Journal for the Education of Gifted Young

Scientists, 7(2), 137-158, June 2019

e-ISSN: 2149- 360X
http://dergipark.gov.tr/jegys

Research Article
The Effect of Flipped-Problem Based Learning Model
Integrated with LMS-Google Classroom for Senior High
School Students
Rahmi RAMADHANI1, Rofiqul UMAM2, Abdurrahman
ABDURRAHMAN3, and Muhamad SYAZALI4
Received: 2 April 2019 Accepted: 11 June 2019
Abstract
The purpose of this study was to determine the effect of using the LMS-Google
Classroom-based Flipped-Problem Based Learning Model (FPBLM) in the process
of learning mathematics in high schools in Medan, North Sumatra, Indonesia. In
this study also saw the interaction between the level of Prior Mathematics Ability
(PMA) of students with the application of flipped-problem based learning models
based on LMS-Google Classroom. PMA students consist of high, medium and low
levels This research is quasi-experiment research with pre-test post-test control
group design. The sample in this study was the second level high school students
from two schools totaling 62 people. Two-way ANOVA Test and Post Hoc-LSD
Test was used. Based on the analysis test, it was found that the average mathematics
learning outcomes of students taught using the FPBLM based on Google
Classroom LMS experienced a significant increase compared to conventional
learning. The results of the questionnaire in learning also obtained results that
students at the second level of high school felt enthusiastic, motivated and eager to
take part in learning in the classroom. Digital-based learning with the model of
FPBLM on LMS-Google Classroom provides a new experience for second-level
students in High School in participating in mathematics learning both in class and
outside the classroom.
Keywords
flipped-problem based learning, blended learning, LMS-Google Classroom,
mathematics learning
To cite this article:
Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali. M. (2019).The Effect of
Flipped-Problem Based Learning Model Integrated with LMS-Google Classroom
For Senior High School Students. Journal for the Education of Gifted Young Scientists,
7(2), 137-158. DOI: http://dx.doi.org/10.17478/jegys.548350

1Faculty
of Engineering and Computer Science, Universitas Potensi Utama, Indonesia. [email protected]
2Schoolof Science and Technology, Kwansei Gakuin University, Japan. [email protected]
3Department of Science Education, Faculty of Teacher Training and Education, University of Lampung, Bandar Lampung,
Lampung Province, Indonesia. [email protected]
4Mathematics Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Raden Intan,

Lampung, Indonesia. [email protected]

 138 Ramadhani et al.,

Introduction
Education 4.0 is one part of the development of the 4.0 Industrial Revolution in
Indonesia. The impact of the development of 4.0 education is the development of
technology-based education (Abdurrahman, Saregar & Umam, 2018). Technology
makes transformed education more dynamic both in terms of learning and teaching.
Technology not only has an effect on the relationship between teachers and students,
but also provides an increase in the value of the system from the learning process
itself (Abdurrahman, Nurulsari, Maulina, & Ariyani, 2019). The use of technology in
the world of education has an influence on improving the learning process, making
the learning process more efficient and effective, and providing knowledge, skills to
new experiences for both teachers and students in carrying out learning(Muhamad
Syazali et al., 2019). This has become a new breakthrough in the world of education,
where technology is not only as a medium, but also used in systems, methods to
learning techniques that increase the level of education in a higher direction (Maskur,
Syazali, & Utami, 2019), in accordance with the educational objectives 4.0 in the
Industrial Revolution (Ghavifekr& Rosdy, 2015; Shah, 2013; Torii & Carmen, 2013).
Technology development in the world of education is divided into two things, the
first is the development of technology used to increase the skills of teachers and
education staff in using technology in the learning process (Abdurrahman, Cris Ayu
Setiyaningsih, 2019), and secondly, technology development is integrated into
learning activities, ranging from curriculum, systems, models to methods learning
that aims to increase the effectiveness of learning (Syahrir et al., 2019), both in the
classroom and outside the classroom. Through the use of technology in the world
of education, it is expected to increase both in terms of the skills of teachers and
students, to the effectiveness of increasingly widespread learning. (Dočekal &
Tulinská, 2015; Lestari et al., 2019; Murati & Ceka, 2017; Ramadhani & Narpila,
2018). The use of technology in the learning process provides space for teachers to
not only provide learning in the classroom, but also can be continued outside the
classroom through technological assistance. Through digital-based learning,
technology provides an important role in delivering students to understand the
subject matter (M. Syazali et al., 2019). Digital-based learning and technology also
provide more opportunities for teachers to create learning, ranging from teaching
materials, to evaluating learning outcomes that provide new experiences for students
in learning mathematics (Borba et al., 2016; Eady & Lockyer, 2013; Lavicza, 2010).
Based on the explanation above, one of the learning models that can be integrated
with technology is the Blended Learning model. The blended learning model is a
learning model that combines face-to-face learning with technology and digital
learning (e-learning). The blended learning model supports the learning process with
a mixture of various learning activities such as face to face, media use, and digital
internet based learning (Rufaidah, AtIrsyadi, Saregar, & Umam, 2018). This gives
 The effect of flipped-problem… 139

