THE IMPLEMENTATION OF THE FLIPPED CLASSROOM LEARNING MODEL ON STUDENTS’ MATHEMATICAL UNDERSTANDING ABILITY

Abstract

This study was conducted to demonstrate the suitability of the flipped classroom learning model for students’ mathematical understanding abilities. This research employed a qualitative descriptive approach, utilizing questionnaires and the author’s own experiences as supporting data. The researcher found in the field that students had never previously experienced learning using the flipped classroom model. This fact further motivated the researcher to investigate whether this model is feasible to use or not. The subjects of this study were junior high school students. The reason for choosing these subjects was due to the limited research time and the easier implementation of the learning model, as the material is still relatively simple, thus enabling the acquisition of students’ mathematical understanding abilities more effectively and efficiently. The data collection technique in this study involved tests in the form of questions, for which the material had been previously explained in detail by the researcher. The results of this study indicate that students still do not understand the procedures of this model, resulting in the learning model not being utilized optimally. Additionally, factors such as students’ prior knowledge and an inadequate school environment contributed to the research outcomes being less than expected.