Penggunaan Flipped Classroom Dalam Pengajaran dan Pembelajaran Matematik : Suatu Tinjauan Sistematik
Abstract
Pelbagai kaedah teknologi telah digunakan secara meluas untuk membantu dalam pendidikan matematik. Salah satu kaedah terkini ialah Flipped Classroom yang merupakan satu inovasi dalam pengajaran dan pembelajaran Matematik. Justeru, kajian literatur yang sistematik ini dijalankan untuk mensintesiskan data empirikal yang berkaitan tentang pelaksanaan kaedah flipped classroom dalam pendidikan matematik dalam tempoh 2017 - 2021. Tujuan kajian ini adalah untuk mengenal pasti tahap pencapaian pelajar serta persepsi guru dan pelajar terhadap penggunaan flipped classroom dalam matematik. Pangkalan data SCOPUS dan WOS digunakan untuk mendapatkan artikel yang berkaitan tentang penggunaan flipped classroom dalam pendidikan matematik. Lima kriteria dalam kajian ini adalah tahun penerbitan, jenis bahan rujukan, bahasa, metodologi serta bidang kajian artikel jurnal. Terdapat 21 artikel dianalisis dan telah dipilih berlandaskan lima kriteria tersebut. Kata kunci seperti flipped classroom, mathematics flipped classroom dan inverted classroom digunakan dalam kajian ini. Persepsi guru dan pelajar turut dikaji dari segi penggunaan, sikap, amalan dan penglibatan dalam penggunaan flipped classroom bagi mata pelajaran matematik. Analisis kajian menunjukkan penggunaan flipped classroom dalam matematik banyak dikaji di negara-negara luar seperti Indonesia, Spain dan Switzerland. Dapatan kajian menunjukkan bahawa penggunaan flipped classroom meningkatkan pencapaian pelajar dalam matematik. Guru dan pelajar turut menunjukkan persepsi yang positif terhadap penggunaan flipped classroom dalam matematik. Hasil kajian ini diharapkan memberi maklumat yang jelas tentang keberkesanan penggunaan flipped classroom dalam pengajaran dan pembelajaran matematik.
Downloads
References
Abdullah, M. Z., Daud, I., Idris, M. R., & Abdul Rahman, M. N. (2020). Kesan Pembelajaran Flipped Classroom Terhadap Sikap Bagi Penyelesaian Masalah Bagi Algebra. 1–10.
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
Alqahtani, A. (2019). Journal of Technology and Science Education. Journal of Technology and Science Education, 9(3), 326–339.
Arnold Garza, S. (2014). The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction. International Conference on Climate Change Impacts and Adaptation for Food and Environmental Security 2012, 8(1), 1–50.
Bahador, Z., Saidon, M. K., & Ibrahim, I. (2019). Penggunaan Kaedah Pengajaran Flipped Classroom dalam Pengajaran dan Pemudahcaraan Matematik Tingkatan 4. Proceedings of The ICECRS, 3. https://doi.org/10.21070/icecrs.v3i0.137
Baskaran Kannan, A. V. (2019). Hubungan Komitmen Dan Emosi Dengan Pencapaian Akademik Pelajar Ambilan Khas Januari 2012 Di Ipg Kampus Ipoh. 96–116.
