The Impact of Flipped Classroom Implementation on Students' Mathematical Understanding and Learning Independence

This study aimed to examine the improvement of mathematical understanding ability and analyze the learning independence of students using the flipped classroom model. A Pretest-Posttest Control Group Design was employed. The sample consisted of 14 students from Class XI Pharmacy and 18 students from Class XI Computer and Network Engineering at a Vocational High School (SMK) in Padangsidimpuan City, North Sumatra, Indonesia, selected using a purposive sampling technique. The instruments included a mathematical understanding ability test (4 Integral Calculus items) and a 20-statement learning independence questionnaire. Descriptive statistical analysis revealed a higher mean gain index for the experimental class (0.6475; SD=0.18558) compared to the control class (0.4018; SD=0.15047). A parametric test, preceded by prerequisite normality and homogeneity tests, confirmed that the improvement in mathematical understanding ability using the flipped classroom model was significantly better than with conventional learning. Furthermore, student learning independence within the flipped classroom reached 76.10%, indicating strong self-directed learning characteristics. The findings suggest a positive correlation between the enhanced cognitive outcomes and the development of learner autonomy, positioning the flipped classroom as an effective pedagogical strategy for fostering both academic proficiency and essential self-regulation skills in vocational education.