Kaedah Flipped Classroom dalam Pembelajaran Matematik di Peringkat Pengajian Tinggi : Sorotan Literatur Bersistematik

  • Md Saleh Bin Osman Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM), Malaysia
  • Siti Mistima Maat Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM), Malaysia
Keywords: flipped classroom, persepsi, impak, matematik

Abstract

Pembelajaran yang berpusatkan pelajar semakin mendapat sambutan di kalangan tenaga pengajar. Pendekatan flipped classroom yang memerlukan penglibatan aktif para pelajar dalam perbincangan dan penyelesaian masalah mengubah keadaan tradisional pembelajaran. Kajian sistematik ini adalah untuk meninjau persepsi dan impak flipped classroom dalam pembelajaran Matematik di peringkat pengajian tinggi. Sebanyak 30 artikel yang berkaitan dari tahun 2017 sehingga 2021 dipilih dari dua pangkalan data iaitu Scopus dan Web of Science (WOS). Beberapa kriteria melibatkan jenis artikel, peserta kajian serta skop kajian telah ditetapkan bagi kajian ini. Hasil analisis mendapati bahawa para pelajar serta pengajar di peringkat kolej dan universiti mempunyai persepsi yang positif terhadap flipped classroom. Selain itu, terdapat tiga impak utama flipped classroom terhadap pelajar iaitu dari segi pencapaian Matematik, sikap pelajar dan penglibatan dalam pembelajaran telah dikenal pasti. Pencapaian pelajar dalam subjek Matematik didapati meningkat serta sikap pelajar menjadi positif terhadap pembelajaran. Pelajar juga didapati lebih terbuka dalam interaksi di dalam kelas serta aktif terlibat dalam pembelajaran. Dapatan kajian diharap meyakinkan tenaga pengajar bagi menggunakan kaedah flipped classroom di dalam kelas dengan lebih berkesan.

Statistics
Abstract views: 45 , PDF downloads: 22

Downloads

Download data is not yet available.

References

Albalawi, A. S. (2018). The effect of using flipped classroom in teaching calculus on students’ achievements at university of Tabuk. International Journal of Research in Education and Science, 4(1), 198–207. https://doi.org/10.21890/ijres.383137

Al-Zoubi, A. M., & Suleiman, L. M. (2021). Flipped classroom strategy based on critical thinking skills: Helping fresh female students acquiring derivative concept. International Journal of Instruction, 14(2), 791–810. https://doi.org/10.29333/iji.2021.14244a

Boevé, A. J., Meijer, R. R., Bosker, R. J., Vugteveen, J., Hoekstra, R., & Albers, C. J. (2017). Implementing the flipped classroom: an exploration of study behaviour and student performance. Higher Education, 74(6),1015–1032.https://doi.org/10.1007/s10734-016-0104-y

Braun, B., Bremser, P., Duval, A. M., Lockwood, E., & White, D. (2018). What does active learning mean for mathematicians?. In The Best Writing on Mathematics 2018 (pp. 169-178). Princeton University Press. https://doi.org/10.1515/9780691188720-015

Buch, G. R., & Warren, C. B. (2017). The Flipped Classroom: Implementing Technology To Aid In College Mathematics Student’s Success. Contemporary Issues in Education Research (CIER), 10(2), 109–116. https://doi.org/10.19030/cier.v10i2.9921

Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: from brain to education. Science, 332(6033), 1049-1053.

Carter, C. L., Carter, R. L., & Foss, A. H. (2018). The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students. AERA Open, 4(1), 233285841875926. https://doi.org/10.1177/2332858418759266

Cronhjort, M., Filipsson, L., & Weurlander, M. (2018). Improved engagement and learning in flipped-classroom calculus. Teaching Mathematics and Its Applications, 37(3), 113–121. https://doi.org/10.1093/TEAMAT/HRX007

Dori, Y. J., Kohen, Z., & Rizowy, B. (2020). Mathematics for Computer Science: A Flipped Classroom with an Optional Project. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), 1–20. https://doi.org/10.29333/ejmste/9149

Farmus, L., Cribbie, R. A., & Rotondi, M. A. (2020). The Flipped Classroom in Introductory Statistics: Early Evidence From a Systematic Review and Meta-Analysis. Journal of Statistics Education, 28(3), 316–325. https://doi.org/10.1080/10691898.2020.1834475

Foldnes, N. (2017). The impact of class attendance on student learning in a flipped classroom. Nordic Journal of Digital Literacy, 12(1–2), 8–18. https://doi.org/10.18261/ISSN.1891-943X-2017-01-02-02

Froehlich, D. E. (2018). Non-technological learning environments in a technological world: Flipping comes to the aid. Journal of New Approaches in Educational Research, 7(2), 88–92. https://doi.org/10.7821/naer.2018.7.304

Immekus, J. C. (2019). Flipping Statistics Courses in Graduate Education: Integration of Cognitive Psychology and Technology. Journal of Statistics Education, 27(2), 79–89. https://doi.org/10.1080/10691898.2019.1629852

Jamaludin, N. I., Shahimi, S., Bibi, L., & Hameed, M. (2020). Elemen Kepercayaan Sebagai Teras Sumbangan Melalui Pendanaan Awam Bertujuan Kebajikan. Asian Journal of Accounting and Governance, 13, 55–65. https://doi.org/10.17576/ajag-2020-13-05

Jaster, R. (2017). Student and Instructor Perceptions of a Flipped College Algebra Classroom. International Journal of Teaching and Learning in Higher Education, 29(1), 1–16.

