The Effect of Flipped Classroom Learning Design on Mathematics Learning Outcomes

Abstract

This study aims to determine the influence of flipped classroom learning design on mathematics learning outcomes of high school students. The background of this research is based on the low involvement of students in conventional learning that tends to be teacher-centered, so an alternative learning design is needed that can increase independence and understanding of mathematical concepts in a more in-depth manner. The flipped classroom model was chosen because it provides students with the opportunity to learn material independently outside of the classroom through videos or digital teaching materials, then utilize face-to-face time for discussion, problem-solving, and concept deepening. The research method used was a pseudo-experiment with a pretest-posttest control group design. The subjects of the study were 60 students in grade XI of SMA Negeri 1 Bekasi, which were divided into an experimental group (30 students) and a control group (30 students). The research instrument was in the form of a multiple-choice mathematics learning outcome test and a brief description. Data were analyzed using an independent t-test with a significance level of 5%. The results showed a significant difference between the two groups. The average posttest score of the experimental group was 82.47 with a standard deviation of 6.12, while the average posttest score of the control group was 74.13 with a standard deviation of 7.05. The results of the t-test obtained a t-count value = 3.98 > t-table = 2.00 (p = 0.000 < 0.05), which means that there is a significant influence of the application of flipped classroom on the mathematics learning outcomes of SMA Negeri 1 Bekasi students. Thus, the flipped classroom learning design has been proven to be more effective than conventional learning in improving mathematics learning outcomes.