Bridging Mathematics and Financial Literacy through Flipped Classroom
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| Title: | Bridging Mathematics and Financial Literacy through Flipped Classroom |
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| Language: | English |
| Authors: | Laela Sagita, Ratu Ilma Indra Putri, Zulkardi, Rully Charitas Indra Prahmana |
| Source: | Mathematics Teaching Research Journal. 2025 17(5):128-155. |
| Availability: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Financial Literacy, Numeracy, Flipped Classroom, Mathematics Instruction, Mathematics Activities, Junior High School Students, Public Schools, Private Schools, Mathematics Teachers, Foreign Countries, Faculty Development, Professionalism, Instructional Design, Educational Environment, Program Effectiveness, Teacher Attitudes, Models, Junior High School Teachers |
| Geographic Terms: | Indonesia |
| ISSN: | 2573-4377 |
| Abstract: | Integrating financial literacy into mathematics education is essential for helping students make informed financial decisions. However, many teachers struggle to design lessons that meaningfully connect mathematical concepts with financial contexts, often due to limited content and pedagogical knowledge. This study addresses this issue by developing a flipped classroom-based model, the Math Fina-Flip Classroom, to enhance teachers' professionalism in creating financial literacy-integrated activities. Using a design research approach, the study followed three phases: preliminary, prototyping, and assessment. The model incorporates key features--content, coherence, active learning, duration, collective participation, and ICT integration--that structure a flipped learning environment. Teachers engage across three stages: before class, during class, and after class. Findings show improvements in teachers' content knowledge and pedagogical content knowledge, including a 19% increase in understanding and applying financial contexts in mathematics lessons. Collaborative learning communities further support professional growth. However, limited time in the "during class" phase indicates a need for extended reflective and practice-based activities. This study provides a practical framework for integrating financial literacy into mathematics education and responds to professional development challenges faced by Indonesian teachers. Future research should refine and expand the model for broader implementation and long-term sustainability. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491509 |
| Database: | ERIC |
| Abstract: | Integrating financial literacy into mathematics education is essential for helping students make informed financial decisions. However, many teachers struggle to design lessons that meaningfully connect mathematical concepts with financial contexts, often due to limited content and pedagogical knowledge. This study addresses this issue by developing a flipped classroom-based model, the Math Fina-Flip Classroom, to enhance teachers' professionalism in creating financial literacy-integrated activities. Using a design research approach, the study followed three phases: preliminary, prototyping, and assessment. The model incorporates key features--content, coherence, active learning, duration, collective participation, and ICT integration--that structure a flipped learning environment. Teachers engage across three stages: before class, during class, and after class. Findings show improvements in teachers' content knowledge and pedagogical content knowledge, including a 19% increase in understanding and applying financial contexts in mathematics lessons. Collaborative learning communities further support professional growth. However, limited time in the "during class" phase indicates a need for extended reflective and practice-based activities. This study provides a practical framework for integrating financial literacy into mathematics education and responds to professional development challenges faced by Indonesian teachers. Future research should refine and expand the model for broader implementation and long-term sustainability. |
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| ISSN: | 2573-4377 |
