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All Journal JRAMathEdu (Journal of Research and Advances in Mathematics Education) Journal on Mathematics Education
Hanifah, Millenia
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Education Mathematics Social Sciences Other

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GeoGebra-based flipped learning model: An alternative panacea to improve students’ learning independency in online mathematics learning Ishartono, Naufal; Nurcahyo, Adi; Waluyo, Mohamad; Hanifah, Millenia; Razak, Rafiza Abdul; Sufahani, Suliadi Firdaus
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i3.18141

Abstract

Previous studies have tried to improve students' independence in online mathematics learning. However, the Flipped Learning model integrated with GeoGebra is scarce as none of the existing syntaxes accommodate the model. As the existing syntax is based on three phases: pre-class activity, in-class activity, and post-class activity. This research aims to develop GeoGebra-based Flipped Learning syntax to increase students' independence in learning mathematics. The main difference between the existing syntax and the developed one is the integration of GeoGebra in the pre-class activity. The integration is based on previous studies showing that using GeoGebra can improve student’s learning achievements. It research employed the Design-Based Research (DBR) model involving 125 second-year undergraduate students of a private university in Indonesia. The syntax results were obtained from the study, indicating an increase in the average value of student independence in learning mathematics based on learning independence, confidence, level of discipline, sense of responsibility, level of initiative, and self-control. This developed syntax is expected to help teachers streamline online mathematics learning.
Integrating GeoGebra into the flipped learning approach to improve students' self-regulated learning during the covid-19 pandemic Ishartono, Naufal; Nurcahyo, Adi; Waluyo, Mohamad; Prayitno, Harun Joko; Hanifah, Millenia
Journal on Mathematics Education Vol. 13 No. 1 (2022): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v13i1.pp69-86

Abstract

The Covid-19 pandemic has forced an immediate transition from face-to-face learning in classrooms to online learning, including math learning. Mathematics with abstract working objects is not easy to learn online. So, an excellent self-regulated learning ability is required. So far, many efforts have been made to improve self-regulated learning in mathematics learning. However, there are still gaps in improving students' self-regulated learning ability in online mathematics learning, especially in relation to the integration of GeoGebra into the Flipped Learning approach. The purpose of this study is to examine the effectiveness of integrating GeoGebra into the Flipped Learning approach to improve students' self-regulated learning ability in learning mathematics online during the Covid-19 pandemic. This research is a quasi-experimental study with a pretest-posttest control group design to compare the effectiveness of a GeoGebra-integrated Flipped Learning approach. A conventional Flipped Learning approach and a conventional learning approach increase students' self-regulated learning level in constructing their understanding of mathematical concepts during online learning in the Covid-19 pandemic. The study involved 60 students randomly selected from one of Indonesia's private universities. They were divided into three groups representing each approach. Pretest and posttest results were quantitatively analyzed using Normalized Gain (N-Gain) Score, Cohen's d effect size, and statistical descriptive. The analysis results revealed that GeoGebra-integrated Flipped Learning is more effective in increasing students' self-regulated learning level in online mathematics learning than the other two approaches. It is expected that the results of this study can provide insights into alternative solutions for improving the quality of online mathematics learning by increasing the level of self-regulated learning of students.
Co-Authors Adi Nurcahyo Harun Joko Prayitno Naufal Ishartono Razak, Rafiza Abdul Sufahani, Suliadi Firdaus Waluyo, Mohamad