AI-Supported Flipped Classroom in Teaching Business Mathematics: A Classroom Action Research
DOI:
https://doi.org/10.47709/educendikia.v6i01.8254Keywords:
AI-Supported Flipped Classroom, Artificial Intelligence, Flipped Classroom, Learning OutcomeAbstract
Student learning outcomes in the Business and Economic Mathematics course at Universitas IBBI have shown a declining trend. Interviews revealed that lecturers with monodisciplinary backgrounds face difficulties in integrating mathematical models into economic and business contexts. To address these two interrelated problems, this study aims to improve student learning outcomes by implementing an AI-based flipped classroom. This study employed Classroom Action Research (CAR) involving 28 first-semester accounting students at Universitas IBBI. Data were collected through essay tests that had been validated and reliable, with items discriminating between groups and with difficulty levels appropriate for the groups. Subsequently, the data were analysed using descriptive statistics. The implementation of an AI-based flipped classroom improved student learning outcomes. The average score in Cycle I reached the success indicator and increased further in Cycle II. In addition, students became more capable of solving non-linear equations and interpreting results in economic contexts. This improvement was attributed to guidance in formulating prompts, which enhanced student interaction with ChatGPT. The implementation of an AI-supported flipped classroom effectively improves student learning outcomes while bridging the interdisciplinary gap between mathematical concepts and economic applications. However, the effectiveness of this model depends on students’ AI literacy and consistent access to the learning management system. Future research should employ quasi-experimental methods with larger samples and ensure adequate technical support.
References
Almassaad, A., Alajlan, H., & Alebaikan, R. (2024). Student Perceptions of Generative Artificial Intelligence: Investigating Utilization, Benefits, and Challenges in Higher Education. Systems, 12(10), 1–16. https://doi.org/https://doi.org/10.3390/systems12100385
Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). Revised Bloom’s Taxonomy. In A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.
Anggono, Herliani, R., Nasution, S. A., Teng, S. H., & Naphatthalung, N. (2025). Using the Flipped Classroom as a Teaching Model to Enhance Financial Literacy. Asian Journal of University Education, 21(2), 441–450. https://doi.org/10.24191/ajue.v21i1.29
Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: a systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20(1), 1–126. https://doi.org/10.1186/s41239-023-00430-5
Bolat, D. C., & Biber, M. (2025). Enhancing Mathematical Fluency: The Impact of the Flipped Learning Model on Middle School Students’ Academic Achievement and Domain-Specific Language Use. Acta Didactica Napocensia, 18(2), 138–153. https://doi.org/10.24193/adn.18.2.12
Coghlan, D., & Shani, A. B. (2021). Introducing Action Research?: Conducting Action Research for Business and Management Students. Sage Publications, Inc.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods In Education. Taylor & Francis Group.
Egara, F. O., & Mosimege, M. (2024). Effect of flipped classroom learning approach on mathematics achievement and interest among secondary school students. Education and Information Technologies, 29(7), 8131–8150. https://doi.org/10.1007/s10639-023-12145-1
Galindo-Domínguez, H., & Bezanilla, M. J. (2025). A Critical Systematic Review of the Impact of the Flipped Classroom Methodology on University Students’ Autonomy. Trends in Higher Education, 4(2), 1–12. https://doi.org/10.3390/higheredu4020022
Hanh, N. Van, & Duyen, N. T. (2025). AI-assisted academic cheating: a conceptual model based on postgraduate student voices. Frontiers in Computer Science, 7(November), 1–13. https://doi.org/10.3389/fcomp.2025.1682190
Ishartono, N., Halili, S. H., & Razak, R. A. (2023). A review of flipped learning in innovative math education. International Journal of Evaluation and Research in Education, 12(4), 2194–2206. https://doi.org/10.11591/ijere.v12i4.25842
Ishartono, N., Nurcahyo, A., Sufahani, S. F. bin, & Afiyah, A. N. (2022). Employing PowerPoint in the Flipped-Learning-Based Classroom to Increase Students’ Understanding: Does It Help? Asian Journal of University Education, 18(3), 649–662. https://doi.org/10.24191/ajue.v18i3.18952
Kemmis, S., McTaggart, R., & Nixon, R. (2020). The Action Research Planner Doing Critical Participatory Action Research. In Journal GEEJ (Vol. 7, Issue 2). Springer Singapore Heidelberg New York Dordrecht London. https://doi.org/10.1007/978-981-4560-67-2
Khairuddin, Z., Shahabani, N. S., Ahmad, S. N., Ahmad, A. R., & Zamri, N. A. (2024). Students’ Perceptions on The Artificial Intelligence (AI) Tools As Academic Support. Malaysian Journal of Social Sciences and Humanities (MJSSH), 9(11), e003087. https://doi.org/10.47405/mjssh.v9i11.3087
Lazzari, E. (2023). Flipped learning and affect in mathematics: Results of an initial narrative analysis. European Journal of Science and Mathematics Education, 11(1), 77–88. https://doi.org/10.30935/scimath/12435
Majid, W. M. W., Zain, F. M., & Ismail, S. N. (2024). Gamified flipped classroom in education: a systematic review. International Journal of Evaluation and Research in Education , 13(3), 1610–1622. https://doi.org/10.11591/ijere.v13i3.26721
Mustapha, R., Sadrina, Nashir, I. M., Azman, M. N. A., & Hasnan, K. A. (2020). Assessing the implementation of the project-based learning (PJBL) in the department of mechanical engineering at a Malaysian polytechnic. Journal of Technical Education and Training, 12(1 Special Issue), 100–118. https://doi.org/10.30880/jtet.2020.12.01.011
Sustaningrum, R., & Haldaka, M. (2025). Student utilization and perceptions of AI technology for academic purposes: a mixed-method analysis. Cogent Education, 12(1), 1–18. https://doi.org/10.1080/2331186X.2025.2553835
Yurt, E., & Kasarci, I. (2024). A Questionnaire of Artificial Intelligence Use Motives: A Contribution to Investigating the Connection between AI and Motivation. International Journal of Technology in Education, 7(2), 308–325. https://doi.org/10.46328/ijte.725
Zhou, M., & Brown, D. (2017). Educational Learning Theory. In Instructional Design: International Perspectives I. https://doi.org/10.4324/9780203062920-11
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Tarwiyah Tarwiyah, Anggono Anggono, Noppakao Naphatthalung, Ahmad Saputra, Ari Irawan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
