Email this article Effectiveness of Geogebra Integration into Flipped Classroom (GFC) on Students Mathematics Skills: A Meta-Analysis Study
Abstract
Abstract: Effectiveness of Geogebra Integration into Flipped Classroom (GFC)on Students Mathematics Skills: A Meta-Analysis Study. Previous research examining the effectiveness of Geogebra Integration into Flipped Classroom (GFC) on students' mathematics skills showed inconsistent results. Objectives: This research aims to conduct a meta-analysis study on the effectiveness of Geogebra integration into Flipped Classroom (GFC) and identify what factors moderate the effect of GFC on students' mathematical skills. Methods: The research method used meta-analysis. The samples in this study were 31 primary studies that met the specified inclusion criteria. Data analysis was conducted using comprehensive meta-analysis (CMA) software. Findings: The results of the analysis using the random-effects approach showed that the combined effect size was (g = 1.06; p < 0.01) (Large Effect Category). This indicates that GFC has a significant influence on students' mathematics skills. The result of moderator variable analysis shows that the effect of GFC implementation on students' mathematics skills is significantly different based on the variable of platform used (Qb = 21.98; p = 0.01), and publication type (Qb = 7.94; p = 0.01). However, it was not significantly different based on the variables of education level (Qb = 7.45; p = 0.06), experimental group capacity (Qb = 0.29; p = 0.62), and year of publication (Qb = 0.21; p = 0.64). The findings of this meta-analysis can serve as a basis for best practices in applying GFC to student mathematics skills Conclusion: The findings of this meta-analysis provide more accurate and comprehensive results regarding the inconsistent effects of size variation and enrich knowledge about the effectiveness of using GFC in improving students' mathematics skills.
Keywords: geogebra into flipped classroom, mathematics skill, meta-analysis.
DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024119
Full Text:
PDFReferences
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
Andriani, T., Ulya, N. H. A., Alfiana, T. P., Solicha, S., Hafsari, S. B. A., & Ishartono, N. (2022). Improving student’s critical thinking skill in mathematics through geogebra-based flipped learning during pandemi Covid-19: an Experimental Study. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 6(1), 49. https://doi.org/10.31331/medivesveteran.v6i1.1901
Azka, F. (2024). Geogebra classroom sebagai media pembelajaran matematika berbasis masalah untuk meningkatkan kecerdasan visual spasial dan berpikir kritis siswa dalam pembelajaran blended learning. PRISMA, Prosiding Seminar Nasional Matematika, 7, 317–323. https://journal.unnes.ac.id/sju/index.php/prisma/
Baniyah, Aziz, A., & Laili, N. (2023). Flipped learning model as a solution for implementing islamic religious education (pai) learning in the 21st Century. Journal of Research in Islamic Education, 5(2), 105–117. https://doi.org/10.25217/jrie.v5i2.4277
Binoy, S. (2024). Transforming education: enhancing student performance and satisfaction through the flipped classroom method. American Journal of Education and Technology, 3(1), 35–45. https://doi.org/10.54536/ajet.v3i1.2121
Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2009). Introduction to meta-analysis. In Principles and Practice of Clinical Trials (First Edit). A John Wiley and Sons, Ltd. https://doi.org/10.1007/978-3-319-52636-2_287
Brüggemann, P., & Rajguru, K. (2022). Comprehensive meta-analysis (CMA) 3.0: a software review. Journal of Marketing Analytics, 10(4), 425–429. https://doi.org/10.1057/s41270-022-00184-5
Casem, R. Q. (2016). Effects of flipped instruction on the performance and attitude of high school students in mathematics. European Journal of STEM Education, 1(2), 37–44. https://doi.org/10.20897/lectito.201620
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed). Routledge Taylor & Francis Group.
Crawford, T. H. (2017). Flipped learning influence on active learning and assessments in the postsecondary hospitality classroom: An action research study. Capella University.
Dahal, N., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2022). Use of geogebra in teaching and learning geometric transformation in school mathematics. International Journal of Interactive Mobile Technologies, 16(8), 65–78. https://doi.org/10.3991/ijim.v16i08.29575
Davies, P. (2000). The relevance of systematic reviews to educational policy and practice. Oxford Review of Education, 26(4), 365–378. https://doi.org/10.1080/3054980020001882
Dixon, K. L. (2017). The effect of the GFC on urban high school students’ motivation and academic achievement in a high school science. Liberty University, Lynchburg, VA.
