The effect of instructional package based on flipped learning on students’ meta cognition and problem solving skills

khazai, Azar; Nili, Mohammad Reza; Zavaraki, Esmael Zaraii; Delavar, Ali

doi:10.52547/jps.21.120.2347

Cited by 1 publication

(4 citation statements)

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“…Not only problem-solving abilities, Gao and Hew [11] observed that students' computational thinking abilities also increased. Meanwhile, Khazai et al [21] observed students' metacognitive abilities. According Khazai et al [21], students' metacognitive abilities have increased significantly.…”

Section: Research Resultsmentioning

confidence: 99%

“…Meanwhile, Khazai et al [21] observed students' metacognitive abilities. According Khazai et al [21], students' metacognitive abilities have increased significantly. Asril et al [22] noted that various student abilities had increased, including creativity, critical thinking, communication, collaboration (4C), and cultural literacy.…”

Section: Research Resultsmentioning

confidence: 99%

“…These may include monitoring notifications on a Facebook group platform by Tan et al [32] or utilizing communication channels such as Cloud by Chukusol & Piriyasurawong [61] and Ligi & Raja [62], WhatsApp, Instagram, Google Meet, Google Classroom, and Zoom by Purba [50]. Monitoring of student activities before class can also occur in-class, where the teacher interacts with students, asking questions and seeking clarification based on the information derived from learning resources and addressing any errors in video content provided pre-class [21]. The mPBLFC learning model is further enriched by the inclusion of monitoring student learning activities before the class through (a) worksheets containing student responses to questions, tasks, and assignments found in the learning resources, and (b) a review of student responses on these worksheets during early classroom learning activities.…”

Section: Discussionmentioning

confidence: 99%

“…In this model, guiding discussions and presenting results are commonly practiced by teachers. However, providing reinforcement to students, as demonstrated in the models developed by Al-Hebaishi [45], Zakaria et al [21], and Albar et al [29], remains relatively uncommon. The mPBLFC model aims to provide teachers with opportunities to guide and offer reinforcement to students in the classroom, bridging this gap in educational practice.…”

Section: Discussionmentioning

confidence: 99%

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Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Yuliana,

Abadi,

Hendrowibowo

et al. 2024

P Sci Edu

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The problem and the aim of the study. The mPBLFC model combines elements of problem-based learning (PBL) and the flipped classroom, incorporating the use of mobile devices. Problems arise in developing the mPBLFC model, including the combination of PBL steps into a flipped classroom and the integration of mobile technology. This research aims to provide relevant references to serve as a guide for developing the mPBLFC model, specifically designed for mathematics learning. The objective of this study is to scrutinize the attributes of the mPBLFC learning model through a comprehensive literature review. Research methods. This research, conducted through a comprehensive literature review using the PRISMA method, investigates 46 selected articles that have passed through identification (1,000 papers), screening (247 papers), eligibility (90 papers), and inclusion stages (46 papers). These 46 articles provide a general description of the year of publication, research geography, research object, research subject, and the developed model. After obtaining a general overview of the articles, a more in-depth review is conducted regarding the various components of the learning models they have developed. Subsequently, the mPBLFC model is synthesized and can be implemented in mathematics learning. Results. An overview of articles reviewed from 2017–2023 based on geography reveals the following distribution: Southeast Asia (37.14% of the reviewed articles), East Asia (25.71%), the United States (2.86%), West Asia (11.43%), Australia (5.71%), and Europe (5.71%). The distribution of articles based on research objects indicates a focus on mathematics (26%), science (17%), social (7%), and other (50%). Furthermore, articles are distributed based on research subjects across elementary school/SD (6%), middle school/SMP (15%), high school (SMA)/vocational school (SMK) (33%), and higher education/PT (46%).The mPBLFC model is an innovative blend of mobile PBL techniques, incorporating learning activities both before, during, and after classes, all facilitated through mobile devices. The integral components of the learning model encompass (a) learning syntax, (b) support systems, (c) social systems, (d) the reaction principle, and (e) learning effects. Conclusion. These characteristics encompass (a) a targeted focus on mathematics education with the aim of enhancing high school students' critical, computational, and creative thinking skills; (b) a structured approach involving preclass, in-class, and out-of-class learning activities; (c) a fundamental principle emphasizing students' ability to gather, share, and explore various problem-solving strategies while comprehending the steps to solve problems; (d) preclass activities that encompass problem orientation, understanding key concepts, and exploring a variety of problem-solving resources, allowing students to engage independently with diverse learning materials; (e) classroom activities that include discussions, experiments, problem-solving sessions, collaborative information sharing, and presentations, with the teacher transitioning from facilitator and mentor preclass to guide and support students' activities in class; and (f) a positive impact on students, fostering their drive to seek, share, and apply various information while enhancing their problem-solving skills.

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Section: Research Resultsmentioning

confidence: 99%

Section: Research Resultsmentioning

confidence: 99%