students the opportunity to experience an efficient learning environment and

includes spectacular aspects of learning such as online and traditional learning
platforms, media for delivering learning content, flexible learning models, and
independent learning activities. The main focus is to provide an interesting and
motivating learning environment that can increase the effectiveness of their learning.
(Chin et al., 2018; Harahap & Manurung, 2019; Tsai, Lin, & Lin, 2017). The blended
learning model has several types, including Station Rotation, Lab Rotation,
Individual Rotation, Flipped Classroom, Flec, A La Carte, and Virtual Enriched
(Lopes & Soares, 2018; Staker & Horn, 2012). The types of blended learning models
can be seen in Figure 1 below:

Figure 1
Types of Blended Learning Models (Staker & Horn, 2012)

In this study, researchers chose to use the flipped-classroom model. The flipped-
classroom model is a mixed learning model in which learning activities are carried
out in two stages, namely classroom learning and learning outside the classroom. In
the first phase, the learning phase in the classroom is conducted through discussion
activities, prioritizing students' low cognitive abilities as the main focus for
improvement and making learning activities more active, interactive and meaningful.
While learning outside the classroom is done using an online platform containing
learning material and learning videos that provide opportunities for students to study
material before the material is taught, and develop students' ability to learn
independently (Çevikbaş& Argün, 2017; O’flaherty & Phillips, 2015). In the learning
phase outside the classroom, researchers use online platforms or also called Learning
Management Systems (LMS). LMS consists of several types, namely Moodle,
Schoology, Google Classroom, Edmodo, Quipper School, Chamilo, and Khan
Academy. Researchers in this case choose LMS with the type of Google Classroom.
 140 Ramadhani et al.,

Google Classroom is one of the products from Google which was launched in 2014
through Google Apps for Education (GAFE). The Google Classroom application
has advantages, including free to use, easy to use for both teachers and students
because of the appearance and use of social media (Facebook, Twitter), and
integrated with other Google applications, such as Google Form, Google Drive,
Google Doc, Google Slides, You Tube, and others (Abid Azhar & Iqbal, 2018;
Rohman, 2017).
The implementation of flipped-problem based learning models used in research,
both in the first phase (learning in the classroom) and in the second phase (learning
outside the classroom) refers to the syntax of problem-based learning models. The
steps of learning activities refer to problem-based learning including orientation,
organization, investigation, percentage and analysis and evaluation(Hu, Xing, & Tu,
2018). The description of the steps in using the flipped-problem based learning
model in detail can be seen in Table 1 below:

Table 1
Syntax Model Flipped-Problem Based Learning
Steps Procedures Student Activities
Problem Students understand the details of the issues to be discussed.
Step 1
Oriented Problems are taken from the teaching material being studied.
Students analyze and find out how to solve problems.
Organized Students can solve problems by finding out problems that are
Step 2
Students similar or similar to the problems being analyzed. At this
stage, students can group the details of the issues discussed.
Investigations After students classify the details of the problem to be
Guide as discussed, students can investigate the problem individually
Step 3
Individual or or in groups.
Group
Attainments Students can develop and present the results of discussion of
Development the problems being discussed. At this stage, students can
Step 4
and compare steps to resolve other problems and find out the
Presentations steps to solve the most appropriate problems.
Problem Students can conduct analysis to reflect and evaluate the
Solving results of investigations regarding solving problems that are
Step 5
Analysation being discussed. Students can conclude the correct and
and Evaluation appropriate problem solving.
The use of the above syntax in applying the flipped-problem based learning
model can also be seen in Figure 2 below:
 The effect of flipped-problem… 141

Figure 2
Implementation of the Flipped-Problem Based Learning Model

The key to success in using the flipped-problem based learning model is to

encourage students to be more active in applying new information to various
contexts in a creative way (Capone, De Caterina, & Mazza, 2017). Referring to the
opinion of Capone, et al., The application of mathematical problems in learning
using the flipped-problem based learning model is very emphasized, in addition to
improving students' mathematical abilities through learning outcomes, but also can
improve students' ability to solve problems, especially internal problems in everyday
life. In accordance with Table 1 above, the use of the problem-based learning model
syntax as the basis of learning syntax used in both the first and second phases of
learning using the flipped-problem based learning model. The following learning
activities are used in the flipped-problem based learning model:

