Calculus differential is the basis of mathematics before entering the level of further mathematics, which has a high analysis level. Students have difficulty understanding concepts and have not been able to analyze/predict/realize (self-efficacy) that impact challenges in working on calculus problems. On the other hand, technology has been developed in education. It is offered as a solution to the issues, namely peer teaching flipped classrooms. This learning model is a technology-based approach to student center learning. This research compared conventional flipped classrooms and peer teaching flipped classrooms. This research investigated the differences in students' conceptual understanding and self-efficacy in both classes in terms of gender, majors of background, and prior knowledge. This research used a nonequivalent pretest and posttest design using flipped classroom method. The participants of this study were freshmen students who enrolled in two calculus classes at STKIP PGRI West Sumatra, Indonesia. The type of data in the study was quantitative, namely test and questionnaire. The hypothesis test used one-way ANCOVA, bivariate correlation, two-way ANCOVA, and two-way ANOVA. The results showed that peer teaching flipped classroom increased students' conceptual understanding and self-efficacy. Peer teaching flipped classroom method was better than the conventional flipped classroom method in terms of students' conceptual understanding and self-efficacy. The results showed that self-efficacy had a positive correlation with conceptual understanding in both methods. The results showed that the students' prior achievement level and majors background influenced students' conceptual understanding, while gender did not influence students' conceptual understanding. Moreover, students' majors background influenced students' self-efficacy, while gender and prior achievement level did not affect students' self-efficacy.

ACKNOWLEDGMENTS i
ABSTRACT iii
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES xi
LIST OF APPENDICES xiii
CHAPTER 1. INTRODUCTION 1
1.1 Background of the Study 1
1.2 Purposes of the Study 5
1.3 Definition of Terms 6
CHAPTER 2. LITERATURE REVIEW 9
2.1 The Challenges of Calculus Learning at University 9
2.2 Calculus Conceptual Understanding 16
2.3 Calculus Self-Efficacy 18
2.4 The Flipped Classroom 19
2.5 Hypothesis 33
CHAPTER 3. METHODOLOGY OF RESEARCH 37
3.1 Research Design 37
3.2 Research Participants and Setting 39
3.3 Instruments 41
3.4 Research Procedures 49
3.5 Data Collection 64
3.6 Data Analysis 64
3.7 Data Analysis Technique 66
CHAPTER 4: DATA ANALYSIS AND RESULTS 69
Comparison between PTFC and CFC Methods in
Conceptual Understanding 69
Comparison between PTFC and CFC Methods in Self-Efficacy 72
Correlation between Conceptual Understanding and Self-Efficacy in CFC
and PTFC Methods 74
Comparison between Conceptual Understanding and Self-Efficacy in CFC
and PTFC Methods in Terms of Gender, Majors’ Background, and
Prior Achievement Level 76
Formative Assessment Analysis 118
CHAPTER 5: DISCUSSIONS AND CONCLUSIONS 133
5.1 Discussions 133
5.2 Conclusions 153
5.3 Limitations of the Study 155
5.4 Educational Implications of the Findings 156
5.5 Recommendation for Future Research 157
REFERENCES 159
APPENDICES 175

Abdullatif, A.M. (2020). Investigation Self-Regulated Learning and Academic Achievement in an eLearning Environment: The Case of K-12 Flipped Classroom. Information & Communications Technology in Education. doi:org/10.1080/2331186X.2020.1835145
Abeysekera, L., & Dawson, P. (2015). Motivation and Cognitive Load in the Flipped Classroom: Definition, Rationale and a Call for Research. Higher Education Research & Development: Vol. 34, pages 1-14.
doi.org/10.1080/07294360.2014.934336
Acedo, M. (2013). 10 Pros and Cons of a Flipped Classroom. Retrieved January 26, 2016 from http://www.teachthought.com/uncategorized/10-pros-cons-flipped-classroom/.
Adams, Caleb. (2016). Flipping Calculus: The Potential Influence, and the Lessons Learned. The Electronic Journal of Mathematics and Technology (pp. 154-164). United States: Radford University.
Adams, Caleb & Dove, Anthony. (2017). Calculus Students Flipped Out: The Impact of Flipped Learning on Calculus Students’ Achievement and Perceptions of Learning. PRIMUS: Vol. 28(3). doi:10.1080/10511970.2017.1332701
Adediwura, A. A. (2012). Effect of Peer and Self-Assessment on Male and Female Students' Self-Efficacy and Self-Autonomy in the Learning of Mathematics. Gender & Behaviour: 10(1), pages 44-92.
