Masriyah, Nonik Indrawatiningsih, Sugi Hartono, Mukhtamilatus Sa’diyah, Umi Hanifah, Ayu Silvi Lisvian Sari
This study investigates the effectiveness of a flipped classroom supported by ChatGPT in enhancing preservice mathematics teachers’ understanding of integral calculus. Using a quasi-experimental pretest-posttest control group design, 89 students were assigned to an experimental group (flipped classroom with ChatGPT) and a control group (who received direct instruction). Results showed no significant difference in pretest scores; however, posttest analysis using the Mann–Whitney test revealed a significant improvement in the experimental group. The average normalized gain was also higher in the experimental group, indicating greater conceptual understanding. Student responses highlighted ChatGPT’s role in supporting independent learning, clarifying complex concepts, and enhancing engagement. However, challenges such as varying digital literacy and reliance on traditional explanations were noted. Overall, the integration of ChatGPT in a flipped classroom proved effective in improving learning outcomes. Future research should explore its use in other mathematical topics and consider strategies to strengthen AI literacy among students. ©Copyright (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Department of Mathematics Education, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Surabaya, Indonesia; Department of Mathematics Education, Faculty of Education, Universitas Nahdlatul Ulama Pasuruan, Pasuruan, Indonesia; Department of Mathematics Education, Universitas PGRI Adi Buana Surabaya (Kampus Blitar), Surabaya, Indonesia
