The Influence of GeoGebra-assisted flipped classroom learning model on mathematical problem-solving abilities and self-regulated learning of junior high school students

Aglis Tri Jonatha; Ariyadi Wijaya

doi:10.66161/708474

Authors

Aglis Tri Jonatha Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Ariyadi Wijaya Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

DOI:

https://doi.org/10.66161/708474

Keywords:

Flipped Classroom, GeoGebra, Mathematical Problem-Solving Ability, Self-Regulated Learning

Abstract

This study aims to determine the effect of the GeoGebra-assisted flipped classroom learning model on the mathematical problem-solving abilities and self-regulated learning of junior high school students. This research employed a quasi-experimental design with a Pretest-Posttest Control Group Design. The study was conducted at SMP Negeri 1 Ngemplak, involving grade IX students selected through simple random sampling. Data collection utilized a problem-solving ability test and a self-regulated learning questionnaire, which were analyzed using the Independent Samples t-test at a significance level of 0.05. The results showed that: (1) There is a positive and significant influence of the GeoGebra-assisted flipped classroom model on students' mathematical problem-solving abilities (Sig. 0.001 < 0.05); (2) There is no significant influence of the model on students' self-regulated learning (Sig. 0.834 > 0.05). Detailed analysis reveals that while the model effectively enhances cognitive skills through dynamic visualization and active problem-solving, it has not significantly impacted affective aspects due to the short duration of implementation and the cognitive load associated with adapting to new technology.

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