Drucker, A. M., Fleming, P., & Chan, A. W. (2016). Research techniques made simple: assessing risk of bias in systematic reviews. Journal of Investigative Dermatology, 136(11), e109–e114. https://doi.org/10.1016/j.jid.2016.08.021
Ettien, A., & Touré, Y. É. J. (2023). Theoretical foundations of the flipped classroom. European Journal of Education and Pedagogy, 4(6), 53–57. https://doi.org/10.24018/ejedu.2023.4.6.771
Gustian, K., Aridah, & Rusmawaty, D. (2023). The benefits of flipped classroom model for efl learners. Journal on Education, 05(04), 13918–13935.
Handayani, S., Wikarti, A. R., & Wardhan, R. (2022). Media pembelajaran jarak jauh dalam jaringan. Fenghuang: Jurnal Pendidikan Bahasa Mandarin, 01(03), 33–43.
Hendri, J. (2022). Penerapan digital learning secara synchronous dan asynchronous. Jurnal Ilmiah Dikdaya, 12(2), 416–425. https://doi.org/10.33087/dikdaya.v12i1.
Hidayat, D., Khabibah, S., & Artiono, R. (2021). Students’ engagement through flipped classroom using geogebra task in multivariable calculus class. International Joint Conference on Science and Engineering 2021, 209(Ijcse), 551–554.
Hohenwarter, M., Hohenwarter, J., Kreis, Y., & Lavicza, Z. (2008). Teaching and calculus with free dynamic mathematics software GeoGebra. 11th International Congress on Mathematical Education, June 2014, 1–9.
Hunter, J. E., & Schmidt, F. L. (2004). Methods of meta-analysis: Correcting error and bias in research findings (Second Edi). Sage Publications Ltd.
Ishartono, N., Nurcahyo, A., Waluyo, M., Prayitno, H. J., & Hanifah, M. (2022). Integrating GeoGebra into the flipped learning approach to improve students’ self-regulated learning during the covid-19 pandemic. Journal on Mathematics Education, 13(1), 69–86. https://doi.org/10.22342/jme.v13i1.pp69-86
Jackson, N. (2019). Beneficial or Not : Flipped Learning in an Elementary Mathematics Classroom. California State University.
Jager, N. W., Newig, J., Challies, E., Kochskämper, E., & von Wehrden, H. (2022). Case study meta-analysis in the social sciences. Insights on data quality and reliability from a large-N case survey. Research Synthesis Methods, 13(1), 12–27. https://doi.org/10.1002/jrsm.1514
Jdaitawi, M. (2020). Does flipped learning promote positive emotions in science education? A comparison between traditional and flipped classroom approaches. Electronic Journal of E-Learning, 18(6), 516–524. https://doi.org/10.34190/JEL.18.6.004
Juandi, D., Kusumah, Y. S., Tamur, M., Perbowo, K. S., & Wijaya, T. T. (2021). A meta-analysis of Geogebra software decade of assisted mathematics learning: what to learn and where to go? Heliyon, 7(5), e06953. https://doi.org/10.1016/j.heliyon.2021.e06953
Lestari, Sugiarto Sigit, & Kurniati Ratna. (2023). Systematic literature review (slr) :pemanfaatan software geogebra dalam pembelajaran matematika. Jurnal Review Pendidikan Dan Pengajaran, 6(4), 3275–3287. https://journal.universitaspahlawan.ac.id/index.php/jrpp/article/view/22627
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
Limniou, M., Schermbrucker, I., & Lyons, M. (2018). Traditional and flipped classroom approaches delivered by two different teachers: the student perspective. Education and Information Technologies, 23(2), 797–817. https://doi.org/10.1007/s10639-017-9636-8
Luis, M., & Soto, A. (2023). The use of geogebra in the achievements of mathematical skills in students of a private entity. Remittances Review, 8(4), 114–135.
