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All Journal Journal of Education and Learning (EduLearn) Jurnal Elemen DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JTP - Jurnal Teknologi Pendidikan MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Jurnal Al-Mashadir: Journal of Arabic Education and Literature Jurnal Ilmu Pendidikan Nasional GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Jurnal Ilmu Ekonomi, Pendidikan dan Teknik (IDENTIK) Jurnal Pendidikan Progresif EL-FUSHA Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD)
Julham Hukom
Universitas Negeri Makassar
Religion Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Effectiveness of Geogebra Integration into Flipped Classroom (GFC) on Students Mathematics Skills: A Meta-Analysis Study Izza Alfina Cahyani; Sujarwo Sujarwo; Yunianti Risma Imaroh; Julham Hukom; Fahd Sjarifain Yanuar; Nurul Aulia Martaputri; Nisrina Nisrina
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Effectiveness of Geogebra Integration into Flipped Classroom (GFC)on Students Mathematics Skills: A Meta-Analysis Study. Previous research examining the effectiveness of Geogebra Integration into Flipped Classroom (GFC) on students' mathematics skills showed inconsistent results. Objectives: This research aims to conduct a meta-analysis study on the effectiveness of Geogebra integration into Flipped Classroom (GFC) and identify what factors moderate the effect of GFC on students' mathematical skills. Methods: The research method used meta-analysis. The samples in this study were 31 primary studies that met the specified inclusion criteria. Data analysis was conducted using comprehensive meta-analysis (CMA) software. Findings: The results of the analysis using the random-effects approach showed that the combined effect size was (g = 1.06; p < 0.01) (Large Effect Category). This indicates that GFC has a significant influence on students' mathematics skills. The result of moderator variable analysis shows that the effect of GFC implementation on students' mathematics skills is significantly different based on the variable of platform used (Qb = 21.98; p = 0.01), and publication type (Qb = 7.94; p = 0.01). However, it was not significantly different based on the variables of education level (Qb = 7.45; p = 0.06), experimental group capacity (Qb = 0.29; p = 0.62), and year of publication (Qb = 0.21; p = 0.64). The findings of this meta-analysis can serve as a basis for best practices in applying GFC to student mathematics skills Conclusion: The findings of this meta-analysis provide more accurate and comprehensive results regarding the inconsistent effects of size variation and enrich knowledge about the effectiveness of using GFC in improving students' mathematics skills. Keywords: geogebra into flipped classroom, mathematics skill, meta-analysis.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024119
Effectiveness of the flipped classroom model in minimizing students’ learning performance gaps in higher education Gamar Assagaf; Patma Sopamena; Dinar Riaddin; Julham Hukom; Abdulnassir Yassin
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 8, No 3 (2024): December 2024
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v8i3.94590

Abstract

Effectiveness of the flipped classroom model in minimizing student achievement gaps in higher education. Various previous experimental studies have highlighted the potential of the flipped classroom model (FCM) for improving student learning performance. However, the question of how far FCM can make a positive contribution to various academic abilities remains unclear. Some studies suggest that some learning models tend to benefit students with higher academic abilities (UA) than those with lower abilities (LA). Objectives: This study aims to explore whether the application of FCM can be effective in reducing the learning performance gap between LA and UA students. Method: We used an ANCOVA test with a 3 x 2 factorial design to answer this research question. We applied three different learning models (FCM, PBL, and Expository) to a total of 25 LA and UA students. Results: The analysis results showed that using the FCM model was more successful in reducing the learning performance gap between LA and UA students compared to the PBL and expository models. Conclusion: These findings make a significant contribution to our understanding of the effectiveness of specific learning models in addressing learning performance gaps, with important implications for the development of more inclusive learning policies and practices.
Meta-Analysis of Flipped Classroom on Students' Mathematics Abilities: Effectiveness and Heterogeneity Analysis Endang Sulistyowati; Julham Hukom; Ali Muhtadi
JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 2 (2023): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v25i2.27433

Abstract

Despite numerous studies investigating whether the Flipped Classroom method is more effective in enhancing students' mathematical abilities compared to conventional teaching methods, previous research has shown inconsistent results. This study aims to examine the effectiveness of the Flipped Classroom method on students' mathematical abilities compared to conventional methods and to investigate the factors that can influence the effectiveness of using the Flipped Classroom method on students' mathematical abilities. The research design used in this study is a meta-analysis, analyzing 42 effect sizes from 31 primary studies that meet inclusion criteria. The results of the analysis, using a random-effects approach, yielded a combined effect size of (g = 1.05; p < 0.01). It can be concluded that the use of the Flipped Classroom method significantly contributes to students' mathematical abilities and is more effective compared to conventional teaching methods. Furthermore, the analysis of heterogeneity found that the effectiveness of using the flipped classroom method on mathematical abilities is influenced by moderator variables such as the type of measured abilities, platform, type of experimental group, country, and publication type. However, it was not influenced by variables such as educational level and publication year. The findings of this meta-analysis provide more accurate results regarding the inconsistent effect size variations and enrich the knowledge insights about the effectiveness of using the Flipped Classroom method in enhancing students' mathematical abilities.
Meta-Analysis of The Effectiveness of The Flipped Classroom Model On Students' HOTS in Mathematics Pujiriyanto; Calista Handaru; Julham Hukom
JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 3 (2023): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v25i3.45848

