The role of scaffolding in flipped classroom: improving learning outcomes through Weblog-based and Google Drive-based assignments

This study examined the effectiveness of implementing a flipped classroom model based on blended learning with integrated digital publication assignments on personal blogs. The research evaluated student learning outcomes, encompassing both cognitive and non-cognitive aspects. The study employed a quantitative approach with an experimental design involving two classes of mathematics education students at Universitas Negeri Makassar, Indonesia. The Class A1 was assigned to publish summaries on personal blogs, while the Class A2 stored summaries exclusively on Google Drive. Statistical analysis was conducted to measure the learning outcome differences between the two classes. The findings revealed that students who published summaries on blogs demonstrated significantly higher average learning outcomes compared to those who stored assignments on Google Drive. Furthermore, blog publication enhanced students’ active engagement, critical thinking abilities, and digital literacy skills. The scaffolding components within the learning process played a crucial role in facilitating comprehension of complex materials. The novelty of this study presents an innovative combination of flipped classroom methodology, blended learning, and blogging practices—an approach rarely explored within the context of mathematics education in Indonesia. This integrated model not only improves learning outcomes but also equips students with 21st-century skills relevant to global workforce demands and educational requirements.