Development of m-learning in flipped classroom learning model to increase interest and understanding of mathematics concepts

Isti Qama Damayanti; Deni Hardianto

doi:10.17977/um031v12i22025p115

Authors

Isti Qama Damayanti Universitas Negeri Yogyakarta
Deni Hardianto Universitas Negeri Yogyakarta https://orcid.org/0000-0002-6051-5351

DOI:

https://doi.org/10.17977/um031v12i22025p115

Keywords:

M-Learning, Flipped Classroom, Interest in learning mathematics, understanding of mathematical concepts

Abstract

Mathematics education in Indonesia faces challenges of low learning interest and limited conceptual understanding among students, reflected in Indonesia's 2022 PISA score of 366 points. This research aims to develop M-learning based on flipped classroom model to enhance students' interest and understanding of mathematical concepts. The research method employed the ADDIE model, with SDLC approach specifically applied in the development phase. Research subjects involved 69 eleventh-grade students from SMA Negeri 1 Cawas. Data collection instruments included expert validation questionnaires, user response questionnaires, learning interest questionnaires, and mathematical concept understanding tests. Results showed M-learning was highly feasible according to media expert validation (average 3.84) and material expert validation (average 3.9), rated as very practical by teachers (average 3.96) and practical by students (average 3.36). M-learning implementation increased learning interest by 20.2% and mathematical concept understanding by 72.70%. M-learning flipped classroom proved effective in enhancing interest and mathematical concept understanding.

Author Biographies

Isti Qama Damayanti, Universitas Negeri Yogyakarta

Teknologi Pembelajaran

Deni Hardianto, Universitas Negeri Yogyakarta

Dr. Deni Hardianto is a lecturer at the State University of Yogyakarta who is interested in educational technology research, such as independent learning, blended learning, online learning, distance learning, and training.

References

Agyeman, N. Y., & Venessa , A. (2024). Implementing flipped classroom to enhance student engagement: An action research. E-Journal of Humanities, Arts and Social Sciences (EHASS), 5(11), 1860-1878. doi: https://doi.org/10.38159/ehass.202451119

Alali, R. M., & Al-Barakat, A. A. (2023). Role of teacher understanding about instructional visual aids in developing national and international student learning experiences. Journal of International Students, 13(4), 331-354. doi: https://www.ojed.org/jis/article/view/6576

Alan, S., & Yurt, E. (2024). Flipped learning: An innovative model for enhancing education through ChatGPT. International Journal of Modern Education Studies, 8(1), 124-148. doi: https://doi.org/10.51383/ijonmes.2024.328

Alotaibi, N. S. (2024). The impact of AI and LMS integration on the future of higher education: Opportunities, challenges, and strategies for transformation. Sustainability, 16(23), 10357. doi: https://doi.org/10.3390/su162310357

Amad, Z., Tamani, S., Sefri, Y., & Radid, M. (2023). The Flipped Classroom Approach via the M-Learning Model: Impact on Student Learning and Motivation. Jounal of Hunan University Natural Sciences, 50(4), 202-209. doi: https://doi.org/10.55463/issn.1674-2974.50.4.18

Branch, R. M. (2009). Instructional design: The ADDIE approach. Boston, MA: Springer US.

Egara, F. O., & Mosimege , M. (2024). Effect of flipped classroom learning approach on mathematics achievement and interest among secondary school students. Educ Inf Technol, 29, 8131-8150. doi: https://doi.org/10.1007/s10639-023-12145-1

Hake, R. R. (1999). Analyzing Change/Gain Scores. USA: Dept of Physics Indiana University.

Ho, T. M. (2020). Measuring conceptual understanding, procedural fluency and integrating procedural and conceptual knowledge in mathematical problem solving. International Journal of Scientific Research and Management, 8(5), 1334-1350. doi: https://doi.org/10.18535/ijsrm/v8i05.el02

Huanhuan, R., & Chi, M. (2017). Enhancing teacher autonomy support within flipped classroom teaching mode. Advances in Computer Science Research, 73, 1021-1024. doi: https://doi.org/10.2991/icemc-17.2017.208

Hussein, Y. F. (2022). Conceptual knowledge and its importance in teaching mathematics. Middle Eastern Journal of Research in Education and Social Sciences, 3(1), 50-61. doi: https://doi.org/10.47631/mejress.v3i1.445

Januszewski, A., & Molenda, M. (2008). Educational technology : A definition with commentary. Bloomington, IN: AECT.

