Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

The problem and the aim of the study. The mPBLFC model combines elements of problem-based learning (PBL) and the flipped classroom, incorporating the use of mobile devices. Problems arise in developing the mPBLFC model, including the combination of PBL steps into a flipped classroom and the integration of mobile technology. This research aims to provide relevant references to serve as a guide for developing the mPBLFC model, specifically designed for mathematics learning. The objective of this study is to scrutinize the attributes of the mPBLFC learning model through a comprehensive literature review.

Research methods. This research, conducted through a comprehensive literature review using the PRISMA method, investigates 46 selected articles that have passed through identification (1,000 papers), screening (247 papers), eligibility (90 papers), and inclusion stages (46 papers). These 46 articles provide a general description of the year of publication, research geography, research object, research subject, and the developed model. After obtaining a general overview of the articles, a more in-depth review is conducted regarding the various components of the learning models they have developed. Subsequently, the mPBLFC model is synthesized and can be implemented in mathematics learning.

Results. An overview of articles reviewed from 2017–2023 based on geography reveals the following distribution: Southeast Asia (37.14% of the reviewed articles), East Asia (25.71%), the United States (2.86%), West Asia (11.43%), Australia (5.71%), and Europe (5.71%). The distribution of articles based on research objects indicates a focus on mathematics (26%), science (17%), social (7%), and other (50%). Furthermore, articles are distributed based on research subjects across elementary school/SD (6%), middle school/SMP (15%), high school (SMA)/vocational school (SMK) (33%), and higher education/PT (46%).The mPBLFC model is an innovative blend of mobile PBL techniques, incorporating learning activities both before, during, and after classes, all facilitated through mobile devices. The integral components of the learning model encompass (a) learning syntax, (b) support systems, (c) social systems, (d) the reaction principle, and (e) learning effects.

Conclusion. These characteristics encompass (a) a targeted focus on mathematics education with the aim of enhancing high school students’ critical, computational, and creative thinking skills; (b) a structured approach involving preclass, in-class, and out-of-class learning activities; (c) a fundamental principle emphasizing students’ ability to gather, share, and explore various problem-solving strategies while comprehending the steps to solve problems; (d) preclass activities that encompass problem orientation, understanding key concepts, and exploring a variety of problem-solving resources, allowing students to engage independently with diverse learning materials; (e) classroom activities that include discussions, experiments, problem-solving sessions, collaborative information sharing, and presentations, with the teacher transitioning from facilitator and mentor preclass to guide and support students’ activities in class; and (f) a positive impact on students, fostering their drive to seek, share, and apply various information while enhancing their problem-solving skills.

Keywords: flipped classroom, mathematics learning model, mobile devices, problem-based learning

For Reference: Yuliana, Y., Abadi, A. M., Hendrowibowo, L., & Kurdhi, N. A. (2024). Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 68 (2), 261–277. doi: 10.32744/pse.2024.2.16

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Information about the authors:

Yuliana (Indonesia, Yogyakarta) - Doctoral student, Graduate school of educational sciences, Universitas Negeri Yogyakarta. E-mail: yuliana0030pasca.2020@student.uny.ac.id | (Indonesia, Klaten) - Department of Mathematics Education, Faculty of Teacher Training and Education. Universitas Widya Dharma. E-mail : yuliana@unwidha.ac.id. ORCID ID : 0000-0002-8330-571X. Scopus Author ID: 57195472827

Agus Maman Abadi (Indonesia, Yogyakarta) - Professor, Senior lecturer, Faculty of Mathematics and Natural Sciences. Universitas Negeri Yogyakarta. E-mail : agusmaman@uny.ac.id. ORCID ID : 0000-0002-5488-3043. Scopus Author ID: 57219170004

Lorensius Hendrowibowo (Indonesia, Yogyakarta) - Senior Lecturer, Doctor of Education, Department of Pedagogy. Universitas Negeri Yogyakarta. E-mail : hendrowibowo@uny.ac.id ORCID ID : 0000-0001-9478-929X. Scopus Author ID: 58675334400

Nughthoh Arfawi Kurdhi (The Netherlands, Eindhoven) - University Researcher, Department of Industrial Engineering and Innovation Sciences. Eindhoven University of Technology. E-mail : n.a.kurdhi@tue.nl | (Indonesia, Surakarta) - Department of Mathematics, Faculty of Mathematics and Natural Sciences. Universitas Sebelas Maret. E-mail : arfa@mipa.uns.ac.id. Scopus Author ID: 55851190200