Development of Learning Achievement with a Fflipped Classroom Integrated with Game for the Mathematics Topic of 3D Geometric Shapes for Grade 6 Students

Abstract

The research aimed to (1) compare learning achievement before and after implementing flipped classroom learning integrated with games; (2) compare learning achievement against a 70% achievement criterion; and (3) investigate satisfaction with the implementation of flipped classroom learning integrated with games in the context of mathematics, specifically, three-dimensional geometry. The sample group comprises 44 sixth-grade students from Jakarnboon School, selected through cluster random sampling. The research tools included: (1) eight lesson plans for flipped classroom learning integrated with games; (2) a test measuring learning achievement with ten multiple-choice questions and open-ended questions; and 3) a satisfaction questionnaire. Statistical analysis included the mean, standard deviation, and t-test. The research findings indicated that post-learning learning achievement was significantly higher than pre-learning and surpassed the 70% achievement criterion at a statistically significant level of .05. Additionally, the sixth-grade students expressed a high level of satisfaction with the implementation of flipped classroom learning integrated with games.