Mardapi, D. (2008). Teknik penyusunan instrumen test dan non test. Yogyakarta: Mitra Cendikia.

Ningrum, D. P., Usodo, B., & Subanti, S. (2022). Students’ mathematical conceptual understanding: What happens to proficient students? AIP Conference Proceedings (hal. 1-8). Surakarta: AIP Publishing. doi: https://doi.org/10.1063/5.0116651

OECD. (2023). PISA 2022 assessment and analytical framework. doi: https://doi.org/10.1787/19963777

Ostrovska, M., Tretiak, O., Smolnykova, H., Studenets, O., & Ivanchuk, M. (2023). Moodle-based development of primary education under martial law. International Electronic Journal of Elementary Education, 15(5), 399-407. doi: https://doi.org/10.26822/iejee.2023.308

Peláez, C. A., Solano, A., Ospina , J. A., Espinosa, J. C., Montaño, A. S., Castillo, P. A., . . . Prieta , F. D. (2025). Toolkit for inclusion of user experience design guidelines in the development of assistants based on generative artificial intelligence. Informatics, 12(1), 10. doi: https://doi.org/10.3390/informatics12010010

Putro, B. L., Zulkarnain, I., Waslaluddin, W., Putra, R. R., & Rahman, E. F. (2024). Flipped classroom model to improve students' critical thinking skills. Proceedings of the 9th Mathematics, Science, and Computer Science Education International Seminar (MSCEIS 2023): Advances in Social Science, Education and Humanities Research (hal. 227-240). Bandung: Atlantis Press. doi: https://doi.org/10.2991/978-2-38476-283-5_23

Qarkaxhja, Y., Kryukova, N. I., Cherezova, Y. A., Rozhnov, S. N., Khairullina, E. R., & Bayanova, A. R. (2021). Digital transformation in education: Teacher candidate views on mobile learning. International Journal of Emerging Technologies in Learning (iJET), 16(19), 81-93. doi: https://doi.org/10.3991/ijet.v16i19.26033

Rebollo, J. B., & Oliveira, J. M. (2024). Teachers’ evaluation of the usability of a self-assessment tool for mobile learning integration in the classroom. Education Sciences, 14(1), 1-17. doi: https://doi.org/10.3390/educsci14010001

Spatioti , A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the ADDIE instructional design model in distance education. Information, 13(9), 402. doi: https://doi.org/10.3390/info13090402

Torres-Martín, C., Acal, C., El Homrani, M., & Mingorance Estrada, Á. C. (2022). Implementation of the fipped classroom and its longitudinal impact on improving academic performance. Education Tech Research Dev, 70, 909-929. doi: https://doi.org/10.1007/s11423-022-10095-y

UNESCO. (2013). UNESCO policy guidelines for mobile learning. France: UNESCO. doi: https://unesdoc.unesco.org/ark:/48223/pf0000219641

Uy, J. S. (2022). Flipped classroom and students' academic achievement in mathematics. International Journal of Scientific and Research Publications, 12(10), 424-429. doi: http://dx.doi.org/10.29322/IJSRP.12.10.2022.p13057

Weiß, L.-F., & Friege, G. (2021). The flipped classroom: Media hype or empirically based effectiveness? Problems of Education in the 21st Century, 79(2), 312-332. doi: https://doi.org/10.33225/pec/21.79.312

Yosiana, Y., Djuandi, D., & Hasanah, A. (2021). Mobile learning and its effectiveness in mathematics. Journal of Physics: Conference Series (hal. 1-6). Bandung: IOP Publishing. doi: https://doi.org/10.1088/1742-6596/1806/1/012081

Zidoun, Y., Dehbi, R., Talea, M., & Arroum, F.-Z. E. (2019). Designing a theoretical integration framework for mobile learning. International Journal of Interactive Mobile Technologies (iJIM), 13(12), 152-170. doi: https://doi.org/10.3991/ijim.v13i12.10841