Systematic Literature Review: Efektivitas Model Flipped Classroom dalam Meningkatkan Self-Regulated Learning pada Pembelajaran Matematika
Keywords:
flipped classroom, self-regulated learning, pembelajaran matematika, systematic literature review, PRISMA
Abstract
Model flipped classroom telah banyak diterapkan dalam pembelajaran matematika sebagai upaya meningkatkan self-regulated learning (SRL) siswa. Penelitian ini bertujuan untuk menganalisis efektivitas model flipped classroom dalam meningkatkan SRL siswa pada pembelajaran matematika melalui metode Systematic Literature Review (SLR) dengan pendekatan PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Sumber data meliputi Google Scholar, Garuda, SINTA peringkat 1–4, ERIC (Education Resources Information Center), Scopus, dan Semantic Scholar dengan rentang tahun 2020–2024. Dari 187 artikel teridentifikasi, sebanyak 15 artikel dipilih sebagai sampel final setelah skrining judul, abstrak, dan teks lengkap berdasarkan kriteria inklusi dan eksklusi yang ditetapkan. Subjek penelitian mencakup siswa SMP, SMA, dan mahasiswa. Hasil kajian menunjukkan bahwa penerapan model flipped classroom secara signifikan meningkatkan SRL siswa dalam aspek perencanaan, pemantauan diri, evaluasi diri, motivasi belajar, dan pengelolaan waktu. Peningkatan ini konsisten di berbagai jenjang pendidikan dan konteks pembelajaran matematika yang beragam.
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References
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Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education. 126, 334–345.
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Dikti, R. (2023). Panduan penggunaan sistem SINTA (Science and Technology Index). Kementerian Pendidikan, Kebudayaan, Riset, Dan Teknologi.
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Prasetyo, A., Kusumah, Y. ., & Dahlan, J. . (2021). Flipped classroom dalam pembelajaran aljabar untuk meningkatkan kemandirian belajar siswa SMP. Jurnal Pendidikan Dan Pembelajaran, 28(1), 55–65.
Putri, R. ., & Wahyudi. (2023). Penerapan flipped classroom berbantuan Google Classroom terhadap self-regulated learning siswa SMA. Jurnal Ilmiah Pendidikan Matematika, 12(1), 33–44.
Rahmawati, D., & Surya, E. (2022). Efektivitas flipped classroom terhadap kemandirian belajar matematika siswa
SMP. Jurnal Cendekia, 6(1), 421–432.
Sari, D. ., & Nugroho, A. . (2023). Dampak flipped classroom pada self-regulated learning dan prestasi belajar matematika siswa SMA. Al-Jabar. Jurnal Pendidikan Matematika, 14(1), 77–88.
Septiani, M., Purnomo, E. ., & Sukestiyarno, Y. . (2021). Penerapan flipped classroom pada pembelajaran matematika untuk meningkatkan self-regulated learning. Jurnal Pendidikan Matematika, 15(2), 137–150.
Utami, R., & Suhendra, I. (2023). Implementasi flipped classroom berbantuan video tutorial terhadap self-regulated learning siswa SMP. Jurnal Elemen, 9(1), 112–125.
Zainuddin, Z., & Halili, S. . (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3), 313–340.
Zimmerman, B. . (2002). Becoming a self-regulated learner: An overview. Theory into Practice. 41(2), 64–70.
Zimmerman, B. ., & Schunk, D. . (2011). Handbook of self-regulation of learning and performance. Routledge.
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education. 126, 334–345.
Anwar, S., & Jannah, M. (2023). Penerapan flipped classroom untuk meningkatkan self-regulated learning mahasiswa pada materi integral. Jurnal Gantang, 7(2), 115–124.
Apriyanti, D., & Widodo, S. . (2023). Flipped classroom dengan pendekatan kontekstual terhadap self-regulated learning siswa SMP. Unnes Journal of Mathematics Education, 12(1), 45–46.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Bishop, J. ., & Verleger, M. . (2013). The flipped classroom: A survey of the research. ASEE Annual Conference
Proceedings, 30, 1–18.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology. 3(2), 77–101.
Deci, E. ., & Ryan, R. . (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Dewi, N. ., & Kartika, D. (2022). Model flipped learning untuk meningkatkan self-regulated learning mahasiswa pendidikan matematika. Jurnal Riset Pendidikan Matematika, 9(1), 55–68.
Dikti, R. (2023). Panduan penggunaan sistem SINTA (Science and Technology Index). Kementerian Pendidikan, Kebudayaan, Riset, Dan Teknologi.
