Integrating Geogebra into the Flipped Learning Approach to Improve Students' Self-Regulated Learning during the COVID-19 Pandemic

Autor/inn/en	Ishartono, Naufal; Nurcahyo, Adi; Waluyo, Mohamad; Prayitno, Harun Joko; Hanifah, Millenia
Titel	Integrating Geogebra into the Flipped Learning Approach to Improve Students' Self-Regulated Learning during the COVID-19 Pandemic
Quelle	In: Journal on Mathematics Education, 13 (2022) 1, S.69-86 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ishartono, Naufal) ORCID (Nurcahyo, Adi) ORCID (Waluyo, Mohamad) ORCID (Prayitno, Harun Joko) ORCID (Hanifah, Millenia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-8885
Schlagwörter	COVID-19; Pandemics; Flipped Classroom; Independent Study; School Closing; Distance Education; Mathematics Instruction; Educational Technology; Technology Uses in Education; College Students; Online Courses; Foreign Countries; Teaching Methods; Blended Learning; Indonesia + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Selbststudium; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Online course; Online-Kurs; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Indonesien
Abstract	The COVID-19 pandemic has forced an immediate transition from face-to-face learning in classrooms to online learning, including math learning. Mathematics with abstract working objects is not easy to learn online. So, an excellent self-regulated learning ability is required. So far, many efforts have been made to improve self-regulated learning in mathematics learning. However, there are still gaps in improving students' self-regulated learning ability in online mathematics learning, especially in relation to the integration of GeoGebra into the Flipped Learning approach. The purpose of this study is to examine the effectiveness of integrating GeoGebra into the Flipped Learning approach to improve students' self-regulated learning ability in learning mathematics online during the COVID-19 pandemic. This research is a quasi-experimental study with a pretest-posttest control group design to compare the effectiveness of a GeoGebra-integrated Flipped Learning approach. A conventional Flipped Learning approach and a conventional learning approach increase students' self-regulated learning level in constructing their understanding of mathematical concepts during online learning in the COVID-19 pandemic. The study involved 60 students randomly selected from one of Indonesia's private universities. They were divided into three groups representing each approach. Pretest and posttest results were quantitatively analyzed using Normalized Gain (N-Gain) Score, Cohen's d effect size, and statistical descriptive. The analysis results revealed that GeoGebra-integrated Flipped Learning is more effective in increasing students' self-regulated learning level in online mathematics learning than the other two approaches. It is expected that the results of this study can provide insights into alternative solutions for improving the quality of online mathematics learning by increasing the level of self-regulated learning of students. (As Provided).
Anmerkungen	Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01