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INDONESIA
Indonesian journal of teaching and learning
Published by Edupedia Publisher
ISSN : 29620570     EISSN : 29641446     DOI : https://doi.org/10.56855/intel
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Indonesian Journal of Teaching and Learning (INTEL) is a national journal in the fields of: 1. Education 2. Teaching and learning 3. Evaluation 4. Management in formal/non-formal schools
Arjuna Subject : Umum - Umum
Articles 142 Documents
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Integrating Flipped Classroom Instruction with Mastery-Based Adaptive Assessment to Support Mathematical Critical Thinking: A Quasi-Experimental Study Ahmad Zaeni; Onwardono Rit Riyanto
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 2 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i2.2417

Abstract

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.
Research Trends and Learning Outcomes of Ethno-STEAM Implementation: A Bibliometric Analysis Using the Scopus Database Rani Sugiarni
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 2 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i2.2472

Abstract

Purpose - Ethno-STEAM integrates cultural knowledge with Science, Technology, Engineering, Arts, and Mathematics to provide contextualized and meaningful interdisciplinary learning. This study aims to map research trends and learning outcomes associated with Ethno-STEAM implementation in Scopus-indexed publications. Methodology - A bibliometric design was employed using 284 Scopus-indexed publications retrieved through a structured keyword search. Data were analyzed using ScientoPy for publication performance, citations, geographical distribution, and research characteristics, complemented by keyword co-occurrence, thematic clustering, and temporal evolution analyses. Selected studies were examined to identify associated learning outcomes. Findings - Research increased substantially during 2022–2025, with journal articles showing the strongest growth. Indonesia was the leading contributor, followed by Malaysia. Dominant themes included project-based learning, critical thinking, STEM, ethnoscience, creative thinking, and science learning, while problem-based learning, educational technology, science education, and local wisdom emerged as growing areas. Reported outcomes included critical and creative thinking, problem solving, higher-order thinking, literacy, digital competencies, cultural awareness, character development, and ecological awareness. Novelty - This study provides an integrated Scopus-based mapping of Ethno-STEAM implementation, research trends, thematic development, and learning outcomes. Significance - The findings benefit researchers, educators, curriculum developers, and policymakers in advancing culturally grounded interdisciplinary education.

Page 15 of 15 | Total Record : 142

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