The Effect of Video Animation-Assisted Flipped Classroom Strategy on Student Analysis Ability Viewed from Student Engagement

Abstract

The purpose of this study is to investigate the effect of the implementation of the flipped classroom strategy assisted by animated videos on students' analytical skills in mathematics subjects in terms of student engagement. A quasi-experimental research design with 2x2 factorial was used to see the results of the main effect and interaction effect. The subjects of this study consisted of 56 students from the experimental group and 56 other students from the control group. The results of the two-way ANOVA test showed that there were differences in learning outcomes of analysis between groups of students who were treated using the flipped classroom learning strategy assisted by animated videos and groups of students who were treated with traditional methods, there were differences in learning outcomes of analysis in grade V mathematics subjects between students who had high engagement and students who had low engagement, and there was an interaction between learning strategies and engagement on learning outcomes of analysis.