Figure 3
Sequence of Learning Activities Using the Flipped-Problem Based Learning Model (Andrade &
Coutinho, 2016)
Based on Figure 3 above, the use of the flipped-problem-based learning model is
expected not only to replace the teacher's role as a learning video for activities in the
 142 Ramadhani et al.,

second learning phase, but can emphasize students' skills and independence in using
technology, and find solutions to problems encountered in the learning phase first
(Ozdamli& Asiksoy, 2016). The effectiveness of the learning process in the second
phase can be arranged and controlled by the teacher with online discussions held.
The application of learning using the blended learning model, especially in the type
of flipped classroom provides significant results in improving student learning
outcomes, both in mathematics learning, and learning in other fields. The results of
the study state that the application of the flipped classroom model provides new
experiences for students, especially in the second learning phase. Students feel
enthusiastic when participating in digital classes by looking at learning videos and
students feel given responsibility when studying teaching material before being
studied through a short video provided by the teacher in the digital class. Learning
to use the flipped classroom model also helps students to understand the teaching
material that has been obtained in the first learning phase when studying the teaching
material in the second learning phase (D’addato& Miller, 2016; Gladys Ann O.
Malto, Dalida, & Lagunzad, 2018; Larsen, 2015; Loch, Borland, & Sukhorukova,
2016; Scholarsarchive & Young, 2014; Strohmyer, 2016).
Referring to the explanation above, the application of technology in the learning
process can be done using the model of Flipped-Problem Based Learning based on
LMS-Google Classroom which provides new experiences for students to learn
teaching material, to develop student skills both in terms of learning and in terms of
technology use. Researchers are interested in applying the model and see the effects
of its application in student learning outcomes, especially in mathematics learning
for second-level high school students in Medan, North Sumatra.
The research step in the experiment and control class can be described as:

 In research in the control class, the teacher uses a conventional learning

model by providing direct learning through lecture techniques. Students are
required to focus on the direction given by the teacher. The purpose of
conventional learning methods is to help students develop the ability to
understand and explore their own knowledge, but still need direction from
the teacher in an effort to help students deal with problems that are difficult
to solve during the learning process in the classroom. The teacher invites
each student to solve problems and ask questions if they have difficulties.
During the learning process, each student can write various information
obtained from the teacher. All information obtained is useful for solving
problems given by the teacher. Conventional learning creates passive
learning, because learning interactions only occur in one direction.
However, through conventional learning, the learning conditions are
expected to be more conducive and calm, because students only focus on
 The effect of flipped-problem… 143

what is taught by the teacher in front of the class, without having to interact
with other students.
 In the research in the experimental class, the teacher used a flipped-problem
based learning model based on the LMS-Google Classroom. In this study,
the teacher plays an active role as a facilitator. Learning is done in two stages,
namely learning in the classroom and learning outside the classroom. In-
class learning is done with discussions about the material to be learned. The
teacher gives a problem that will be solved and discussed in groups.
Learning is focused on the problems encountered in teaching material.
Students discuss each other to find solutions to the problems given. After
learning in the classroom is done, the learning process enters the second
stage, namely learning outside the classroom. Learning outside the
classroom is done with the help of Google Classroom as an outside
classroom learning management system. Teachers create digital classes with
Google products, create learning content ranging from teaching materials in
the form of videos, power point slides, modules to creating assessment
content. During the second phase, students will be given access to enter the
digital class that has been made by the teacher, then learn the teaching
material posted by the teacher. Students can also hold discussions in the
digital classroom veranda space. The teacher has full access to giving
announcements and posting material to the discussion schedule and daily
assessment schedule to the final assessment. During the learning process in
the second phase, students can discuss whenever and wherever. After the
learning process in the second phase is complete, the teacher will give a final
evaluation. Learning in the second phase expects students to develop
independent and creative learning abilities. Learning using flipped-problem
based learning models based on LMS-Google Classroom provides new
experiences for students and teachers. Students are more active and creative
in the learning process, and students' ability to use technology is increasing.

