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All Journal Al Ishlah Jurnal Pendidikan Journal of General Education and Humanities
Izza Alfina Cahyani
Universitas Negeri Jakarta
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Integrating Problem-Based Learning and Flipped Classroom Models: Evaluating Their Impact on Mathematical Problem-Solving Skills Yunianti Risma Imaroh; Haryanto Haryanto; Izza Alfina Cahyani; Albi Anggito
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6839

Abstract

Integrating Problem-Based Learning (PBL) with the Flipped Classroom (FC) model has gained attention as a strategy to enhance students' mathematical problem-solving skills (MPSS). While multiple studies have examined this approach, their findings show considerable variation. A meta-analysis was conducted using Comprehensive Meta-Analysis (CMA) software to synthesize findings from previous studies. A random-effects model was applied to account for variability among studies. The pooled effect size was g = 1.06 with a p-value 0.01, indicating a strong and statistically significant positive impact of the PBL-FC model on MPSS. Moderator analysis showed that the effectiveness varied significantly by media platform used (Qb = 21.98, p = 0.01) and type of publication (Qb = 7.94, p = 0.01). However, no significant differences were found regarding educational level (Qb = 7.45, p = 0.06), experimental group size (Qb = 0.29, p = 0.62), or publication year (Qb = 0.21, p = 0.64). The forest plot indicated consistent positive effects across most studies, although variations in effect sizes suggest heterogeneity due to differences in methodology, populations, or contexts. This meta-analysis confirms that the PBL-FC model significantly improves students' MPSS. Differences in media platform and publication type should be considered in future implementations. These findings provide a foundation for best practices and further research into enhancing critical thinking through PBL-FC integration.
Talk It Out!: Developing a Design-Thinking-Based Boardgame for EFL Speaking Fluency Izza Alfina Cahyani; Aprilia Ghifari Faizatun Ni’mah; Lisda Hilya Aeni; Mirra Fatharani
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2135

Abstract

Speaking fluency remains a challenge for many Indonesian EFL students. Based on a preliminary study, 65% of students were reluctant to speak English despite possessing sufficient vocabulary knowledge. One way to address this issue is by providing engaging learning activities that actively involve students in speaking practice. Educational board games can serve as an alternative learning medium capable of creating an enjoyable and interactive learning environment for speaking activities. However, studies focusing on the development of physical board games specifically designed to facilitate speaking fluency remain limited. Therefore, this study aimed to develop an educational board game called Talk It Out! to support speaking-fluency practice among tenth-grade students. This study employed Design and Development Research (DDR). The development process adopted the ADDIE model integrated with Design Thinking principles, including the empathize, define, ideate, prototype, and test stages. Data were collected through expert validation, a speaking-fluency assessment instrument, and a student-response questionnaire. The needs-analysis stage involved interviews with nine students, while the product was implemented through a limited trial involving 14 students. The results showed that the developed board game was highly feasible, receiving validation scores of 88% and 94% from a gamification expert and an English-language expert, respectively. Students achieved an overall speaking-fluency score of 72.1%, categorized as good, while student responses toward the board game reached 87.5%, categorized as very good. These findings indicate that Talk It Out! is a feasible and well-received learning medium that provides opportunities for speaking practice in EFL classrooms. Future studies are recommended to employ larger samples and more rigorous research designs further to examine the effectiveness of the developed board game.
Co-Authors . Haryanto Albi Anggito Aprilia Ghifari Faizatun Ni’mah Lisda Hilya Aeni Mirra Fatharani Yunianti Risma Imaroh