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All Journal Jurnal Pendidikan Progresif Journal of Research and Educational Research Evaluation
Nurul Aulia Martaputri
Yogyakarta State University
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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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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
Bridging the Gap: A Bibliometric Analysis of Differentiated Learning Research in Indonesia and Global Contexts Siti Nurjanah; Nurul Aulia Martaputri; Panca Ali Febrian; Moh Slamet Sutrimo; D&#039;aquinaldo Stefanus Fani Seran
Journal of Research and Educational Research Evaluation Vol. 13 No. 2 (2024): August 2024
Publisher : Universitas Negeri Semarang

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Implementing differentiated learning in Indonesia has several problems despite its vital role in improving educational quality. This study examines the disparity between research on differentiated learning in Indonesia and global research by doing a bibliometric analysis. The methodology utilizes bibliometric analysis of research literature on differentiated learning from the Scopus database. Data analysis involves examining research productivity, the extent of international collaboration, and the trends in research topics. The key findings suggest that although Indonesia has many writers contributing, its research has not achieved much global attention. In Indonesia, research primarily focuses on implementation within the context of national policies. However, global research has a broader reach, encompassing modern technology and an array of methodologies. These findings suggest that Indonesian researchers should broaden their research scope, enhance international collaborations, and investigate areas such as applying advanced technologies in customized education, the long-term effects on learning achievements, and creating tailored learning models suitable for the Indonesian context. As a policy recommendation, the government could offer targeted incentives to promote international research collaborations and establish online collaboration platforms to enhance cross-country cooperation in differentiated learning.
Co-Authors D&#039;aquinaldo Stefanus Fani Seran Fahd Sjarifain Yanuar Izza Alfina Cahyani Julham Hukom Moh Slamet Sutrimo Nisrina Nisrina Panca Ali Febrian Siti Nurjanah Sujarwo Sujarwo Yunianti Risma Imaroh