Method
Research design
This study uses quasi-experimental research with the design of the pre-post-test test
control group design. In accordance with the objectives of the research, aims to see
the effect of using flipped-problem based learning models based on LMS-Google
Classroom in mathematics learning. This study takes 12 weeks with four hours of
face-to-face meetings per week (48 hours for the whole). In the experimental class
and the control class using the same teaching material and teachers, the researchers
in this article. The teacher has no relationship with the students or the school where
the research was conducted, so that this study provides objective results.
 144 Ramadhani et al.,

Participants
Participants in this study were second-level students in high schools in Medan, North
Sumatra, Indonesia. Participants in this study used two different schools as learning
classes selected through purposive sampling method. The number of participants in
this study were 62 students. 33 students in the experimental class will be taught using
the flipped-problem-based learning model based on LMS-Google Classroom and 29
students in the control class will be taught using conventional learning. Participants
in this study were second-year students in senior high schools, who have an age range
of 15-17 years. The selection of students in that range was due to the fact that at
these age range students were at the formal operating level (11 years and above)
according to the cognitive development theory developed by Piaget. In the formal
operating period, students are at the peak level of development of cognitive
structures, in which students are able to think logically for all types of hypothetical
problems, verbal problems, and he can use scientific reasoning and be able to accept
other people's views (Heidari& Rajabi, 2017; Lefa, 2014). In this study also saw the
interaction between the level of PMA of students with the application of flipped-
problem based learning models based on LMS-Google Classroom. PMA students
consist of high, medium and low levels. Students who are in the category of high
PMA as many as 13 people, students who are in the category of moderate PMA as
many as 34 people and students who are in the category of low PMA as many as 15
people. Students' PMA scores are taken from the results of students' mathematics
exams in the last semester (odd semester). This research was conducted from January
to May 2018, namely in the even semester of 2017-2018 learning year at Medan YPK
High School and Medan 6 Public High School.
Data Collection
Data obtained from the results of the final evaluation on each learning class
(experimental class and control class). Tests given are essay tests which number five
questions and are related to Statistics material. In addition to the test assessment,
data from the research results were also collected through questionnaires on the
implementation of flipped-problem based learning models with the LMS-Google
Classroom.
Data Analysis
Data were analyzed using descriptive statistical tests (mean and standard deviation),
and using inferential two-way ANOVA statistical tests and Post Hoc-LSD tests to
see how much influence the learning model had on students' mathematics learning
outcomes, and to see how much PMA interaction with results learning and the
different interactions between PMA students. The results of the study were analyzed
using the SPSS 25.0 statistical tool with statistical significance values of 0.05 level
 The effect of flipped-problem… 145

with two tails tests. For testing homogeneity of data used the Kolmogorov-Smirnov
Test and for testing the normality of the data used the Levene’s Testof Quality test.

Results and Discussion

After calculating students’ mathematics learning outcomes it was found that the
average learning outcomes of students in experimental class (taught with the flipped-
problem based learning model with the LMS-Google Classroom) was higher than
students in control class (taught with conventional model). Another result was found
that the increasing of students’ mathematics learning outcomes in experiment class
didn’t influence with students’ PMA. That was interpretable mean implementation
of flipped-problem based learning model with the LMS-Google Classroom gave
significant impact for students’ mathematics learning outcomes. The same result was
found that students’ PMA didn’t give contribution for increasing students’
mathematics learning outcomes (Akkoyunlu & Soylu, 2008; Maya & Sumarmo,
2011).
The average mathematics learning outcomes of students taught using the flipped-
problem based learning model with the LMS-Google Classroom (experimental class)
are higher than the average learning outcomes of students taught using conventional
models (control class). This can be seen in Table 2 below:
Table 2
Descriptions of Student Learning Outcomes in Experimental Classes and Control Classes
Descriptive Statistics
Std.
N Minimum Maximum Mean Deviation Variance
Pre_Test_Experiment 33 45.00 80.00 59.2727 8.82211 77.830
Post_Test_Experiment 33 65.00 90.00 77.0000 5.32682 28.375
Pre_Test_Control 29 50.00 75.00 64.5862 7.23838 52.394
Post_Test_Control 29 65.00 85.00 76.4483 4.64901 21.613

Based on Table 2 above, it can be seen that the average pre-test student scores in
the experimental class are lower (59.27) than the average pre-test scores of students
in the control class (64.59). But different things can be seen in the average post-test
scores of students in the experimental class higher (77.00) than the average post-test
scores of students in the control class (76.45). Improving student learning outcomes
in Statistics teaching materials in the experimental class results in a higher increase
than the increase in mathematics learning outcomes of students in the control class.
Increased learning outcomes can be determined from the difference between
students' post-test scores and student pre-test scores divided by the difference in
value total totals with student pre-test scores. The result of the increase is also called
the normalized N-Gain(Hake, 1999). Improving student learning outcomes both in
 146 Ramadhani et al.,

the experimental class and in the control class can be seen in Table 3 and Table 4
below:
Table 3
N-Gain Mathematics Learning Outcomes in the Expert Class and Control Class
Descriptive Statistics
Std.
N Minimum Maximum Mean Deviation Variance
NGain_Experiment_Class 33 .22 .60 .4303 .09635 .009
NGain_Control_Class 29 .17 .45 .3269 .09138 .008

