Proceedings of the International Conference on Sciences, Technology and Education (ICSTE 2024)

<Previous Article In Volume
Next Article In Volume>

The Implementation of Scaffolding-Metacognitive Strategies in Flipped Classroom for Mathematics Learning

Authors
Awi Dassa1, *, Sutamrin Sutamrin1, Hisyam Ihsan1, Muhammad Ammar Naufal1, Norma Nasir1, St. Zulaiha Nurhajarurahmah1
1The Faculty of Mathematics and Natural Science, Mathematics Education, Universitas Negeri Makassar, Makassar, Indonesia
*Corresponding author. Email: awi.dassa@unm.ac.id
Corresponding Author
Awi Dassa
Available Online 27 December 2024.
DOI
10.2991/978-2-38476-335-1_10How to use a DOI?
Keywords
Scaffolding; Scaffolding-Metacognition; Mathematics Learning
Abstract

This study investigated the implementation of scaffolding-metacognitive strategies within a flipped classroom model to enhance mathematics learning. The flipped classroom approach shifted traditional teaching dynamics, enabling students to engage with instructional materials at home and apply knowledge during in-class activities. By integrating scaffolding and metacognitive strategies, the study aimed to support students’ cognitive development and self-regulation skills. A mixed-methods design was employed, involving quantitative assessments of student performance and qualitative feedback through interviews and observations. Results indicated a significant improvement in students’ mathematical understanding and problem-solving abilities, as well as heightened self-efficacy and motivation. Additionally, students reported greater awareness of their learning processes and strategies for improvement. This research highlighted the potential of scaffolding-metacognitive strategies in creating an effective flipped classroom environment, fostering deeper learning experiences in mathematics education. Recommendations for educators and future research were discussed to further explore this innovative teaching approach.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceedings of the International Conference on Sciences, Technology and Education (ICSTE 2024)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
27 December 2024
ISBN
978-2-38476-335-1
ISSN
2352-5398
DOI
10.2991/978-2-38476-335-1_10How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Awi Dassa
AU  - Sutamrin Sutamrin
AU  - Hisyam Ihsan
AU  - Muhammad Ammar Naufal
AU  - Norma Nasir
AU  - St. Zulaiha Nurhajarurahmah
PY  - 2024
DA  - 2024/12/27
TI  - The Implementation of Scaffolding-Metacognitive Strategies in Flipped Classroom for Mathematics Learning
BT  - Proceedings of the International Conference on Sciences, Technology and Education (ICSTE 2024)
PB  - Atlantis Press
SP  - 102
EP  - 111
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-335-1_10
DO  - 10.2991/978-2-38476-335-1_10
ID  - Dassa2024
ER  -