuniwat Dilham Fardian Hazim Saputra Filia Reza Margaretha Madha Melissa Turmudi