The Impact of The Flipped Classroom ‎on Conceptual Understanding Toward ‎Students’ Different Learning Styles

  • Authors

    • Henky Muktiadji Instructional Technology Program, Universitas Negeri Malang, Indonesia
    • I Nyoman Sudana Degeng Instructional Technology Program, Universitas Negeri Malang, Indonesia
    • Punaji Setyosari Instructional Technology Program, Universitas Negeri Malang, Indonesia
    • Dedi Kuswandi Instructional Technology Program, Universitas Negeri Malang, Indonesia
    https://doi.org/10.14419/gxb4yv52

    Received date: October 29, 2025

    Accepted date: November 12, 2025

    Published date: November 19, 2025

  • Flipped Classroom; Mathematical Concept Understanding; Learning Styles

  • Abstract

    This study investigates the effectiveness of the flipped classroom model in enhancing students’ conceptual understanding in ‎mathematics, with a focus on visual and auditory learning styles. The flipped classroom, which shifts direct instruction to ‎individual study and reserves class time for active engagement, offers a promising alternative. A two-part instrument was used ‎to assess students’ learning styles and their conceptual understanding in mathematics. Findings indicate that both the flipped ‎classroom strategy and students’ learning styles significantly influence achievement. However, the interaction between the two ‎was not statistically significant, suggesting that each factor contributes independently to learning outcomes. These results ‎highlight the importance of designing inclusive instructional strategies that support varied learning preferences without ‎requiring strict alignment. The study recommends further exploration of kinesthetic learners, long-term impacts of flipped ‎instruction, and the role of specific media types in supporting different learning styles across broader educational contexts.

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  • How to Cite

    Muktiadji, H. ., Degeng, I. N. S. ., Setyosari, P. ., & Kuswandi, D. . (2025). The Impact of The Flipped Classroom ‎on Conceptual Understanding Toward ‎Students’ Different Learning Styles. International Journal of Basic and Applied Sciences, 14(7), 451-457. https://doi.org/10.14419/gxb4yv52