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Sutamrin, Sutamrin
Universitas Negeri Makassar
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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 Abdul Manaf Abdul Rahman Abdul Rahman Ahmad Talib Ahmad Zaki AHMAD ZAKI Ahmad Zaki Ahmar, Ansari Saleh Akib, Israwati Alfiah Nurfadhilah AM Hindi Alimuddin Tampa AR, Sumarni Awi Dassa, Awi Awi, Awi Ermita Ermita Ermita Ermita Fajar Arwadi Hariani Harjuna Hasisa Haruna Hassan, Muhammad Nasiru Hastuty Hastuty Hastuty Musa Hisyam Ihsan Husain As Ikram, Muhammad Ilham Minggi Inayanti Fatwa Iwan Setiawan HR Khadijah Khadijah Khadijah Khadijah Khadijah Khaerani Khaerani Muh. Ikhwan Risqullah Muhammad Ammar Naufal Mulyani Marhadi Muqtakdir Nurfalaq Syarif Mu’adz, A. Muhammad Nasir, Norma Nasrullah Nasrullah Petronela Narti Lihing Pratiwi, Putri Regina R. Rusli Rahman, Abdul Rezeki Amaliah Rosidah Rosidah Rusli Rusli Rusli Rusli S. Sahid Sabri Samosir, Rosauli N. Sapinah, Sapinah Suci Wulandhani Suciati, Indah Sukarna Sukarna Syakir, Ade Irma Zetyani Thaha, Irwan Usman Mulbar Wahyuni, Maya Sari Yusniar Rasjid, Yusniar