Akcayir, Gokce & Akcayir, Murat. (2018). The Flipped Classroom: A Review of Its Advantages and Challenges. Computer & Education: Vol. 126, pages 334-345. doi.org/10.1016/j.compedu.2018.07.021
Albalawi, A.S. (2018). The Effect of using Flipped Classroom in Teaching Calculus on Students‟ Achievement at University of Tabuk. International Journal of Research in Education and Science (IJRES): 4(1), pages 198-207. DOI:10.21890/ijres.383137
Alghamdi, Ahlam., Karpinski, Aryn C., Lepp, Andrew & Barkley, Jacob. (2020). Online and Face-to-Face Classroom Multitasking and Academic Performance: Moderated Mediation with Self-Efficacy for Self-Regulated Learning and Gender. Computers in Human Behavior, 102, 214-222. doi.org/10.1016/j.chb.2019.08.018
Ali, Murad. (2017). Strengthening the Academic usage of Social Media: An Exploratory Study. Jurnal of King Saud University. Malaysia:Science Direct.
Anam, Syafi’ul & Stracke, Elke. (2016). Language Learning Strategies of Indonesian Primary School Students: In Relation to Self-Efficacy Beliefs. System: Vol.60, pages 1-10. doi.org/10.1016/j.system.2016.05.001
Anderson, L.W., Krathwohl, D. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman, New York, NY.
Araujo, Zandra de. (2017). Mathematics Teachers' Motivations for, Conceptions of, and Experiences with Fipped Instruction. Journal Elsivier (pp. 60-70). USA:Science Direct.
Arnold-Garza, S. (2014). The Flipped Classroom Teaching Model and Its use for Information Literacy Instruction. Communications in Information Literacy, 8(1), 7-22.
Ash, K. (2012). Educators Evaluate ‘Flipped Classrooms’: Benefits and Drawbacks Seen in Replacing Lectures with on-demand Video. Education Week. Retrieved January 27, 2016 from http://www.edweek.org/ew/articles/2012/08/29/02el-flipped.h32.html.
Ashcraft, M. H., & Moore, A. M. (2009). Mathematics Anxiety and the Affective Drop in Performance. Journal of Psychoeducational Assessment, 27(3), 197–205. doi.org/10.1177/0734282908330580
Awang, Tuan Salwani., Salleh & Zakaria, Effandi. (2013). Enhancing Students’ Understanding in Integral Calculus through the Integration of Maple in Learning. Procedia - Social and Behavioral Sciences, 102, 204-211. doi.org/10.1016/j.sbspro.2013.10.734
Awidi, Isaiah T. & Paynter, Mark. (2019). The Impact of a Flipped Classroom Approach on Student Learning Experience. Computers & Education, 128, 269-283. doi.org/10.1016/j.compedu.2018.09.013
Bain, J. (2010). Integrating Student Voice: Assessment for Empowerment. Practitioner Research in Higher Education, 4(1), 14–29.
Bandura, A. (1986). Social foundations of thought and action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1987). Self-efficacy: The exercise of control. New York: Freeman.
Baepler, P., Walker, J.D., & Driessen, M. (2014). It's not about Seat Time: Blending, Flipping, and Efficiency in Active Learning Classrooms. Computers & Education. Vol.78, pages 227- 236.
Basith, A., Syahputra, A. & Ichawanto, M.A. (2020). Academic Self-Efficacy as Predictor of Academic Achievement. Indonesian of Educational Journal: Vol.9(1).
Benjes-Small, C. & Tucker, K. (2013). Keeping Up with Flipped Classrooms. Retrieved January 26, 2016 from http://www.ala.org/acrl/publications/keeping_up_with/ flipped_classrooms.
Berry, John S & Anyman, Melvin. (2003). Promoting Students’ Graphical Understanding of the Calculus. The Journal of Mathematical Behavior, 22(4), 479-495. doi.org/10.1016/j.jmathb.2003.09.006
Bequette, B. Wayne. (2018). Innovations in Process Control Education: A Flipped Classroom/Studio Approach. Elsevier. San Diego, California, USA.
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Educational Technology & Society: 19(3), pages 134–142.
Bishop, J.L., & Verleger, M.A. (2013). The Flipped Classroom: A Survey of the Research. In ASEE National Conference Proceedings, Atlanta, GA. Vol.30 (9), pages 1-18.
Bond, Melissa. (2020). Facilitating Student Engagement through the Flipped Learning Approach in K-12: A Systematic Review. Computer & Education: Vol. 151. doi.org/1016/j.compedu.2020.103819
Boud, D. (2007). Reframing Assessment as If Learning were Important. Rethinking Assessment in Higher Education: Learning for the Longer Term, 14–25.