Maciejewski, M. L. (2018). Quasi-experimental design. Biostatistics and Epidemiology, 4(1), 38–47. https://doi.org/10.1080/24709360.2018.1477468
Mathur, M. B., & VanderWeele, T. J. (2020). Sensitivity analysis for publication bias in meta-analyses. Journal of the Royal Statistical Society. Series C: Applied Statistics, 69(5), 1091–1119. https://doi.org/10.1111/rssc.12440
Maududi, R. Al, Putri, R. W., & Hartuti, P. M. (2021). GeoGebra training for making mathematics learning media at SMPN 11 Depok. Reka Elkomika: Jurnal Pengabdian Kepada Masyarakat, 2(2), 67–74. https://doi.org/10.26760/rekaelkomika.v2i2.67-74
Melfawani, W., Roza, Y., & Maimunah, M. (2022). Analisis kesulitan siswa dalam pembelajaran matematika menggunakan learning management system selama pandemi. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(1), 837–847. https://doi.org/10.31004/cendekia.v6i1.802
Montgomery, J. (2015). The effects of flipped learning on middle school students’ achievement with common core mathematics [california state university, san marcos]. http://csusm-dspace.calstate.edu/bitstream/handle/10211.3/143668/MontgomeryJared_Summer2015.pdf%3Bsequence%3D1
Mustar, M., & Nashihuddin, W. (2020). Whatsapp group sebagai layanan referensi online: studi kasus pada alumni departemen ilmu kesehatan anak fk-kmk universitas gadjah mada yogyakarta. Journal of Documentation and Information Science, 4(1), 11–22. https://doi.org/10.33505/jodis.v4i1.158
Nurdin, E., Ma’aruf, A., Amir, Z., Risnawati, R., Noviarni, N., & Azmi, M. P. (2019). Pemanfaatan video pembelajaran berbasis Geogebra untuk meningkatkan kemampuan pemahaman konsep matematis siswa SMK. Jurnal Riset Pendidikan Matematika, 6(1), 87–98. https://doi.org/10.21831/jrpm.v6i1.18421
Nurtamam, M. E., Santosa, T. A., Aprilisia, S., Rahman, A., & Suharyat, Y. (2023). Meta-analysis: The effectiveness of iot-based flipped learning to improve students’ problem solving abilities. Jurnal Edumaspul, 7(1), 2023–1492. https://doi.org/10.33487/edumaspul.v7i1.6195
Paul, J., & Barari, M. (2022). Meta-analysis and traditional systematic literature reviews—What, why, when, where, and how? Psychology and Marketing, 39(6), 1099–1115. https://doi.org/10.1002/mar.21657
Peterson, D. J. (2016). The flipped classroom improves student achievement and course satisfaction in a statistics course: a quasi-experimental study. Teaching of Psychology, 43(1), 10–15. https://doi.org/10.1177/0098628315620063
Putri, N. A., Putra, Z. H., Hermita, N., & Tjoe, H. (2023). The effect of GeoGebra-assisted interactive learning on student mathematical achievement of coordinate system. Journal Of Teaching And Learning In Elementary Education, 6(2), 143. https://doi.org/10.33578/jtlee.v6i2.8039
Rohim, N. M., & Buchori, A. (2024). Efektivitas media geogebra terhadap kemampuan pemahaman konsep matematis pada materi perbandingan trigonometri pada segitiga siku-siku. Eksponen, 14(2), 122–134.
Salami, O. O., & Spangenberg, E. D. (2024). Integration of Geogebra software into mathematics instruction. Studies in Learning and Teaching, 5(1), 118–126. https://doi.org/10.46627/silet.v5i1.343
Sappaile, B. I., Purnomo, M. P., & Asdar, A. (2020). The effect of using google classroom-assisted gfc model on mathematics learning outcomes (pseudo-experimental research on class x public high school students in makassar city). Universitas Negeri Makassar.
