Enhancing Students’ Engagement, Self-Efficacy, and Mathematics Concept Mastery Through the Implementation of the Flipped Classroom Model at Quiver Center Academy [Peningkatan Keterlibatan Siswa, Efikasi Diri, dan Penguasaan Konsep Matematika Melalui Penerapan Model Kelas Terbalik di Quiver Center Academy]
DOI:
https://doi.org/10.19166/jtp.v4i1.7349Abstract
The COVID-19 pandemic has caused significant disruption in the education sector, forcing schools to shift their learning processes to online platforms. This transition to online learning is widely regarded as the most viable option for distance education. The present research was motivated by observed issues in Grade ten Mathematics, specifically passive student engagement, low self-efficacy, and poor concept mastery during classes conducted via video conferencing. The aim of this study was to improve students' engagement, self-efficacy, and concept mastery in Mathematics through the implementation of the Flipped Classroom Model during the pandemic. This Classroom Action Research was carried out over three learning cycles, with the subjects consisting of five Grade ten students from Quiver Center Academy. Data were collected through observations, surveys, and test assessments. The analysis of data from the three cycles indicated a twenty-nine percent increase in student engagement, a fifty-five percent increase in academic self-efficacy, and a sixteen percent improvement in concept mastery. In conclusion, the implementation of the Flipped Classroom Model effectively enhanced student engagement, self-efficacy, and concept mastery in grade ten Mathematics at Quiver Center Academy.
References
Bergmann, J., & Sams, A. (2017). Flipped learning series: Flipped learning for elementary instruction. International Society for Technology in Education.
Borghans, L., Duckworth, A. L., Heckman, J. J., & Weel, B. T. (2008). The economics and psychology of personality traits. Journal of Human Resources, 43(4), 972–1059. https://doi.org/10.1353/jhr.2008.0017
Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. Springer. https://doi.org/10.1007/978-1-4614-2018-7
Drury, H. (2018). How to teach mathematics for mastery. Oxford University Press.
Hodges, C. B. (2018). Self-efficacy in instructional technology contexts. Springer International Publishing. https://doi.org/10.1007/978-3-319-99858-9
Maroco, J., Assuncão, H., Luukkainen, H. H., Lin, S. W., Sit, P. S., Cheung, K. C., Maloa, B., Llic, I. S., Smith, T. J., & Campos, J. A. D. B. (2020). Predictors of academic efficacy and dropout intention in university students: Can engagement suppress burnout?. PLoS ONE, 1–26. https://doi.org/10.1371/journal.pone.0239816
Ni, X., Shao, X., Geng, Y., Qu, R., Niu, G., & Wang, Y. (2020). Development of the social media engagement scale for adolescents. Frontiers in Psychology, 11, 1–7. http://dx.doi.org/10.3389/fpsyg.2020.00701
Reschly, A. L. (2020). Student engagement: effective academic, behavioral, cognitive, and affective interventions at school. Springer. https://doi.org/10.1007/978-3-030-37285-9
Utheim, A. T., & Foldnes, N. (2017). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307–324. http://dx.doi.org/10.1080/13562517.2017.1379481
Wardani, I. G. (2014). Hakikat penelitian tindakan kelas. In I. G. Wardani (Ed.), Penelitian tindakan kelas (pp. 1–36). Jakarta: Universitas Terbuka.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Gillian Tampi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website). The final published PDF should be used and bibliographic details that credit the publication in this journal should be included.