Belmonte, J. L., Cabrera, A. F., Núñez, J. A. L., & Sánchez, S. P. (2019). Formative transcendence of flipped learning in mathematics students of secondary education. Mathematics, 7(12). https://doi.org/10.3390/MATH7121226
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
Cevikbas, M., & Kaiser, G. (2020). Flipped classroom as a reform-oriented approach to teaching mathematics. ZDM - Mathematics Education, 52(7), 1291–1305. https://doi.org/10.1007/s11858-020-01191-5
Cevikbas, M., & Kaiser, G. (2021). Student Engagement in a Flipped Secondary Mathematics Classroom. International Journal of Science and Mathematics Education, 0123456789. https://doi.org/10.1007/s10763-021-10213-x
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
Drozdikova-Zaripova, A. R., & Sabirova, E. G. (2020). Usage of digital educational resources in teaching students with application of “Flipped classroom” technology. Contemporary Educational Technology, 12(2), 1–13. https://doi.org/10.30935/cedtech/8582
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
Gonda, D., Pavlovičová, G., Tirpáková, A., & Ďuriš, V. (2021). Setting up a flipped classroom design to reduce student academic procrastination. Sustainability (Switzerland), 13(15). https://doi.org/10.3390/su13158668
Hossein-Mohand, H., Trujillo-Torres, J. M., Gómez-García, M., Hossein-Mohand, H., & Campos-Soto, A. (2021). Analysis of the use and integration of the flipped learning model, project-based learning, and gamification methodologies by secondary school mathematics teachers. Sustainability (Switzerland), 13(5), 1–18. https://doi.org/10.3390/su13052606
Jeong, J. S., & González-Gómez, D. (2020). Adapting to PSTs’ pedagogical changes in sustainable mathematics education through flipped E-Learning: Ranking its criteria with MCDA/F-DEMATEL. Mathematics, 8(5). https://doi.org/10.3390/MATH8050858
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
Jeong, J. S., González-Gómez, D., & Prieto, F. Y. (2020). Sustainable and flipped stem education: Formative assessment online interface for observing pre-service teachers’ performance and motivation. Education Sciences, 10(10), 1–14. https://doi.org/10.3390/educsci10100283
Kementerian Pendidikan Malaysia. (2015). KSSM Matematik Tingkatan 1. Bahagian Pembangunan Kurikulum, 83. http://bpk.moe.gov.my/index.php/terbitan-bpk/kurikulum-sekolah-menengah/category/331-dskp-tingkatan-4-dan-5-gabung?download=2753:dskp-kssm-matematik-tingkatan-4-dan-5
Kementerian Pendidikan Malaysia. (2018). Annual Report 2018: Malaysia Education Development Plan 2013-2025. In Kementerian Pendidikan Malaysia.
Lembaga Peperiksaan Malaysia. (2020). Laporan Analisis Keputusan Peperiksaan Sijil Pelajaran Malaysia Tahun 2020. Kementerian Pendidikan Malaysia.
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, M. E. M. (2020). A 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. https://doi.org/10.47405/mjssh.v5i12.565
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-018-0151-2
McDonald, P. A., & Smith, J. M. (2020). Improving mathematical learning in Scotland’s Curriculum for Excellence through problem posing: an integrative review. Curriculum Journal, 31(3), 398–435. https://doi.org/10.1002/curj.15
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. BMJ (Online), 339(7716), 332–336. https://doi.org/10.1136/bmj.b2535
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
Nor’ain, M. T., Marzita, P., Mazlini, A., Mohd Faizal Nizam, L. A., & Amalina, I. (2015). Persepsi dan amalan pengajaran guru matematik. Jurnal Pendidikan Sains & Matematik Malaysia, 5(2), 12–22.
Özüdoğru, M., & Aksu, M. (2020). Pre-service teachers’ achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes. Australasian Journal of Educational Technology, 36(4), 27–43. https://doi.org/10.14742/AJET.5115
Paryani, S., & Ramadan-Jradi, R. (2019). The Impact of Flipped Learning on Student Performance and Engagement: A Systematic Literature Review. International Journal of Learning, 5(1), 30–37. https://doi.org/10.18178/IJLT.5.1.30-37
Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The effect of flipped-problem based learning model integrated with LMS-google classroom for senior high school students. Journal for the Education of Gifted Young Scientists, 7(2), 137–158. https://doi.org/10.17478/jegys.548350
Spotts, J. D., & Gutierrez de Blume, A. P. (2020). A Pilot Study on the Effect of the Flipped Classroom Model on Pre-Calculus Performance. SAGE Open, 10(4). https://doi.org/10.1177/2158244020982604
Sutama, Prayitno, H. J., Ishartono, N., & Sari, D. P. (2020). Development of Mathematics Learning Process by Using Flipped Classroom Integrated by STEAM Education in Senior High School. Universal Journal of Educational Research, 8(8), 3690–3697. https://doi.org/10.13189/ujer.2020.080848
Ting, W. W., & Effendi, M. (2020). Kemahiran Penyelesaian Masalah Berayat Matematik Melalui Model Bar: Sorotan Literatur Bersistematik. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(12), 144–159. https://doi.org/10.47405/mjssh.v5i12.569
Trujillo-Torres, J. M., Hossein-Mohand, H., Gómez-García, M., Hossein-Mohand, H., & Cáceres-Reche, M. P. (2020). Mathematics teachers’ perceptions of the introduction of ict: The relationship between motivation and use in the teaching function. Mathematics, 8(12), 1–17. https://doi.org/10.3390/math8122158
Yap, L. L., & Mohammad Yasin, R. (2019). Effectiveness of Flipped Classroom in German Language Teaching on Students’ Achievement and Engagement. International Journal of Humanities, Philosophy and Language, 2(8), 249–265. https://doi.org/10.35631/ijhpl.280019