International Journal of Nonlinear Analysis and Applications
Critical review on mathematics virtual classroom practice in private university
Document Type : Research Paper
Authors
Mathematic Education Study Program, Universitas Muhammadiyah Prof. DR. HAMKA, Jakarta, Indonesia
Abstract
A study has proven the benefits of mathematics classes learning mathematics at university. However, there is still a lack of evidence regarding its benefits in mathematics teacher education programs. This study aims to test the flipped class in a mathematics teacher education program at a private university in Indonesia. The data source comes from thirty-one students of the mathematics education program in this study. Various data methods were used, including observation, journals, and tests. Then the data were analyzed quantitatively and qualitatively. The findings showed that a reverse classroom encourages students to learn independently, with students working together with peers and increasing learning awareness. However, some of the challenges presented in flipped classroom applications include technical issues, record editing skills, and longer time consumed. The recommendations offered to refer to the findings.
Keywords
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[4] E. S. Alim, K. Umam and S. Wijirahayu, The implementation of blended learning instruction by utilizing wechat
application, ICCE 2016 - 24th Int. Conf. Comput. Educ.: Think Global Act Local - Workshop Proc., 2016.
[5] B. Bunyamin, K. Umam and L. Lismawati, Critical Review of M-Learning in Total Quality Management
Classroom Practice in an Indonesian Private University, Int. J. Interact. Mob. Technol., 14 (20)(2020) 76-90,
https://doi.org/10.3991/ijim.v14i20.15141.
[6] U. A. Chaeruman, B. Wibawa and Z. Syahrial, Development of an Instructional System Design Model as a
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[8] W. M. Goff and S. Getenet, Design-Based Research in Doctoral Studies: Adding A New Dimension To Doctoral
Research, Int. J. Dr. Stud., 12, pp. 107–121, 2017.
[9] H. Hartono, O. S. Sitompul, E. B.Nababan, Tulus, D. Abdullah and A. S. Ahmar, A New Diversity Technique for
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[10] K. Hollebrands and S. Okumus, Prospective Mathematics Teachers’ Processes for Solving Optimization Problems
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J. Interact. Mob. Technol., 3(2)(2009) 55–57, https://doi.org/10.3991/ijim.v3i2.724.
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as a tool for reflection and analysis, J. Math. Teach. Educ., 5(4)(2002) 351–380, https://doi.org/10.1023/A:
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ICCE 2015, 2015.
[25] N. Solihati and H. Mulyono, A hybrid classroom instruction in second language teacher education ( SLTE ): A
critical reflection of teacher educators, Int. J. Emerg. Technol. Learn., 12(5)(2017) 169–180 .
[26] D. Sommerhoff and S. Ufer, Acceptance criteria for validating mathematical proofs used by school students, university students and mathematicians in the context of teaching, ZDM - Math. Educ., 51(5)(2019) 717-730 ,
https://doi.org/10.1007/s11858-019-01039-7.
[27] H. Suharna, Berpikir reflektif (reflective thinking) siswa SD Berkemampuan matematika tinggi dalam pemahaman
masalah pecahan, Seminar Nasional Matematika dan Pendidikan Matematika FMIPA UNY, P (41), 2012 , pp.
376–386 .
[28] Suswandari, L. Armiyati, K. Umam, N. Asiah and E. N. Susanti, Improving Jakarta historical understanding
ability through inquiry learning model assisted with ICT among junior high school students, Workshop Proc. 25th
Int. Conf. Comput. Educ., New Zealand: Asia-Pacific Society for Computers in Education, 2017, pp. 398-402.
[29] M. Tubagus, S. Muslim and Suriani, Development of learning management system-based blended learning model
using claroline in higher education, Int. J. Interact. Mob. Technol., 14(6)(2020) 186–194, https://doi.org/10.
3991/IJIM.V14I06.13399.
[30] K. Umam, T. Nusantara, I. N. Parta, E. Hidayanto and H. Mulyono, An application of flipped classroom in
mathematics teacher education programme, Int. J. Interact. Mob. Technol., 13(03)(2019) 68-80 , https://doi.
org/10.3991/ijim.v13i03.10207.
[31] P. N. Valdez, What is reflective teaching ? Lessons learned from ELT Teachers from the Philippines, Asia-Pacific
Educ. Res., 27(2)(2018) 91–98, https://doi.org/10.1007/s40299-018-0368-3.
[32] N. H. Wasserman, C. Quint, S. A. Norris and T. Carr, Exploring flipped classroom instruction in calculus III,
Int. J. Sci. Math. Educ., 15(3)(2017) 545–568, https://doi.org/10.1007/s10763-015-9704-8.