Boud, D., Cohen, R., & Sampson, J. (Eds.). (2014). Peer Learning in Higher Education: Learning from and with Each Other. Routledge.
Byerley, Camerron. (2019). Calculus Students’ Fraction and Measure Schemes and Implications for Teaching Rate of Change Functions Conceptually. The Journal of Mathematical Behavior, 55, 100694. doi.org/10.1016/j.jmathb.2019.03.001
Cabi, Emine. (2018). The Impact of the Flipped Classroom Model on Students’ Academic Achievement. International Review of Research in Open and Distributed Learning: Vol. 19(3).
Cardetti, F., Pon, S & Christodoulopoulou, K. (2013). Flipped Classrooms in College: Calculus Students’ Perceptions and Performance. Proceedings of EDULEARN 13: Barcelona, pages 5793-5800.

Chao, C. Y., Chen, Y. T., & Chuang, K. Y. (2015). Exploring Students’ Learning Attitude and Achievement in Flipped Learning Supported Computer Aided Design Curriculum: A Study in High School Engineering Education. Computer Applications in Engineering Education: 23(4), pages 514–526.
Chen, L. L. (2016). Impacts of Flipped Classroom in High School Health Education. Journal of Educational Technology Systems. Vol. 44(4), pages 411-420. doi.org/10.1177/0047239515626371
Chu T.L., Wang J., Monrouxe L., et al. (2019) The Effects of the Flipped Classroom in Teaching Evidence-Based Nursing: A Quasi-Experimental Study: PLoS ONE: Vol. 14(1): doi:org/10.1371/journal.pone.0210606
Chubin, D.E., May, G.S., & Babco, E.L. (2005). Diversifying the Engineering Workforce. Journal of Engineering Education, Vol.94(1), pages 73-86.
Chyung, Yonnie & Youn, Seung. (2007). Age and Gender Differences in Online Behavior, Self-Efficacy, and Academic Performance. Quarterly Review of Distance Education: Vol.8(3), pages 213-222.
Clark, K. R. (2015). The Effects of The Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom. Journal of Educators Online: 12(1), pages 91–115.
Cornehl, Krista. (2019). The Impacts of a Flipped Classrooms in AP Calculus AB. Dissertation: Retrieved from https://scholarcommons.sc.edu/etd/5196
Crocker, Linda & Algina, James. (1986). Introduction to Classical & Modern Test Theory. USA: Harcourt Brace Jovanovich.
Cronhjort, Mikael B & Weurlander, Maria. (2017). Improved Engagement and Learning in Flipped Classroom Calculus. Teaching Mathematics and Its Application: 37(2). doi:10.1093/teamat/hrx007
Croy, Glen; Garvey, Loretta & Willetts, Georgina. (2020). Anxiety, Flipped Approach and Self-Efficacy: Exploring Nursing Students Outcomes. Nurses Education Today: Vol 93. doi.org/10.1016/j.nedt.2020.104534
Dai, Yun. (2018). P2P Platform for Peer Instruction in Flipped Classroom. American Society for Engineering Education.ASEE Annual Conference & Exposition.

Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the Classroom and Instructional Technology Integration in a College-Level Information Systems Spreadsheet Course. Educational Technology Research and Development: Vol. 61(4), pages 563−580. doi.org/10.1007/s11423-013-9305-6
Debbag, Murat., Yildiz, Sevilay. (2020). The Use of Flipped Classroom Model in Teaching Profession Knowledge Course: Its Effects on Attitudes and Self-Efficacy Beliefs. Bartin University Journal of Faculty of Educaction: 9(3), pages 645-665.
Denbel, Dejene G. (2014). Students’ Misconceptions of Limit Concept in a First Calculus Course. Journal of Education and Practice: Vol.5 (34), pages 24-40.
DeSantis, J., Van Curen, R., Putsch, J., & Metzger, J. (2015). Do Students Learn More from a Flip? An Exploration of the Efficacy of Flipped and Traditional Lessons. Journal of Interactive Learning Research: Vol. 26(1), pages 39–63.
Dove, A., & Dove, E. (2015). Examining the Influence of a Flipped Mathematics Course on Preservice Elementary Teachers' Mathematics Anxiety and Achievement. Electronic Journal of Mathematics & Technology: Vol. 9(2), 166e179.
Dweck, C. S. (2002). The Development of Ability Conceptions. In A. Wigfield, & J. S. Eccles (Eds.), Development of Achievement Motivation (pp. 57e88). San Diego, CA: Academic Press.
