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All Journal POLYGLOT Pendas : Jurnah Ilmiah Pendidikan Dasar Buletin Ilmiah Nagari Membangun Jurnal PEKA (Pendidikan Matematika) These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Community Medicine and Education Journal AJARCDE (Asian Journal of Applied Research for Community Development and Empowerment)
Yurniwati
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Flipped Classroom Combined with Group Investigation to Enhance Primary Students' Mathematical Communication and Self-Regulated Learning: Evidence Supporting SDG 4 Quality Education Hastuti, Rina Indah; Yurniwati; Wiraningsih, Eti Dwi
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Abstract

This study investigates the effectiveness of a Flipped Classroom combined with the Group Investigation (GI) method in improving mathematical communication skills among primary school students, viewed from the perspective of self-regulated learning and aligned with SDG 4 (Quality Education). A quasi-experimental 2×2 factorial design was applied involving 60 fifth-grade students from SDN 2 Citundun (experimental group) and SDN Citikur (control group) in Ciwaru District, Kuningan Regency, Indonesia. Instruments consisted of a mathematical communication test based on NCTM indicators (clarity of ideas, representation, reasoning, and oral communication) and an Self-Regulated Learning questionnaire. Data were analyzed using two-way ANOVA followed by Tukey’s post hoc test. Results showed a significant effect of the learning model on mathematical communication (F = 23.88, p < 0.001, η²p = 0.287), with the Flipped–GI group achieving higher posttest scores than the conventional class. Students with high Self-Regulated Learning outperformed those with low Self-Regulated Learning (F = 12.77, p = 0.001), confirming the role of learning independence. An interaction effect was also found (F = 4.35, p = 0.042), indicating that the Flipped–GI model benefited high-Self-Regulated Learning students the most; however, students with low Self-Regulated Learning in the experimental group still experienced meaningful improvement. The integration of digital pre-class learning and collaborative investigation in class provided more opportunities for explanation, representation, and argumentation. These findings demonstrate that the Flipped–GI approach effectively strengthens mathematical communication and supports inclusive, higher-quality learning, contributing to the achievement of SDG 4 in primary education. The model is recommended as an innovative instructional strategy for mathematics learning at the elementary level.
Co-Authors Annisa Fitri, Annisa Ariana, Stefany Putri Astiena, Adila Kasni Billy Febrima Hidayat Dudung Amir Soleh Dulyapit, Apit Engga Dallion EW Hana Pertiwi Hastuti, Rina Indah Ika Lestari Lawalata, Febe Patricia Linda Zakiah Mahmud Yunus Mira Amelia Amri, Mira Amelia monica bellandina abolla Neswati Neswati Nika Saputra Novizar Nazir Purnama, Tirza Haqia PUTRI HANDAYANI Putri Pertiwi, Amelia Ratih Rinawati Roni Ekha Putera Soleh, Dudung Amir Syukri Arief Tengku Rika Valentina Tomimi, Zahran Mabrukah Ursula Amara Syifa Carmelia Vyola Regina Wiraningsih, Eti Dwi Yoshie, Kinar Zaitun