The effectiveness of problem based learning flipped classroom on students’ higher order mathematical thinking skills based on initial ability

บทคัดย่อ

High-order mathematical thinking skills are needed for prospective teachers to support
them in becoming professional teachers. The aim of this study was to examine the
effectiveness of the Problem Based Learning Flipped Classroom (PBLFC) model in
improving students’ Higher-Order Mathematical Thinking Skills (HOMTS) based
on Initial Ability (IA) and to examine the effect of low, medium, high IA groups and
the model used on improving HOMTS. This research employed a quasi-experimental
quantitative approach, focusing on second-semester students enrolled in the Introduction
to Probability course during the 2020/2021 academic year in the Mathematics Education
Study Program at Universitas Negeri Semarang. The study utilized a Randomized
Control Group Pre-test Post-test Design, with a sample of 71 students randomly assigned,
comprising 35 students in the experimental group and 36 students in the control group.
Data were obtained using the test method and processed with N-Gain analysis, t test,
and one-way ANOVA, and two-way ANOVA. The results of this study showed that
there was an improvement in students’ HOMTS through the implementation of PBLFC
for all IA groups, the improvement in students’ HOMTS through the implementation of
PBLFC was higher than that of Problem Based Learning (PBL) class, for medium and
low IA, the improvement in HOMTS in PBLFC class was higher than that of PBL class,
which means that the PBLFC model is effective in improvement of students’ HOMTS,
especially in medium and low IA. There is an influence of IA group and the model used
on the improvement of students’ HOMTS. The implications of this research are that
PBLFC can be employed as an efficacious strategy for enhancing students’ HOMTS,
particularly for those with initial abilities that are below average. Furthermore, it can
be utilized as an alternative learning approach that facilitates the advancement of future
teacher professionalism. The findings of this study also have the potential to be pursued
with qualitative research to elucidate the underlying factors that contribute to the lack of
significant improvement in HOMTS among high IA.