Early Mathematics Module for Stem Learning with Flipped Classroom Concept Using Augmented Reality
Keywords:
Flipped Classroom, Augmented Reality, Early Mathematics, patterns, Fuzzy DelphiAbstract
Early Mathematics is one of the critical subjects and the concept of learning should be introduced to students at an early stage so that there is no misunderstanding of the concept of this subject. Beginning in the 1970s, teaching methods have traditionally been more focused on the memorization of Mathematical concepts. This research aims to increase students' understanding of pattern topics in the subject of Early Mathematics by integrating the concept of Flipped classrooms with an Augmented Reality application known as the EM-Flip module. This research was conducted using a combination of the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation) and DDR (Design and Development Research) techniques. In the first phase, open-ended questionnaire items were distributed to 60 TADIKA teachers and 60 parents. Document analysis of 25 students was carried out in TADIKA. The Delphi Fuzzy Technique was implemented in the second phase, involving 10 experts including early childhood experts, curriculum experts, ICT, Flipped Classroom experts, policymakers, theorists, and Early Mathematics experts. In the third phase, the TUP model from Bednarik was implemented to evaluate the usability and effectiveness of the modules. The findings of the study found that students were more engaged and showed their interest in class when they were given more opportunities to actively engage with the teacher. In addition to active learning in the classroom, the combination of technology also plays an important role in the flow of current learning methods.
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