Table 4
N-Gain Mathematics Learning Outcomes Based on PMA Values
Descriptive Statistics
PMA N Minimum Maximum Mean Std. Deviation
NGain_Experiment_Class High 7 .37 .60 .48 .088
Middle 20 .22 .60 .42 .106
Low 6 .33 .47 .40 .052
NGain_Control_Class High 6 .30 .45 .40 .066
Middle 14 .20 .45 .33 .091
Low 9 .17 .41 .27 .076

Based on Table 3 above, it can be seen that, the increase in mathematics learning
outcomes of students in the experimental class obtained an average N-Gain value of
0.43 (medium category), while the increase in mathematics learning outcomes of
students in the control class obtained an average N -Gain of 0.33 (medium category).
Both the results of the average N-Gain of students both in the experimental class
and in the control class are not too much different and are equally included in the
category of N-Gain being. Likewise, if you see the difference in the standard
deviation values in the two learning classes differ significantly, so it can be concluded
that each of the data studied spreads thoroughly and has a tendency towards
differences with each other. So, the two data used can be said to be
heterogeneous(Salkind, 2007).
In Table 4 above, information is also provided about the value of the NGain of
students' mathematics learning outcomes in each category of PMA values (high,
medium and low) for each learning class. The average NGain value for high category
PMA in the experimental class (0.48) is higher than the control class (0.40). Likewise,
for the average value of NGain in the PMA medium and low categories, the
experimental class obtained results of 0.42 and 0.40 higher than the control class
namely 0.33 and 0.27. This can be interpreted that the increase in mathematics
learning outcomes in the experimental class is better than the increase in
mathematics learning outcomes in the control class. The application of the flipped-
 The effect of flipped-problem… 147

problem based learning model treatment with the LMS-Google Classroom has an
effect on improving the mathematics learning outcomes for each category of student
PMA.
Calculation of homogeneity of mathematics learning outcomes data was also
carried out using the Kolmogorov-Smirnov Test. The results of testing the
homogeneity of the data obtained a significance value greater than 0.05, which is
equal to 0.911> 0.05. So, it can be concluded that the mathematics learning
outcomes of students using flipped-problem based learning models with LMS-
Google Classrooms have the same or homogeneous variance. Data on student
mathematics learning outcomes were also tested for data normality using the
Levene’s Test of Quality test. The results of the normality test of students'
mathematics learning data obtained a significance value greater than 0.05 which is
equal to 0.200> 0.05. Based on the results of the calculation above, it can be
concluded that data on the results of mathematics learning outcomes of students are
normally distributed.
The NGain data of mathematics learning results are then calculated to see if there
is a significant effect after being taught with a flipped-problem based learning model
with the LMS-Google Classroom. Based on the results of the homogeneity test data
calculation and data normality test, it was obtained that the NGain data of student
learning outcomes are homogeneous and normally distributed data, then the next
calculation can be done using the Two Path Variance Analysis (ANOVA) test. The
results of the calculation of the Two Path ANOVA test can be seen in Table 5 below:

Table 5
Results of Calculation of Two-way ANOVA
Tests of Between-Subjects Effects
Dependent Variable: NGain_Mathematics_Score
Type III Sum of
Source Squares df Mean Square F Sig.
Corrected Model .249a 5 .050 6.232 .000
Intercept 7.132 1 7.132 893.165 .000
Learning_Class .119 1 .119 14.946 .000
PMA .072 2 .036 4.507 .015
Learning_Class * .004 2 .002 .267 .766
PMA
Error .447 56 .008
Total 9.740 62
Corrected Total .696 61
a. R Squared = ,358 (Adjusted R Squared = ,300)

Based on Table 5 above, it can be seen that in the learning class factor F value is
14.946 with a significant value of 0.000. Because the significance value is smaller than
0.05 (0,000> 0.05), it is obtained that H0 is rejected and H1 is accepted. So, it can
 148 Ramadhani et al.,

be concluded that the mathematics learning outcomes of students taught using the
flipped-problem based learning model with the LMS-Google Classroom are higher
than the mathematics learning outcomes of students taught using conventional
models. To see whether there is an interaction between the PMA values of students
and students' mathematics learning outcomes can be seen in Figure 4 below:

Figure 4
Interaction between Student Mathematics Learning Outcomes and PMA Students

