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Ikram, Muhammad
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Journal : Online Learning in Educational Research

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Spatial Geometry Learning in Higher Education Through Flipped Classroom with Metacognitive Scaffolding: A Mixed-Methods Study Awi, Awi; Sutamrin, Sutamrin; Ihsan, Hisyam; Nasir, Norma; Naufal, Muhammad Ammar; Ikram, Muhammad
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.
Co-Authors Adzymi, Iznil Ageng Triyono Alimuddin, Fauziyyah AM, Sanusi Amri, Azhila Andi Nuddin Andini, Andini Anita Dewi Utami Aqidah, Nur Ariani Ardiansyah, Muhammad Arief Arsy, Muhammad Assaaf, Said Fachry Awi, Awi Bahri, Fahrul Barep Yohanes Basri, Muhammad Yusran Bassar, Ahmad Besse Fika Aswari Burhan Burhan, Burhan Canne, Suriani Dani Fadillah Dary, Mohammad Dudi, Nurjulisah Fajrin, Mus Fatima , Urooj Fitrianti, A Nur Gaffar, Andi Nurrahma García-García, Javier Haider, Ali Hamida Hamzah Upu Handayani, Sri Harianti Harianti Hartono Hamzah Hasan, Nursakilah Hersiyati Palayukan Hisyam Ihsan Husain, Asrianti I Nengah Parta Ibnu Sina ILHAM Imam Rofiki Imeldawaty, Imeldawaty Irma Irma Isnaeni Javed, Asma Julham Hukom Kaewhanam, Phimlikid la nani, karman La Suhu, Bakri Lita Wulandari Aeli Ma'rufi, Ma'rufi Maipadiapati, Andi Marufi, Marufi MMSI Irfan ,S. Kom Monguel, Landy Elena Sosa Muhajir, Muhammad Nur Alam Muhammad Ammar Naufal Muhammad Hasby Muhammad Ilyas Muhammad Syarifuddin Rahman Muhdar, Fahriadi Mursyid Mus, Nurfida Musdalifah Musdalifah Muthmainnah Muthmainnah Muzaini, Muhammad Naeem, Muhammad Waqas Nasimawarni, Besse Lolo Nasir, Norma Nasrun Nasrun Nisa, Khaerun Nora Anggraini Nur, Miftahul Jannah Nurdin Arsyad, Nurdin Nurhidayah Nurhidayah Nurlina, Andi Perdana, Dyah Adila Puguh Darmawan Purwanto Rahman, Sufirman Ramadhani, Rezky Deswita Rashid, Sawaira Rosidah Rosidah Rusdyi Habsyi Rusmin R. M. Saleh Saharullah, Saharullah Saida, Anisah Salwah Sari, Dilanalfita Seti, Sirikanya Shihab, Alwi Sirajuddin Sirajuddin Sosa-Moguel, Landy Sri Rahayuningsih St. Zulaiha Nurhajarurahmah Suaedi Sudiman, Asmira Suhartono Suri, Nursukma Susiswo Sutamrin, Sutamrin Syamsuar Manyullei Tampa, Alimuddin Tanak, Akio Tasni, Nurfaida Uais Syahputra, Andi Wahyu Wahyu Winahyu, Winahyu Zam, Muhammad Fahmi Ilyasir Zarkasyi, Rahmat