Anny Sovia, Yulyanti Harisman, Leny Dhianti Haeruman, Tri Mudiyanto, Ellis Salsabila, Lukman El-Hakim
The needs of today's generation for online learning present a new style of presenting lecture content with microlearning. The implementation of microlearning requires an appropriate learning model, one that is considered appropriate is the flipped classroom. In the previous year, researchers had developed microlearning teaching materials for Integral Calculus lectures, but its effectiveness had not been seen. Effectiveness here means to see whether the microlearning teaching materials that have been developed have an effect on learning outcomes. In its implementation, it will be carried out with the flipped Classroom learning model. The research design used is a quasi-experimental type posttest-only control group design. The sampling technique uses purposive sampling. The research sample was two classes of students who were taking Integral Calculus lectures in semester 120. The data collection technique was in the form of a learning outcome test. The data analysis technique used the Mann Whitney test. The hypothesis testing result at significance level of yielded a . Because, then reject this indicates that the use of microlearning teaching materials combined with the flipped classroom learning model has an impact on the learning outcomes of integral calculus. Based on the Cohen's d Test, the magnitude of the effect is 54%, included in the low category. © 2026 Author(s).
Department of Mathematics Education, Universitas Negeri Jakarta, Jakarta, Indonesia; Department of Mathematics Education, Universitas Negeri Padang, Padang, Indonesia