Handayani, R., Nindiasari, H., & Fathurrohman, M. (2024). Pengaruh flipped classroom terhadap self-regulated
learning dan kemampuan pemecahan masalah mahasiswa pendidikan matematika. Journal of Mathematics Education Research, 3(1), 1–14.
Hew, K. ., & Lo, C. . (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(1), 38.
Hidayat, R., & Maharani, A. (2022). Pengaruh model flipped classroom terhadap self-regulated learning siswa SMA dalam pembelajaran matematika. Mosharafa: Jurnal Pendidikan Matematika, 11(2), 201–212.
Higgins, J. P. T., & Green, S. (2011). Cochrane handbook for systematic reviews of interventions (Version 5.1.0). The Cochrane Collaboration.
Kurniawan, A., & Yusuf, R. (2022). Efektivitas flipped classroom terhadap kemandirian belajar geometri siswa SMP. Jurnal Pendidikan Matematika Indonesia, 7(2), 89–99.
Lestari, T. ., Santoso, B., & Rahman, A. (2023). Kemandirian belajar matematika melalui flipped classroom berbasis LMS. Jurnal Pendidikan Matematika RAFA, 9(1), 34–46.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLOS Medicine, 6(7), 1000097.
Muliawati, N., & Fitriani, A. (2022). Flipped classroom berbasis problem-based learning dalam meningkatkan self-regulated learning siswa SMA. Jurnal Penelitian Dan Pembelajaran Matematika, 15(1), 67–79.
Nindiasari, H., Fathurrohman, M., & Santosa. (2022). Analisis self-regulated learning siswa dalam pembelajaran matematika di era pandemi. Jurnal Pendidikan Matematika, 16(3), 245–258.
Ningsih, P. ., Susanti, E., & Hartono, Y. (2021). Penerapan flipped classroom pada materi statistika untuk meningkatkan self-regulated learning siswa SMA. Jurnal Riset Pendidikan Dan Inovasi Pembelajaran, 5(2), 101–113.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95.
OECD. (2023). PISA 2022 results: The state of learning and equity in education. 1.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., & Moher, D. (2021). The
PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, 71.
Pintrich, P. . (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407.
Prasetyo, A., Kusumah, Y. ., & Dahlan, J. . (2021). Flipped classroom dalam pembelajaran aljabar untuk meningkatkan kemandirian belajar siswa SMP. Jurnal Pendidikan Dan Pembelajaran, 28(1), 55–65.
Putri, R. ., & Wahyudi. (2023). Penerapan flipped classroom berbantuan Google Classroom terhadap self-regulated learning siswa SMA. Jurnal Ilmiah Pendidikan Matematika, 12(1), 33–44.
Rahmawati, D., & Surya, E. (2022). Efektivitas flipped classroom terhadap kemandirian belajar matematika siswa
SMP. Jurnal Cendekia, 6(1), 421–432.
Sari, D. ., & Nugroho, A. . (2023). Dampak flipped classroom pada self-regulated learning dan prestasi belajar matematika siswa SMA. Al-Jabar. Jurnal Pendidikan Matematika, 14(1), 77–88.
Septiani, M., Purnomo, E. ., & Sukestiyarno, Y. . (2021). Penerapan flipped classroom pada pembelajaran matematika untuk meningkatkan self-regulated learning. Jurnal Pendidikan Matematika, 15(2), 137–150.
Utami, R., & Suhendra, I. (2023). Implementasi flipped classroom berbantuan video tutorial terhadap self-regulated learning siswa SMP. Jurnal Elemen, 9(1), 112–125.
Zainuddin, Z., & Halili, S. . (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3), 313–340.
Zimmerman, B. . (2002). Becoming a self-regulated learner: An overview. Theory into Practice. 41(2), 64–70.
Zimmerman, B. ., & Schunk, D. . (2011). Handbook of self-regulation of learning and performance. Routledge.
Published
2026-09-10
How to Cite
Nuraeni, I., Nindiasari, H., & Fathurrohman, M. (2026). Systematic Literature Review: Efektivitas Model Flipped Classroom dalam Meningkatkan Self-Regulated Learning pada Pembelajaran Matematika. Jurnal Cendekia : Jurnal Pendidikan Matematika, 10(3), 1530-1546. https://doi.org/10.31004/cendekia.v10i3.5016
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Copyright (c) 2026 Indah Yuni Nuraeni, Hepsi Nindiasari, Maman Fathurrohman
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