Based on Table 5 above, it can be seen that the learning class and PMA factors
obtained F values of 0.267 with a significant value of 0.766. Because the significant
value obtained is greater than 0.05 (0,000> 0.05), it is obtained that H1 is rejected
and H0 is accepted. So, it can be concluded that there is no interaction between PMA
students and students' mathematics learning outcomes. The graph of the interaction
between student learning outcomes with PMA students can also be seen in Figure 4
above. Based on the information given in Figure 3, it can be seen that the graphs of
each learning class do not intersect, so that it can be said that the interaction of
student learning outcomes with student PMA values does not occur. This proves
that the increase in student learning outcomes is purely due to the treatment of
flipped-problem based learning models with the LMS-Google Classroom on the
learning process. Student PMA values (high, medium, low) do not have a role in
giving effect to the improvement of student mathematics learning outcomes. In
accordance with the analysis in Table 5, that H1 is accepted or in other words there
is an increase in students' mathematics learning outcomes after being given a flipped-
problem based learning model treatment with the LMS-Google Classroom, it is
necessary to conduct further analysis of the differences in PMA values of these
 The effect of flipped-problem… 149

students. Follow-up tests using the Post Hoc-LSD Test, and can be seen in Table 6
below:

Table 6
Results of Post-Hoc-LSD Advanced Test Calculation
Multiple Comparisons
Dependent Variable: NGain_Mathematics_Score
LSD
95% Confidence
Interval
(I) PMA (J) PMA Mean Difference (I-J) Std. Error Sig.
Lower Upper
Bound Bound
High Middle .0536 .02902 .070 -.0045 .1118
Low .1265* .03442 .001 .0575 .1954
Middle High -.0536 .02902 .070 -.1118 .0045
Low .0729* .02826 .013 .0163 .1295
Low High -.1265* .03442 .001 -.1954 -.0575
Middle -.0729* .02826 .013 -.1295 -.0163
Based on observed means.
The error term is Mean Square (Error) = ,008.
*. The mean difference is significant at the ,05 level.

Based on Table 6 above, the results show that there are differences in the value
of increasing learning outcomes (Nain) for each category of student PMA. The
results of the Post Hoc-LSD test showed that there were differences in the average
increase in learning outcomes between high PMA category students and moderate
PMA category students; there is no difference in the average increase in learning
outcomes between high PMA category students and low PMA category students;
and there is no difference in the average increase in learning outcomes between
students in the category of moderate PMA and students in the category of low PMA.
So, it can be concluded that the average increase in student learning outcomes with
high PMA categories is higher than the average increase in student learning
outcomes with moderate or low PMA categories (𝜇1 > 𝜇2 > 𝜇3 ).
The purpose of this study was to see whether there were effects or influences on
the mathematics learning outcomes of second-level high school students after being
given treatment with flipped-problem based learning models with the LMS-Google
Classroom. Based on the results of the calculation of hypothesis testing using the
Two Path ANAVA test, the results showed that groups of students who obtained
learning using the flipped-problem based learning model with LMS-Google
Classroom had better and more significant improvement in learning outcomes
compared to the group of students who obtained learning using conventional
learning models. Through the same calculation also obtained results that the
 150 Ramadhani et al.,

existence of PMA values of students with high, medium and low categories in the
learning process have no role in improving students' mathematics learning
outcomes. This shows the fact that the average student mathematics learning
outcomes are not influenced by the PMA scores of each student. Increased
knowledge of students at the cognitive level is not influenced by the students' initial
abilities, but is influenced by the ability of the teacher as a creator to create a fun
learning process that can have an impact on improving student learning outcomes
themselves (Ernest et al., 2016; Sa’ad, Adamu, & Sadiq, 2014).
Another factor that gives an increase in high student mathematics learning
outcomes is the treatment of flipped-problem based learning given the LMS-Google
Classroom. The application of the flipped-problem based learning model with LMS-
Google Classroom is supported by constructivism learning theory that involves
students to be active, communicative, imaginative and creative and can collaborate
in learning activities. Through the flipped-problem based learning model with the
LMS-Google Classroom, students can increase the cognitive level of students in a
higher direction, so students are accustomed to thinking analytically to be creative in
solving problems. The level of creative cognitive ability in Bloom's taxonomy is the
highest level, and is an ability that wants to be developed in the education era 4.0. In
addition to constructivism learning theory, the learning theory that supports the
application of flipped-problem based learning models with the LMS-Google
Classroom is Conversation Theory. Conversation Theory supports constructivism
theory that facilitates students in terms of collaboration, communication, interaction,
and knowledge construction to have an impact on improving learning outcomes and
the quality of learning to be more effective (Ahmed, 2016; Al-Huneidi & Schreurs,
2012).
In addition to student mathematics learning outcomes, the impact of applying
the flipped-problem based learning model with the LMS-Google Classroom also
influences the motivation and enthusiasm of students. Learning that combines two
different learning environments, namely conventional learning and digital
technology-based learning provides new experiences for students. Students feel
enthusiastic and happy when media technology is integrated with the learning
process, especially mathematics learning, which has been stiff and unattractive. The
researcher gave a questionnaire to students taught by using a flipped-problem based
learning model with LMS-Google Classroom, which aims to see how far the effects
and personal effects of students in learning activities based on flipped classroom.
The results of the questionnaire can be seen in Table 7 below:
 The effect of flipped-problem… 151