Abstract

The use of the Flipped Classroom (FC) Model has become a global phenomenon in the last decade, and has had a significant impact on mathematics learning objectives. Nevertheless, the scientific literature shows inconsistent results in testing the underlying theoretical assumptions in this model. This meta-analysis study collected analyses of 42 effect sizes from 31 journal articles and international proceedings between 2014 and 2024. The Comprehensive Meta-Analysis (CMA) program was used as a calculation tool, with the Hedges coefficient used to calculate the effect size at a 95% confidence level. The results of analysis using the random-effect estimation model show that the overall effect size is 1.06 (large effect category). This shows that the use of the FC model has a relatively high positive influence on High Order Thinking Skills (HOTS) mathematics when compared to the conventional model. In addition, analysis of research characteristics shows that the effectiveness of using the FC model can be increased by considering factors such as the type of platform used, the type of FC model applied, educational level, and the capacity of the experimental class. These findings provide valuable guidance for educators in the future use of the FC model, particularly in developing students' mathematics HOTS. Keywords: Flipped Classroom; HOTS, Mathematics; Meta-Analysis; Effect Size
The Corellation Between Emotional Intelligence and Academic Achievement: A Meta Analysis Study Nurul Aulia Martaputri; Ali Aulia Muhtadi; Julham Aulia Hukom; Diana Aulia Samal
Jurnal Pendidikan Progresif Vol 11, No 3 (2021): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Meta-Analysis : The Correlation between Emotional Intelligence and Academic Achievement. Until now, there have been many studies related to the relationship between emotional intelligence and academic achievement; However, there are different representations or conclusions regarding the research results. Therefore, this study aims to thoroughly determine the effect of emotional intelligence and academic achievement using a meta-analysis approach. This study analyzed 20 Scupus indexed studies with a sample of 5737 people. To support the accuracy of the analysis results, JASP software is used. The results of the study found that the combined effect size values generated using the random-effect model estimation were (M=0.29) with a standard error (SEM=0.08). This effect size belongs to the small effect category. These findings provide a solid theoretical foundation to improve students’ academic achievement in the future.Keywords: Academic Achievement, Emotional Intelligence, Meta-Analisys.DOI: http://dx.doi.org/10.23960/jpp.v11.i3.202102
The Effect of Self-Efficacy on Students’ Mathematical Abilities: A Meta- Analysis Study Marwa Astriani Kamsurya; Ariyadi Wijaya; Rahmi Ramadhani; Julham Hukom
Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Objective: This study investigates the effect of diei efficacy on students' mathematical abilities. Methods: The research design used in this study is a meta-analysis by analyzing 16 studies published in journals indexed by SCOPUS with a sample of 73935 people in various countries. To support the accuracy of the analysis results, OpenMEE software is used. Findings: The results revealed that the combined effect size values generated using the random-effect model estimate were (g = 0.518; p < 0.001) with a standard error (SE = 0.031). This effect size belongs to the medium effect category. Conclusion: Thus, it can be concluded that self-efficacy has a positive and significant effect on students' mathematical abilities.Keywords: mathematics ability, self-efficacy, and meta-analysis.DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202205
The Effect of Flipped Classroom Model on Mathematical Ability: A Meta Analysis Study Bagus Purnomo; Ali Muhtadi; Rahmi Ramadhani; Abdul Manaf; Julham Hukom
Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

The Effect Of Flipped Classroom Model On Mathematical Ability: A Meta-Analysis Study. Objective: This study aims to determine the effect of the flipped classroom model on mathematical ability. Methods: The study design was a meta-analysis by analyzing 70 effect sizes from 44 primary studies that met the inclusion criteria. Findings: The combined effect size was (d = 0.73; p < 0.01). Measure the effect based on education level (Qb = 21.04; p < 0.05), use of LMS (Qb = 5.91; p < 0.05), sample size (Qb = 9.83). ; p < 0.05), year of study (Qb = 34.85; p < 0.05), type of publication (Qb = 7.08; p < 0.05), trial period (Qb = 46.60; p < 0.05), and region (Qb = 49.59; p < 0.05). Conclusion: The flipped classroom model has an effect on mathematical ability. The effect of the flipped classroom model compared to traditional teaching on math skills differs according to the educational level group, use of LMS, sample size, year of study, type of publication, time of experiment, and region.Keywords: Mathematical ability, flipped classroom, meta-analysis.DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202216
Flipped Classroom Dalam Pembelajaran Matematika: Tantangan Dan Peluang Untuk Pembelajaran Mandiri Hukom, Julham
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 2 No. 1 (2025): IDENTIK - Januari
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v2i1.554

