The Effect of Flipped Classroom Combination of Cooperative Methods and Group Investigation Type (MKGI) on Mathematical Communication Skills
DOI:
https://doi.org/10.36456/bp.vol22.no1.a11077Keywords:
Flipped Classroom; Group Investigation; Mathematical Communication; Independent Learning; Mathematics Learning; Elementary SchoolAbstract
This study aims to analyze the effect of the Flipped Classroom model combined with the Group Investigation cooperative method on the mathematical communication skills of elementary school students in terms of learning independence. The study used a quantitative approach with a 2x2 factorial quasi-experimental design. The study sample consisted of 32 fifth-grade students divided into an experimental class and a control class. The research instruments included a mathematical communication ability test and a learning independence questionnaire. Data were analyzed using a two-way ANOVA test. The results showed that students who learned with the Flipped Classroom model combined with Group Investigation had higher mathematical communication skills than those who learned with expository learning. Learning independence also had a significant effect, and there was an interaction between the learning model and learning independence. These findings indicate that the integration of technology-based and cooperative learning is effective in improving elementary school students' mathematical communication skills.
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