[33] Z. Ye, S. C. Chou and X. S. Gao, Visually dynamic presentation of proofs in plane geometry: Part 1. Basicfeatures and the manual input method, J. Autom. Reason., 45 (3) (2010) 213- 241, https://doi.org/10.1007/
s10817-009-9162-5.
N. A. Siregar, M. S. Kahar, R. F. Waliulu, A. Amalia, N. Kurniasih, M. Arifin and S. Muzid, DEA and fuzzy
simple additive weighting for benchmarking qualitative data, J. Phys. Conf. Ser., 1361 (2019), https://doi.org/
10.1088/1742-6596/1361/1/012037 .
[2] S. Adi and A. F. Fathoni, Blended learning analysis for sports schools in Indonesia, Int. J. Interact. Mob. Technol.,
14 (12) (2020) 149-164, https://doi.org/10.3991/IJIM.V14I12.15595.
[3] E. S. Alim, K. Umam and S. Rohim, Integration of reciprocal teaching-ICT model to improve students’ mathematics critical thinking ability, Workshop Proc. 23rd Int. Conf. Comput. Educ. , ICCE 2015, 2015.
[4] E. S. Alim, K. Umam and S. Wijirahayu, The implementation of blended learning instruction by utilizing wechat
application, ICCE 2016 - 24th Int. Conf. Comput. Educ.: Think Global Act Local - Workshop Proc., 2016.
[5] B. Bunyamin, K. Umam and L. Lismawati, Critical Review of M-Learning in Total Quality Management
Classroom Practice in an Indonesian Private University, Int. J. Interact. Mob. Technol., 14 (20)(2020) 76-90,
https://doi.org/10.3991/ijim.v14i20.15141.
[6] U. A. Chaeruman, B. Wibawa and Z. Syahrial, Development of an Instructional System Design Model as a
Guideline for Lecturers in Creating a Course Using Blended Learning Approach, Int. J. Interact. Mob. Technol.,
14 (14) (2020) 164-181, https://doi.org/10.3991/ijim.v14i14.14411.
[7] C. L. Chen and P. Herbst, The interplay among gestures, discourse and diagrams in students’ geometrical reasoning, Educ. Stud. Math., 83 (2) (2013) 285–307, https://doi.org/10.1007/s10649-012-9454-2.
[8] W. M. Goff and S. Getenet, Design-Based Research in Doctoral Studies: Adding A New Dimension To Doctoral
Research, Int. J. Dr. Stud., 12, pp. 107–121, 2017.
[9] H. Hartono, O. S. Sitompul, E. B.Nababan, Tulus, D. Abdullah and A. S. Ahmar, A New Diversity Technique for
Imbalance Learning Ensembles, Int. J. Eng. Technol., 7 (2) (2018) 478-483, https://doi.org/10.14419/ijet.
v7i2.11251.
[10] K. Hollebrands and S. Okumus, Prospective Mathematics Teachers’ Processes for Solving Optimization Problems
Using Cabri 3D, Digit. Exp. Math. Educ., 3(3)( 2017) 206–232, https://doi.org/10.1007/s40751-017-0033-0.
[11] I. B. Ismail and R. M.Idrus, Development of SMS Mobile Technology for M-Learning for Distance Learners, Int.
J. Interact. Mob. Technol., 3(2)(2009) 55–57, https://doi.org/10.3991/ijim.v3i2.724.
[12] H. O. Kapici, H. Akcay and T. de Jong, How do different laboratory environments influence students’ attitudestoward science courses and laboratories?, J. Res. Technol. Educ., 52(4)(2020) 534–549, https://doi.org/10.
1080/15391523.2020.1750075.[13] M. Kordaki and A. Balomenou, Challenging students to view the concept of area in triangles in a broad context:
Exploiting the features of Cabri-II, Int. J. Comput. Math. Learn., 11(1)(2006) 99–135, https://doi.org/10.
1007/s10758-005-5380-z.
[14] C. Kreber and H. Castleden, Reflection on teaching and epistemological structure: Reflective and critically reflective processes in ‘pure/soft’ and ‘pure/hard’ fields, High. Educ., 57(4)(2009) 509–531, https://doi.org/10.
1007/s10734-008-9158-9.
[15] V. Luengo, Some didactical and epistemological considerations in the design of educational software:
The cabri-euclide example, Int. J. Comput. Math. Learn., 10(1)(2005) 1–29, https://doi.org/10.1007/
s10758-005-4580-x.
[16] S. Maarif, K. S. Perbowo, M. S. Noto and Y. Harisman, Obstacles in Constructing Geometrical Proofs
of Mathematics-Teacher-Students Based on Boero’s Proving Model, J. Phys. Conf. Ser., 1315(2019) 012043,
https://doi.org/10.1088/1742-6596/1315/1/012043.
