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All Journal Indo-MathEdu Intellectuals Journal Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Edu Research : Jurnal Penelitian Pendidikan YASIN: Jurnal Pendidikan dan Sosial Budaya Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Journal of Multidisciplinary Science: MIKAILALSYS Jurnal Motivasi Pendidikan dan Bahasa Jurnal Cendekia Ilmiah Jurnal Pendidikan dan Sosial Humaniora Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam Journal of Education and Science (EDUSAINS) Mathema: Jurnal Pendidikan Matematika
Tasnim Rahmat
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Flipped Classroom in Mathematics Learning: Efforts to Improve Learning Outcomes and Self-Efficacy of MTs Students Reza Fahrezi; Rusdi Rusdi; Tasnim Rahmat; Wikasanti Dwi Rahayu
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.10611

Abstract

Although low mathematics achievement and weak student self-efficacy remain persistent concerns in junior secondary education, evidence on the use of student-centered digital learning models in MTs mathematics classrooms remains limited. This study aimed to analyze the effectiveness of the Flipped Classroom learning model in improving mathematics learning outcomes and self-efficacy among eighth-grade students at MTsN 10 Agam. A quasi-experimental method with a posttest-only group design was employed. The population comprised all eighth-grade students across four classes, with class VIII.4 assigned as the experimental group and class VIII.1 as the control group through cluster random sampling. Data were collected using a mathematics achievement test and a self-efficacy questionnaire and analyzed using a t-test with SPSS. The findings showed that students in the experimental class achieved higher mathematics learning outcomes than those in the control class, with mean scores of 78.88 and 57.80, respectively, and a significant t-test result (tcount = 4.876 > ttable = 1.68). Students’ self-efficacy was also higher in the experimental class than in the control class, with mean scores of 99.04 and 92.70, respectively, supported by the hypothesis test result (tcount = 1.70 > ttable = 1.68). SPSS analysis further indicated a significance value of 0.000, confirming the effect of the Flipped Classroom model. These findings demonstrate that the Flipped Classroom learning model is effective in improving both mathematics learning outcomes and self-efficacy among MTs students. The study contributes to mathematics education by highlighting the pedagogical value of integrating technology and digital media to support independent learning, strengthen conceptual understanding, and enhance students’ confidence in their mathematical abilities.
Co-Authors Alfia Mayfa Carissa Aniswita Aniswita Apria Randi Saputra Aprilia, Riski Sakinah Aprisa Nilam Sari Cendro Cesbajar Danil Saputra Deswalantri Dhita Tsurayya Fathur Rahmi Firmanti, Pipit Gema Hista Medika Haida Fitri Intan Permata Sari Nurullah Isnaniah, Isnaniah Julanda, Rico M. Imamuddin Maisi Oktavia Nadira Safira Nisa Oktavia Nova Novita Pipit Firmanti Puspita Dewi, Puspita Radiya Fatma Refdi Refdi Reza Fahrezi Risnawita Risnawita Risnawita Rusdi Rusdi Rusdi Rusdi Rusdi Tri Nanda Akbar Maualana Tri Rahma Santika Ulva Rahmi Vivi Ramdhani Wafith Azizah Wedra Aprison Wikasanti Dwi Rahayu