Table 7
Questionnaire Calculation Results Application of Flipped-Problem Based Learning Model Based
on LMS-Google Classroom
SS S TS
KS Total
No Type Percentage Percentage Percenta Result %
Percentage 2 Percentage
4 3 ge 1

1. 12 org 10 org 7 org 4 org

+ 96 72,73%
(36,37%) (30,30%) (21,21%) (12,12%)
2. 8 org 14 org 6 org 5 org
+ 91 68,94%
(24,25%) (42,42%) (18,18%) (15,15%)
3. 6 org 5 org 8 org 14 org
- 69 52,27%
(18,18%) (15,15%) (24,25%) (42,42%)
4. 6 org 10 org 13 org 4 org
+ 84 63,64%
(18,18%) (30,30%) (39,40%) (12,12%)
5. 5 org 6 org 10 org 12 org
- 70 53,03%
(15,15%) (18,18%) (30,30%) (36,37%)
6. 4 org 7 org 8 org 14 org
- 67 50,76%
(12,12%) (21,21%) (24,25%) (42,42%)
7. 8 org 6 org 7 org 12 org
- 76 57,58%
(24,25%) (18,18%) (21,21%) (36,36%)
8. 15 org 10 org 7 org 1 org
+ 105 79,55%
(45,46%) (30,30%) (21,21%) (3,03%)
9. 16 org 12 org 5 org 0 org
+ 110 83,33%
(48,48%) (36,36%) (15,16%) (0%)
10. 15 org 12 org 6 org 0 org
+ 108 81,82%
(45,46%) (36,36%) (18,18%) (0%)
11. 12 org 10 org 9 org 2 org
+ 98 74,24%
(36,36%) (30,30%) (27,28%) (6,06%)
12. 11 org 9 org 8 org 5 org
+ 92 69,70%
(33,33%) (27,27%) (24,25%) (15,15%)
13. 4 org 6 org 14 org 9 org
- 71 53,79%
(12,12%) (18,18%) (42,42%) (27,28%)
14. 5 org 4 org 8 org 16 org
- 64 48,48%
(15,15%) (12,12%) (24,25%) (48,48%)
15. 15 org 12 org 6 org 0 org
+ 108 81,82%
(45,46%) (36,36%) (18,18%) (0%)
16. 19 org 14 org 0 org 0 org
+ 118 89.39%
(57,58%) (42,42%) (0%) (0%)
17. 18 org 12 org 3 org 0 org
+ 114 86,36%
(54,55%) (36,36%) (9,09%) (0%)
18. 3 org 5 org 15 org 10 org
- 67 50,76%
(9,09%) (15,15%) (45,46%) (30,30%)
19. 15 org 14 org 4 org 0 org
+ 110 83,33%
(45,46%) (42,42%) (12,12%) (0%)
20. 3 org 2 org 12 org 16 org
- 58 43,94%
(9,09%) (6,06%) (36,37%) (48,48%)
Total 30,30% 27,27% 23,64% 18,79% 1776 62,66%

Based on the results of the questionnaire calculation above, it can also be

presented in Figure 5 below:
 152 Ramadhani et al.,

Percantage of Student Questionnaire Calculation Result

30,30%
35,00% 27,27%
30,00% 23,64%
25,00% 18,79%
Totally Agree
20,00%
15,00% Agree
10,00%
Not Really Agree
5,00%
0,00% Disagree
Totally Agree Not Disagree
Agree Really
Agree

Figure 5
Results of Questionnaire Calculation of Experimental Class Students

The results of the student questionnaire calculation regarding the application of

the flipped-problem based learning model with LMS-Google Classroom obtained an
average percentage of the questionnaire at the percentage level of 62.66% and
entered in the good category. that the application of the flipped-problem based
learning model with LMS-Google Classroom increases students' motivation,
enthusiasm and enthusiasm in participating in learning. Through the application of
flipped-problem based learning models with LMS-Google Classroom, it provides
new experiences for students in participating in Flipped PBL-Google Classroom-
based learning activities (Muhamad Syazali, 2015).