Abstract

This study aims to explore the challenges and opportunities provided by the implementation of the flipped classroom model in mathematics learning, especially to support students' independent learning. The method used in this study is the Integrative Literature Review, which includes five stages, namely compiling review questions, collecting literature data, critical assessment of literature data, thematic data extraction and analysis, and presenting findings and discussions. The findings indicate that flipped classrooms have great potential to increase student engagement, support independent learning, and develop problem-solving skills. However, the main challenges faced are students' less than optimal independent skills, unequal access to technology, and difficulties in time management. This study recommends providing training to students in managing independent learning, as well as strengthening equitable access to technology across students. Further research is recommended to examine the implementation of flipped classrooms in various educational settings and explore more specific innovative solutions to address existing challenges.
Eksplorasi Variabel Jenjang Pendidikan Dalam Mempengaruhi Efektivitas Flipped Classroom Terhadap Prestasi Akademik Siswa Hukom, Julham
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 2 No. 2 (2025): IDENTIK - Maret
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v2i2.555

Abstract

This study aims to explore the influence of educational level on the effectiveness of flipped classroom in improving students' academic achievement. The method used is Integrative Literature Review, which analyzes various studies related to the implementation of flipped classroom at various levels of education, including primary, secondary, and tertiary education. The main findings indicate that flipped classroom can improve students' understanding of the material and academic achievement at all levels of education, with a more significant impact on secondary and tertiary students. However, the effectiveness of this model depends on factors such as students' digital skills, teacher readiness, and adequate access to technology. This study recommends that further research be conducted to explore the adaptation of flipped classroom in different geographical and cultural contexts, as well as to evaluate the long-term impact of implementing this model at various levels of education.
Durasi Video Pembelajaran Dalam Flipped Classroom: Tinjauan Naratif Terhadap Dampaknya Pada Keterlibatan Dan Pemahaman Siswa Hukom, Julham
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 2 No. 3 (2025): IDENTIK - Mei
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v2i3.556

Abstract

The purpose of this study was to explore the effect of video duration in the flipped classroom learning model on student engagement and understanding. The method used in this study was a narrative review, which reviewed and summarized various relevant studies published in the last five years regarding video duration and its impact on student learning experiences. The findings showed that the optimal video duration is highly dependent on the complexity of the material being delivered. Short videos are more effective for simple materials, while long videos are more appropriate for topics that require in-depth explanations, with the use of interactive elements such as questions and quizzes that increase student engagement. In addition, the technical quality of the video, including good visual and audio elements, greatly influences the effectiveness of learning. Based on these findings, practical recommendations for educators are to design learning videos that consider the appropriate duration for the topic being taught, as well as using interactive elements to maintain student engagement. In addition, it is important to ensure the quality of video production in order to support better understanding by students.
Co-Authors Abdul Manaf Abdul Manaf Abdulnassir Yassin Akmal Akmal Al As'ary, Muawwal Ali Aulia Muhtadi Ali Muhtadi Andromeda Valentino Sinaga Aris Susanto Ariyadi Wijaya Arsal, Ulfah Widyastuti Bagus Purnomo Bugis, Halima Cahyani, Izza Alfina Calista Handaru Diana Aulia Samal Diana Samal Dinar Riaddin Dona Ningrum Mawardi Eka Zuliana Endang Sulistyowati Endang Sulistyowati Enung Mariah, Enung Fahd Sjarifain Yanuar Faradillah Rusliana Fatkhul Ulum Gamar Assagaf Haruna, Haruna Abubakar Hikmatul Lailaa Huda, Mokhammad Miftakhul Imaroh, Yunianti Risma Isnaeni Isnaeni Isnaeni Izza Alfina Cahyani Kholida, Masita Taufiqi Mariana Mariana Martaputri, Nurul Aulia Marwa Astriani Kamsurya MMSI Irfan ,S. Kom Nisrina Nisrina Nisrina Nisrina Nurul Aulia Martaputri Nurul Aulia Martaputri Patma Sopamena Perdana, Dyah Adila Pujiriyanto . Rahmi Ramadhani Ratau, Asria Ruhul Kudus Samal, Diana Samritin Sembiring, Rinawati Sianipar, Rimma Siti Irene Astuti Dwiningrum SRY WAHYUNI, SRY Sujarwo Sujarwo Sujarwo Sujarwo Syafir , Muhammad Isnawan Syafir, Muhammad Isnawan Wagola, Wa Nurmin Yanuar, Fahd Sjarifain Yunianti Risma Imaroh Zaum, Syahrul