Schroeder, L. B., McGivney-Burelle, J., & Xue, F. (2015). To flip or not to flip? An exploratory study comparing student performance in calculus i. Primus, 25(9), 876–885. https://doi.org/10.1080/10511970.2015.1050617
Selvy, Y., Ikhsan, M., Johar, R., & Saminan. (2020). Improving students’ mathematical creative thinking and motivation through GeoGebra assisted problem based learning. Journal of Physics: Conference Series, 1460(1). https://doi.org/10.1088/1742-6596/1460/1/012004
Septian, A. (2017). Penerapan geogebra untuk meningkatkan kemampuan pemecahan masalah matematis mahasiswa program studi pendidikan matematika universitas suryakancana [The application of geogebra to improve mathematical problem solving skills of students of the mathematics e. Jurnal Prisma, 6(2), 180–191. https://www.researchgate.net/publication/335303447_Penerapan_Geogebra_Untuk_Meningkatkan_Kemampuan_Pemecahan_Masalah_Matematis_Mahasiswa_Program_Studi_Pendidikan_Matematika_Universitas_Suryakancana
Simbolon, A. K. A. P., & Siahaan, L. M. (2021). The use of geogebra software in improving student’s mathematical abilities in learning geometry. International Conference on Culture Heritage, Education, Sustainable Tourism, and Innovation Technologies Innovative, Cesit 2020, 352–360. https://doi.org/10.5220/0010311803520360
Siregar, H. M., Nurjanah, N., & Nuraeni, R. (2024). Development and integration of geogebra applets in mathematics learning. Pedagonal : Jurnal Ilmiah Pendidikan, 8(1), 33–46. https://doi.org/10.55215/pedagonal.v8i1.9362
Siregar, T. M., Syakira, R. I., & Saragih, R. M. (2023). Studi literatur: penggunaan software geogebra terhadap kemampuan pemahaman matematika. Global Journal Teaching Professional, 2(3), 252–259. https://sainsglobal.com/jurnal/index.php/gjp
Sulistyowati, E., Jul, J. H., & Ali Muhtadi. (2023). Meta-Analysis of flipped classroom on students’ mathematics abilities: effectiveness and heterogeneity analysis. JTP - Jurnal Teknologi Pendidikan, 25(2), 140–159. https://doi.org/10.21009/jtp.v25i2.27433
Syarifah, L., & Yasin, M. (2024). Penggunaan teknologi dalam pembelajaran matematika. Bandung: Alfabeta. (Issue 1). https://www.researchgate.net/publication/385284448_Penggunaan_Teknologi_Dalam_Pembelajaran_Matematika_Untuk_Mempersiapkan_Peserta_Didik_Di_Abad_21
Thapa, R., Dahal, N., & Pant, B. P. (2022). GeoGebra integration in high school mathematics: an experiential exploration on concepts of circle. Mathematics Teaching Research Journal, 16(5), 16–33.
Varghese, R., & Saravanakumar, A. R. (2022). Importance and benefits of flipped class room. Innovations and Reforms in Higher Education (Icirhe-2022), December, 414–417. https://www.researchgate.net/publication/366528796
Vitta, J. P., & Al-Hoorie, A. H. (2023). The flipped classroom in second language learning: A meta-analysis. Language Teaching Research, 27(5), 1268–1292. https://doi.org/10.1177/1362168820981403
Wati, F., & Sari, R. (2020). Pengaruh pembelajaran flipped classroom dengan geogebra terhadap hasil belajar matematika pada kelas besar dan kecil. Jurnal Inovasi Pembelajaran Matematika, 12(1), 35–44.
Wei, X., Cheng, I. L., Chen, N. S., Yang, X., Liu, Y., Dong, Y., Zhai, X., & Kinshuk. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68(3), 1461–1484. https://doi.org/10.1007/s11423-020-09752-x
Weinhandl, R., Lavicza, Z., Hohenwarter, M., & Schallert, S. (2020). Enhancing flipped mathematics education by utilising geogebra to cite this article : enhancing flipped mathematics education by utilising GeoGebra. International Journal of Education in Mathematics, Science and Technology, Volume 8(1, 1–15. issn: 2147-611X%0Awww.ijemst.com
Yakar, Z. Y. (2021). The effect of flipped learning model on primary and secondary school students’ mathematics achievement: a meta-analysis study. In Cukurova University Faculty of Education Journal (Vol. 50, Issue 2). https://doi.org/10.14812/cuefd.865337
Yudianto, Y., & Murtiyasa, B. (2021). Penggunaan aplikasi whatsapp untuk pembelajaran. Jurnal Sosial Teknologi, 1(8), 830–839. https://doi.org/10.59188/jurnalsostech.v1i8.169
Yusuf, B., & Taiye, M. A. (2021). A Flipped learning environment: a disruptive approach for traditional classrooms? International Journal of Education, Psychology and Counseling, 6(42), 83–93. https://doi.org/10.35631/ijepc.642008
Zeineddine, D. (2018). Investigate the effects of flipped learning on understanding of mathematics for secondary students. Journal of Mathematics Education, 11(1), 62–80. https://doi.org/10.26711/007577152790021
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Jurnal Pendidikan Progresif
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.