Conclusion
From the result of data analysis and calculation performed, the results show that
average of learning mathematics outcomes of students in experiment class are higher
than students in control class. Based on the result there is no interaction between
students’ PMA and students learning mathematics outcomes. Learning mathematics
using a flipped-problem based learning model with LMS-Google Classroom has a
real effect in developing the mathematics learning outcomes of second year high
school students in Medan City. Through the flipped-problem based learning model
with the LMS-Google Classroom, students can understand the learning process can
be done not only in the classroom, but also outside the classroom by using Google
Classroom.
In this study, researchers have not fully found a comprehensive explanation of
the measurement of the effects of flipped-problem based learning models with LMS-
Google Classroom on student performance in solving real mathematical problems.
 The effect of flipped-problem… 153

The researcher also feels that further research is needed regarding the application of
other types of blended learning models in mathematics learning, as well as the use
of other Learning Management Systems (LMS) that are appropriate to the student
learning environment. It is likely that there will be more learning factors from
internal factors such as motivation, initial ability, gender and from external factors
such as economic level, additional education, etc. that affect student performance in
solving real problems. Further research needs to be done as an effort to find out and
further analyze the contribution of other learning factors that can affect student
performance in solving mathematical problems.

Acknowledgements
The researcher thanked the research partner schools, namely An-Nizam Private
High School and Medan 6 Public High School for contributing to this research.

Biodata of the Authors

Rahmi Ramadhani was born in Medan, North Sumatera,
Indonesia. She holds M.Pd (Magister of Education) in the
Mathematics Education from State University of Medan in 2015.
She is a lecturer in the Computer Engineering Department,
Faculty of Engineering and Computer Science, Universitas
Potensi Utama, Medan, North Sumatera, Indonesia. Her
research focuses on mathematics education, Problem-Based
Learning, Blended Learning, ICT in teaching and learning, problem solving ability,
STEM education and ethno-mathematics.
Affiliation: Faculty of Engineering and Computer Science, Universitas Potensi
Utama, Indonesia.
E-mail: [email protected]
ORCID number: orcid.org/0000-0002-8049-7234
Phone: (+62)81262900365
154 Ramadhani et al.,

Rofiqul Umam was born in Bandar Lampung City, Indonesia.

He holds M.Sc (Master of Science) in the Physics Department,
Gadjah Mada University, Indonesia in 2016. Currently, he is a
PhD student in School of Scienceand Technology, at Kwansei
Gakuin University, Japan. His research focuses on Science
education, material physics, theoretical physics, and geophysics.
Affiliation: School of Science and Technology, Kwansei Gakuin
University, Sanda-Shi, Hyogo-Ken, Japan.
E-mail: [email protected]
ORCID number: orcid.org/0000-0002-7095-5967
Phone: (+81)8087288103
Abdurrahman was born in Rangkasbitung, Indonesia. He
completed his high school education at The First
Rangkasbitung Public High School in 1988. He graduated
from Department of Science Education, Graduate School
of Indonesia University of Education in 2010. He is an
assistant professor, Department of Mathematics and
Science Education, Faculty of Teacher Training and
Education, Lampung Province, Indonesia. His research focuses on science
teacher education, science teaching and learning, STEM education and
literacy, problem-based learning, project-based learning, and multimodal
representations in science learning. Affiliation: Department of Science
Education, Faculty of Teacher Training and Education, University of
Lampung, Bandar Lampung, Lampung Province, Indonesia.
E-mail: [email protected].
ORCID number: orcid.org/0000-0003-4289-6557
Phone: (+62)8127911494

Muhamad Syazali was born in Lampung, Indonesia. He

holdsM.Si (Magister of Science) in the Applied Mathematics
Department from Institut Pertanian Bogor, Indonesia in 2011.
He is a lecturer in the Mathematics Education Department,
Faculty of Education and Teacher Training, Universitas Islam
Negeri RadenIntan, Lampung, Indonesia. His research focuses
on mathematics education, Applied Mathematics, Modeling
Mathematics, and Operation Research.
Affiliation: Mathematics Education Department, Faculty of Education and
Teacher Training, Universitas Islam Negeri Raden Intan, Lampung, Indonesia.
E-mail:[email protected]
ORCID number: orcid.org/0000-0003-2907-0363
Phone:(+62)8984369924
 The effect of flipped-problem… 155

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