<![CDATA[Purpose – Mathematics education requires assessment approaches that can respond to individual variation in student ability while supporting the development of mathematical critical thinking. This study examined the effectiveness of a flipped classroom model integrated with a Moodle-based, mastery-oriented adaptive assessment in improving undergraduate students' mathematical critical thinking. Methodology – A quasi-experimental pretest-posttest control group design was used, involving a total of 78 undergraduate students at UIN Siber Syekh Nurjati, divided by intact class into an experimental group that received flipped classroom instruction combined with a sequential, indicator-gated adaptive assessment, and a control group that received conventional lecture-based instruction. Mathematical critical thinking was measured using a 24-item open-ended test (Cronbach's α = 0.82) covering four indicators: clarification, inference, systematic thinking, and strategic thinking. Data were analyzed using the Shapiro-Wilk test for normality, Levene's test for homogeneity of variance, and an independent-samples t-test (with Welch's correction applied where variances were unequal), with effect size estimated using Hedges' g (Field, 2024). Findings – The experimental group recorded a significantly higher posttest mean (M = 82.35, SD = 4.384) than the control group (M = 67.59, SD = 7.789), t(33.14) = 8.98, p < .001 (Welch-corrected, due to unequal variances), with a very large effect size (Hedges' g = 2.55). This difference remained significant after adjusting for a baseline pretest difference between groups using analysis of covariance, F(1, 75) = 94.73, p < .001. The experimental group also showed a significantly larger N-Gain (M = 0.538, medium) than the control group (M = 0.207, low), t(34.91) = 8.14, p < .001. Novelty – This study distinguishes the rule-based, mastery-oriented adaptive assessment implemented here from classical Item Response Theory-based Computerized Adaptive Testing, clarifying a terminological distinction that has received limited attention in flipped classroom research on mathematical critical thinking. Significance – The findings are relevant to mathematics educators and instructional designers considering Moodle-based adaptive assessment as a complement to flipped classroom instruction for supporting undergraduate students' mathematical critical thinking.]]>
Copyrights © 2026
