PENGARUH MODEL FLIPPED CLASSROOM TERHADAP KEMAMPUAN LITERASI MATEMATIS DI SEKOLAH DASAR

Abstrak

Tinjauan ini bermaksud untuk mengkaji bagaimana model pembelajaran Flipped Classroom berpengaruh pada kemampuan literasi matematika siswa SD. Metode yang dipakai adalah menelaah secara sistematis sembilan jurnal kuantitatif dan kuasi-eksperimental terpilih (2019–2023).  Data dari pre-test dan post-test literasi matematika, juga indikator kemandirian belajar, diambil dan diringkas secara kuantitatif serta tematik. Analisis memperlihatkan bahwa penggunaan Flipped Classroom didukung media pra-kelas seperti video, modul interaktif, situs web Mathnesia, dan beragam pendekatan semisal etnomatematika, blended learning, penilaian dinamis, serta konteks local mampu menaikkan skor rata-rata literasi matematika sekitar 18–30 poin. Model ini pun turut andil dalam meningkatkan kemandirian belajar sebesar 20-40%, selain menguatkan rasa percaya diri dan keaktifan siswa dalam diskusi kelas. Sintesis tematik menekankan pentingnya fleksibilitas memilih media dan konteks lokal sebagai kunci sukses, namun kesiapan infrastruktur teknologi, kapabilitas guru merancang konten digital, dan dukungan orang tua menjadi tantangan utama. Merujuk pada temuan tersebut, artikel ini merekomendasikan implementasi Flipped Classroom secara terpadu dengan memenuhi prasyarat infrastruktur dan pelatihan guru, demi memaksimalkan literasi matematika serta kemandirian belajar di tingkat dasar.

This study seeks to investigate how the Flipped Classroom instructional approach affects elementary students' mathematical literacy abilities. The approach employed is a methodical examination of nine chosen quantitative and quasi-experimental journals (2019–2023). Both quantitatively and thematically, the data from the pre-tests and post-tests on mathematical literacy and measures of learning independence were gathered and summarized. According to the analysis, the application of the Flipped Classroom, which is backed by pre-class media such as videos, interactive modules, the Mathnesia website, and various methodologies like ethnomathematics, blended learning, dynamic assessment, and local context, was able to raise average mathematical literacy scores by around 18–30 points. By increasing self-assurance and classroom participation, this approach also helped to improve students' learning independence by 20–40%. Thematic synthesis emphasizes the significance of flexibility in choosing media and integrating local settings as crucial elements to success. Nevertheless, obstacles remain in terms of technological infrastructure readiness, teachers' capacity to create digital content, and parental support. According to these results, this essay suggests the integrated application of the Flipped Classroom by satisfying the requirements for teacher training and infrastructure in order to optimize both mathematical literacy and learning independence at the elementary level.