Jeong, J. S., & González-Gómez, D. (2021). Flipped-ocn method in mathematics learning to analyze the attitudes of pre-service teachers. Mathematics, 9(6). https://doi.org/10.3390/math9060607

Johnston, B. M. (2017). Implementing a flipped classroom approach in a university numerical methods mathematics course. International Journal of Mathematical Education in Science and Technology, 48(4), 485–498. https://doi.org/10.1080/0020739X.2016.1259516

Khan, K. S., Kunz, R., Kleijnen, J., & Antes, G. (2003). Five steps to conducting a systematic review. Journal of the royal society of medicine, 96(3), 118-121.

Khan, R. N., & Watson, R. (2018). The flipped classroom with tutor support: An experience in a level one statistics unit. Journal of University Teaching and Learning Practice, 15(3).

Li, Y. Bin, Zheng, W. Z., & Yang, F. (2017). Cooperation learning of flip teaching style on the MBA mathematics education efficiency. Eurasia Journal of Mathematics, Science and Technology Education, 13(10), 6963–6972. https://doi.org/10.12973/ejmste/76878

Liew, P. H.,& Matora, E. M. (2020). Persepsi dalam Penggunaan Flipped Classroom dalam Pengajaran dan Pemudahcaraan (Pdpc): Sorotan Literatur Bersistematik. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(12), 188-200.

Lopes, A. P., & Soares, F. (2018). Perception and performance in a flipped Financial Mathematics classroom. International Journal of Management Education, 16(1), 105–113. https://doi.org/10.1016/j.ijme.2018.01.001

Maldonado, A. D., & Morales, M. (2020). Modelling dependency structures produced by the introduction of a flipped classroom. Mathematics, 8(1), 1–13. https://doi.org/10.3390/math8010019

Moher D, Liberati A, Tetzlaff J, Altman DG, The PRISMA Group (2009) Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7): e1000097. https://doi.org/10.1371/journal.pmed.1000097

Moreno, D., Palacios, A., Barreras, Á., & Pascual, V. (2020). An assessment of the impact of teachers’ digital competence on the quality of videos developed for the flipped math classroom. Mathematics, 8(2). https://doi.org/10.3390/math8020148

Nielsen, P. L., Bean, N. W., & Larsen, R. A. A. (2018). The impact of a flipped classroom model of learning on a large undergraduate statistics class. Statistics Education Research Journal, 17(1), 121–140.

Novak, J., Kensington-Miller, B., & Evans, T. (2017). Flip or flop? Students’ perspectives of a flipped lecture in mathematics. International Journal of Mathematical Education in Science and Technology, 48(5), 647–658. https://doi.org/10.1080/0020739X.2016.1267810

Pozo Sánchez, S., López Belmonte, J., Fuentes Cabrera, A., & López Núñez, J. A. (2020). Factores incidentes en el profesorado para la elección del aprendizaje invertido como referente metodológico. Educar, 57(1), 223–240. https://doi.org/10.5565/rev/educar.1152

Romero-García, C., Buzón-García, O., & Touron, J. (2019). THE FLIPPED LEARNING MODEL IN ONLINE EDUCATION FOR SECONDARY TEACHERS. Journal of Technology and Science Education, 9(2), 109–121.

Salas-Rueda, RA. Use of flipped classroom in the marketing career during the educational process on financial mathematics. Educ Inf Technol (2021). https://doi.org/10.1007/s10639-021-10470-x

Shinaberger, L. (2017). Components of a Flipped Classroom Influencing Student Success in an Undergraduate Business Statistics Course. Journal of Statistics Education, 25(3), 122–130. https://doi.org/10.1080/10691898.2017.1381056

Tisdell, C., & Loch, B. (2017). How useful are closed captions for learning mathematics via online video? International Journal of Mathematical Education in Science and Technology, 48(2), 229–243. https://doi.org/10.1080/0020739X.2016.1238518

Turra, H., Carrasco, V., González, C., Sandoval, V., & Yáñez, S. (2019). Flipped classroom experiences and their impact on engineering students’ attitudes towards university-level mathematics. Higher Education Pedagogies, 4(1), 136–155. https://doi.org/10.1080/23752696.2019.1644963

Umam, K., Nusantara, T., Parta, I. N., Hidayanto, E., & Mulyono, H. (2019). An application of flipped classroom in mathematics teacher education programme. International Journal of Interactive Mobile Technologies, 13(3), 68–80. https://doi.org/10.3991/ijim.v13i03.10207

Wasserman, N.H., Quint, C., Norris, S.A. et al. Exploring Flipped Classroom Instruction in Calculus III. Int J of Sci and Math Educ 15, 545–568 (2017). https://doi.org/10.1007/s10763-015-9704-8

Wood, A. K., Bailey, T. N., Galloway, R. K., Hardy, J. A., Sangwin, C. J., & Docherty, P. J. (2021). Lecture capture as an element of the digital resource landscape - a qualitative study of flipped and non–flipped classrooms. Technology, Pedagogy and Education, 00(00), 1–16. https://doi.org/10.1080/1475939X.2021.1917449

Zengin, Y. (2017). Investigating the use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. Educational Technology and Society, 20(2), 89–100.
Published
2021-10-10
How to Cite
Osman, M. S. and Maat, S. M. (2021) “Kaedah Flipped Classroom dalam Pembelajaran Matematik di Peringkat Pengajian Tinggi : Sorotan Literatur Bersistematik”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(10), pp. 177 - 189. doi: https://doi.org/10.47405/mjssh.v6i10.1067.
Section
Articles