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All Journal Jurnal Ilmiah Pendidikan Dasar Jurnal Gantang Union: Jurnal Ilmiah Pendidikan Matematika SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora el-Ibtidaiy: Journal of Primary Education Journal of Teaching and Learning in Elementary Education Jurnal Spirits Journal of English Language and Pedagogy Journal Of Academia In English Educations (JADEs) World Psychology Tuladha : Jurnal Pendidikan Dasar Indonesian Journal of Education and Learning Profesi Pendidikan Dasar JERIT: Journal of Educational Research and Innovation Technology Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak Jurnal Pendidikan Progresif ASEAN Journal of Educational Research and Technology
Sulaimon, Jamiu Temitope
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Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Journal : Jurnal Gantang

 1 
Effect of flipped classroom models with creative game activities on pupils' mathematics achievement Usluoğlu, Büşra; Sulaimon, Jamiu Temitope; Toptaş, Veli; Wijayanti, Palupi Sri
Jurnal Gantang Vol 10 No 1 (2025): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v10i1.7252

Abstract

This study examined the effect of the flipped classroom model and creative mathematics activities and games on mathematics achievement. Two equivalent 4th-grade students from a public school in Kırıkkale, Turkey, were randomly selected to create experimental and control groups. The experimental group consisted of 25 students, while the control group consisted of 27 students. Before the application, a mathematics achievement test prepared by the curriculum was applied to both groups, while Mathematics game videos following the curriculum were ready for the experimental group. Then, application studies were carried out with the experimental group for 4 weeks. Meanwhile, no intervention was made in the control group, and their traditional teaching continued. At the end of 4 weeks, the mathematics achievement test was re-administered to both groups, and the results were compared. While the difference between the experimental group's pre- and posttest mean scores is 16,68, the difference between the control group's pre and posttest mean scores is 6,37. As a result, it was concluded that creative games and activities combined with the flipped classroom model increased mathematics achievement. The study recommended designing creative activities with the flipped classroom model to increase success in other courses, such as mathematics.
Enhancing learners' mathematics achievement by using a gamified flipped classroom instructional strategy Sulaimon, Jamiu Temitope; Manditereza, Blandina; Chamboko-Mpotaringa, Mavis
Jurnal Gantang Vol 10 No 2 (2025): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/f6z3t227

Abstract

Flipped learning is an educational approach that inverts the traditional teaching pattern by giving pupils access to learning materials before class, while using classroom time to deepen their understanding. However, few studies investigate whether low-basic learners possess the readiness and digital literacy to benefit from this approach. Hence, this study examined the impact of implementing a Gamified Flipped Classroom Instructional Strategy on enhancing mathematics achievement among lower primary learners in Ilorin West Local Government Area of Kwara State, Nigeria. Employing the pre and posttest control group in line with a quasi-experimental design, 74 learners from two private primary schools participated in the research. This study employed three validated research instruments: the Mathematics Achievement Test (MAT), the Guide for Gamified Flipped Classroom Instructional Strategy (GGFCIS), and the Guide for Control Group (GCG). The MAT instrument demonstrated a reliability coefficient of 0.74 using the test-retest method. Two hypotheses were evaluated by using Analysis of Covariance (ANCOVA) at a 0.05 significance level. Results indicated a significant positive effect of the gamified flipped classroom instructional strategy on learners' academic achievement in mathematics. However, no significant interaction between treatment and gender was found. The study concluded that regardless of gender, the instructional strategy improved the academic achievement of lower basic learners in mathematics. The study recommended that primary school teachers undergo training in using the gamified flipped classroom instructional Strategy for teaching mathematics to lower basic primary learners, as it promotes academic success while encouraging parental involvement in learners' learning.
Co-Authors Adeoye, Moses Adeleke Adi Saputra, Ricki Fahma Aguilar, Mark Gabriel Wagan Agus, Wira Tunggul Segara Al Adib, Amin Anatri Desstya Arief Cahyo Utomo Chamboko-Mpotaringa, Mavis Farizky Rahman Femi, Iliasu Samuel Fitriani, Arbania Gbadeyanka , Taofeeq Akolade Hakeem, Nafiu Ayodeji Hazima, Atika Azzahro Hera, Cicilia Jaga I Nyoman Arcana Iliasu, Femi Samuel Ima Widyastuti, Ima Khosiyono, Banun Havifah Cahyo Kolade, Aysha Olapeju Kolawole, Joshua Kusumaningrum, Betty Manditereza, Blandina Mohammed, Lawal Mustapha Muhammad Ilham Syarif Muhammad Ridha Mundilarno Mundilarno, Mundilarno Nanik Supriani Niki Dian Permana P Nzuza, Zakhele Dennis Obafemi, Kayode Ezecheal Obafemi, Taiye Olayinka Obi, Sabina Nwakaego Oluwafemi, Folarin Moruf Pahlawan, Ressa Palupi Sri Wijayanti, Palupi Sri Peters, Olorunjeedalo Anu Reni Rosari Rizki, Ardhian Fajar Rusnilawati Shuiabu, Garba Situmorang, Dominikus David Biondi Sumaryono Tania , Anita Toptaş, Veli Uchechukwu, Kalu Usluoğlu, Büşra Wihana Kirana Jaya Wulandari, Dika Yakub, Karatu Ibrahim Yakubu, Francis Moodu Yusuf, Jamilla Yusuf, Muiz Olanrewaju