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DOI:
https://doi.org/10.32585/dikdasbantara.v9i1.7807Abstrak
Pembelajaran matematika di sekolah dasar terus menghadapi tantangan terkait pemahaman konseptual yang rendah, literasi numerasi, dan kemandirian belajar siswa. Sebagai respons terhadap tuntutan pendidikan abad ke-21 dan Kurikulum Merdeka, dibutuhkan model pembelajaran yang berpusat pada siswa dan berbasis teknologi. Salah satu pendekatan tersebut adalah Flipped Learning, yang menggeser penyampaian konten ke luar kelas dan menggunakan waktu di kelas untuk kegiatan pembelajaran aktif. Studi ini bertujuan untuk secara sistematis meninjau tren dan temuan penelitian terkait implementasi Flipped Learning dalam pembelajaran matematika sekolah dasar selama periode 2019–2025. Tinjauan Literatur Sistematis (SLR) dilakukan pada 12 artikel nasional dan internasional yang telah ditinjau oleh rekan sejawat yang diidentifikasi melalui Google Scholar menggunakan aplikasi Publish or Perish dan dianalisis secara tematik dan bibliometrik dengan VOSviewer. Hasil menunjukkan bahwa Flipped Learning memiliki dampak positif pada hasil belajar siswa, pemahaman konseptual, literasi numerasi, motivasi, dan kemandirian belajar. Namun, efektivitasnya dipengaruhi oleh kesiapan guru, kualitas media pembelajaran digital, infrastruktur teknologi, dan dukungan orang tua. Secara keseluruhan, Flipped Learning menunjukkan potensi yang kuat untuk mendukung pembelajaran matematika inovatif yang selaras dengan keterampilan abad ke-21 dan tujuan kurikulum pendidikan dasar.
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Hak Cipta (c) 2026 Abdiyati Ilmiyana, Ellianawati, Nuni Widiarti, Arif Widiyatmoko
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