Empowering Future Mathematics Educators: How the Flipped Classroom Improves Self-Efficacy in Designing Teaching Materials

Abstract

This study aims to (1) analyze the effect of implementing the SPADA Indonesia-based flipped classroom model on increasing the self-efficacy of prospective elementary school teachers in designing mathematics student worksheets, (2) compare the level of self-efficacy between students who participated in flipped classroom learning and conventional learning, and (3) examine the relationship between self-efficacy and students' ability to design student worksheet. This study used a quantitative approach with a quasi-experimental design involving 78 elementary school teacher education students from Yogyakarta State University who were divided into an experimental class (n = 40) and a control class (n = 38). The instruments included a self-efficacy questionnaire developed based on Bandura's theory (1997) and the teacher efficacy model of Tschannen-Moran and Hoy (2001), as well as a rubric for assessing Student Worksheet design. Data analysis was performed using the Wilcoxon Signed-Rank test, Mann–Whitney U test, and Spearman's correlation at a significance level of 0.05. The results showed that the implementation of the SPADA Indonesia-based flipped classroom had a significant effect on increasing student self-efficacy in all indicators, with a large effect on the aspects of mastery of elementary school mathematics material (SE1), the ability to design innovative student worksheet (SE2), and self-efficacy in facing learning design challenges (SE3). A comparison between the groups also showed that students in the flipped classroom had higher levels of self-efficacy than those in the conventional classroom. Although the correlation between self-efficacy and the ability to design student worksheet was weak, the SE2 indicator showed a significant positive relationship. These findings confirm that SPADA-based flipped classrooms not only strengthen self-efficacy and independent learning, but also facilitate reflective and collaborative experiences that contribute to improving the pedagogical competence of prospective teachers.