[17] S. Maarif, W. Wahyudin, M. S. Noto, W. Hidayat and H. Mulyono, Geometry exploration activities assisted
with dynamic geometry software (Dgs) in a teacher education classroom, Infin. J., 7(2)(2018) 133-146, https:
//doi.org/10.22460/infinity.v7i2.p133-146.
[18] M. A. Mariotti, Justifying and proving in the Cabri environment, Int. J. Comput. Math. Learn., 6(3)(2002)
257–281, https://doi.org/10.1023/A:1013357611987.
[19] P. Michael, C. Gagatsis and A. Gagatsis, Geometrical figures in geometrical task solving: an obstacle or a heuristic
tool?, Acta Didact. Univ. Comenianae. Math., 2013(13)(2013) 17–32, .
[20] L. B. Palma, V. Brito, J. Rosas and P. Gil, A virtual PLC environment for assisting automation teaching and
learning, Int. J. Interact. Mob. Technol., 11(5)(2017) 12–24, https://doi.org/10.3991/ijim.v11i5.7066.
[21] D. Potari and B. Jaworski, Tackling complexity in mathematics teaching development: using the teaching triad
as a tool for reflection and analysis, J. Math. Teach. Educ., 5(4)(2002) 351–380, https://doi.org/10.1023/A:
1021214604230.
[22] K. Y. S. Putri, Z. Bin Abdullah, E. Nugrahaeni, R. Darmawan and Latifa, Learning Management Strategy of Communication Studies through Blended Learning in Higher Education, Int. J. Interact. Mob. Technol., 14(16)(2020)
117–132 .
[23] C. R. Rayford, Reflective practice : The teacher in the mirror, Graduate College University of Nevada, Las Vegas,
2010.
[24] V. Septiany, S. E. Purwanto and K. Umam, Influence of learning on realistic mathematics ict-assisted mathematical problem solving skills students, Doctoral Student Consortium (DSC) - Proc. 23rd Int. Conf. Comput. Educ.,
ICCE 2015, 2015.
[25] N. Solihati and H. Mulyono, A hybrid classroom instruction in second language teacher education ( SLTE ): A
critical reflection of teacher educators, Int. J. Emerg. Technol. Learn., 12(5)(2017) 169–180 .
[26] D. Sommerhoff and S. Ufer, Acceptance criteria for validating mathematical proofs used by school students, university students and mathematicians in the context of teaching, ZDM - Math. Educ., 51(5)(2019) 717-730 ,
https://doi.org/10.1007/s11858-019-01039-7.
[27] H. Suharna, Berpikir reflektif (reflective thinking) siswa SD Berkemampuan matematika tinggi dalam pemahaman
masalah pecahan, Seminar Nasional Matematika dan Pendidikan Matematika FMIPA UNY, P (41), 2012 , pp.
376–386 .
[28] Suswandari, L. Armiyati, K. Umam, N. Asiah and E. N. Susanti, Improving Jakarta historical understanding
ability through inquiry learning model assisted with ICT among junior high school students, Workshop Proc. 25th
Int. Conf. Comput. Educ., New Zealand: Asia-Pacific Society for Computers in Education, 2017, pp. 398-402.
[29] M. Tubagus, S. Muslim and Suriani, Development of learning management system-based blended learning model
using claroline in higher education, Int. J. Interact. Mob. Technol., 14(6)(2020) 186–194, https://doi.org/10.
3991/IJIM.V14I06.13399.
[30] K. Umam, T. Nusantara, I. N. Parta, E. Hidayanto and H. Mulyono, An application of flipped classroom in
mathematics teacher education programme, Int. J. Interact. Mob. Technol., 13(03)(2019) 68-80 , https://doi.
org/10.3991/ijim.v13i03.10207.
[31] P. N. Valdez, What is reflective teaching ? Lessons learned from ELT Teachers from the Philippines, Asia-Pacific
Educ. Res., 27(2)(2018) 91–98, https://doi.org/10.1007/s40299-018-0368-3.
[32] N. H. Wasserman, C. Quint, S. A. Norris and T. Carr, Exploring flipped classroom instruction in calculus III,
Int. J. Sci. Math. Educ., 15(3)(2017) 545–568, https://doi.org/10.1007/s10763-015-9704-8.
[33] Z. Ye, S. C. Chou and X. S. Gao, Visually dynamic presentation of proofs in plane geometry: Part 1. Basicfeatures and the manual input method, J. Autom. Reason., 45 (3) (2010) 213- 241, https://doi.org/10.1007/
s10817-009-9162-5.
)
Volume 13, Issue 1
March 2022Pages 975-982
- Receive Date: 03 May 2021
- Revise Date: 29 September 2021
- Accept Date: 27 October 2021
- First Publish Date: 27 October 2021