Enhancing High School Students' Understanding of Mathematics through the Flipped Classroom Approach

Enhancing High School Students' Understanding of Mathematics through the Flipped Classroom Approach

Syamsuddin Syamsuddin syamsuddinubay@gmail.com Universitas Syiah Kuala, (Indonesia)
Usman Usman usmanagani@usk.ac.id Universitas Syiah Kuala, (Indonesia)
Elizar Elizar* elizar@usk.ac.id Universitas Syiah Kuala, (Indonesia)
The advancement of technology and the increasing demand to enhance students’ mathematics achievement necessitates an innovative learning approach. One such approach is flipped learning, which enables students to actively participate in the learning process and work independently with the assistance of technology. The study assessed how the flipped classroom learning model enhances students’ mathematical comprehension. The flipped classroom approach involves students engaging with pre-class video assignments and learning materials, followed by in-class discussions to reinforce the acquired knowledge. This research employed a mixed method with a sequential explanatory approach. The target population was Year 11 students enrolled in a senior high school in Simpang Kanan, Aceh Singkil, Indonesia. A sample size of 22 students was selected for the study. Data collection encompassed administering pre-test and post-test assessments, using a mathematical understanding test as the research instrument, and interviews. The data analysis involved the application of paired t-tests and N-Gain tests. The research findings demonstrated a statistically significant improvement in students’ mathematical comprehension following implementing the flipped classroom model (p<0.005). The average N-gain value was calculated to be 0.45, indicating a moderate gain in understanding. This study suggests that the flipped classroom could be an alternative method to enhance students’ mathematics learning.
Flipped classroom
mathematics comprehension
senior high school
and series.

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