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Meningkatkan Kemampuan Literasi Matematis Melalui Flipped Classroom dengan Gamifikasi Pada Siswa SMA

Laila Nurlatipah , Hepsi Nindiasari , Isna Rafianti

Published
6 September 2026

Vol. 21 No. 3 (2026): In Progress
Pages 2108-2120

DOI

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Abstract

This study aimed to determine whether the improvement in students' mathematical literacy taught through the flipped classroom model combined with gamification was better than that of students taught through the Problem Based Learning (PBL) model, as an effort to address the low mathematical literacy of Indonesian students reflected in the 2022 PISA results and field observations. A quantitative method with a quasi-experimental design, namely the nonequivalent pretest-posttest control group design, was used. Sixty-five eleventh-grade students were selected through cluster random sampling, consisting of an experimental class of 32 students taught with the gamified flipped classroom and a control class of 33 students taught with PBL. Data were collected through a six-item mathematical literacy essay test and a student-response questionnaire, then analyzed using the Independent Sample t-Test and effect size calculation. The results showed that the mean N-Gain of the experimental class (0.70) was significantly higher than that of the control class (0.58), with a large effect size (d = 0.6653) and a positive student response of 77%. It can be concluded that the gamified flipped classroom model is more effective in improving students' mathematical literacy than the PBL model.

Keywords

Flipped Classroom; Gamification; Mathematical Literacy; Mathematics Learning Outcomes; Quasi-Experiment

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Publication Information
Published 6 September 2026
Section Articles
Copyright Copyright (c) 2026 Paedagogie
Keywords
  • Flipped Classroom
  • Gamification
  • Mathematical Literacy
  • Mathematics Learning Outcomes
  • Quasi-Experiment