Mathematical reasoning ability in linear equations with two variables: The impact of flipped classroom

The flipped classroom is more competent in online assignments and activities and can control students learning outcomes. This study aims to see the flipped classroom effect on the improvement of students’ mathematical reasoning abilities in the two-variable linear equation material. The method used in this research is quasi-experimental, and technical analysis using an independent sample t-test. The results showed that flipped classroom affects mathematical reasoning ability in the two-variable linear equation material. Based on the N-Gain criteria, the flipped classroom’s average value is 72.41%, which is categorized as sufficient/effective. The independent sample test calculation on the pre-test - post test data analysis with p-value = 0.000 <α = 0.005 shows that there is an effect of students’ mathematical reasoning abilities with flipped-classroom learning. The results showed that learning by flipped classroom was more effective than expository learning.