Educause. (2012). Seven Things You Should Know about the Flipped Classroom. Retrieved January 26, 2016 from https://net.educause.edu/ir/library/pdf/ELI7081.pdf.
Edudemic Staff. (2015). How to Use Social Media as a Learning Tool. Edudemic: Connecting Education and Technology. Retrieved from http://www.edudemic.com/how-to-use-social-media-as-a-learning-tool-in-the-classroom/ (Links to an external site).
Elfeky, Abdellah Ibrahim Mohammed., Masadeh, Thouqan Saleem Yakoub., Elbyaly & Marwa Yasien Helmy. (2020). Advance Organizers in Flipped Classroom Via E-Learning Management System and The Promotion of Integrated Science Process Skills. Thinking Skills and Creativity, 35. doi.org/10.1016/j.tsc.2019.100622
Ellis, J., Fosdick B. K., & Rasmussen, C. (2016). Women 1.5 Times More Likely to Leave STEM Pipeline after Calculus Compared to Men: Lack of Mathematical Confidence a Potential Culprit. PLOS ONE: Vol. 11(7).
Eugenia M.W.Ng. (2018). Integrating Self-Regulation Principles with Flipped Classroom Pedagogy for First Year University Students. Computers & Education, 126, 65-74. doi.org/10.1016/j.compedu.2018.07.002
Fallan, Lars & Opstad, Leiv. (2016). Student Self-Efficacy and Gender-Personality Interactions. International Journal of Higher Education: Vol.5(3). doi:10.5430/ijhe.v5n3p32
Fagen, Adam P. (2002). Peer Instruction: Results from a Range of Classrooms. The Physics Teacher: Vol. 40(4). doi.org/10.1119/1.1474140
Faulkner, Troy & Green, Jennifer. (2015). The Peer Instruction Flipped Learning Model. ResearchGate. doi: 10.4018/978-1-4666-7464-6.ch011
Freeman, S., Eddy, S.L., et al. (2014). Active Learning Increases Student Performance in Science, Engineering, and Mathematics. Proceedings of the National Academy of Sciences, Vol. 111(23), pages 8410-8415. doi.org/10.1073/pnas.1319030111
Gaughan, J. E. (2014). The Flipped Classroom in World History. The History Teacher, 47(2), 221–244.
Giannakos, M. N., Krogstie, J., & Chrisochoides, N. (2014). Reviewing the Flipped Classroom Research: Reflections for Computer Science Education. In Proceedings of the Computer Science Education Research Conference: pages 23–29).
Goh, Choon Fu & Ong, Eng Tek. (2019). Flipped Classroom as an Effective Approach in Enhancing Student Learning of Pharmacy Course with A Historically Low Student Pass Rate. Currents in Pharmacy Teaching and Learning, 11(6), 621-629. doi.org/10.1016/j.cptl.2019.02.025
Graziano, Kevin J. (2017). Peer Teaching in a Flipped Teacher Education Classroom. Tech Trends, 61(2), p.121-129. DOI 10.1007/s11528-016-0077-9
Grigg, Sara., Perera, Harsha N., Mcllveen, Peter & Svetleff, Zvetomira. (2018). Relations Among Math Self-Efficacy, Interest, Intentions, and Achievement: A Social Cognitive Perspective. Contemporary Educational Psychology, 53, 73-86. doi.org/10.1016/j.cedpsych.2018.01.007
Grypp, L., & Luebeck, J. (2015). Rotating Solids and Flipping Instruction. Mathematics Teacher: 109(3), pages 186–193.
Gundlach, E., Richards, K. A. R., Nelson, D., & Levesque-Bristol, C. (2015). A Comparison of Student Attitudes, Statistical Reasoning, Performance, And Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class. Journal of Statistics Education: Vol. 23(1), pages 1-33. doi.org/10.1080/10691898.2015.11889723
Habre, Sameri & Abboud, May. (2006). Students’ Conceptual Understanding of A Function and Its Derivative in An Experimental Calculus Course. The Journal of Mathematical Behavior, 25(1), 57-72. doi.org/10.1016/j.jmathb.2005.11.004
Hall, J. M. & Ponton, M. (2005). Mathematics Self-Efficacy of College Freshman. Journal of Developmental Education: Vol. 28(3), pages 26-28.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? A Literature Review of Empirical Studies on Gamification. In 2014 47th Hawaii International Conference on System Sciences: pages 3025-3034.
He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The Effects of Flipped Instruction on Out-of-Class Study Time, Exam Performance, and Student Perceptions. Learning and Instruction: Vol. 45, pages 61-71. doi.org/10.1016/j.learninstruc.2016.07.001
Hersam, M.C., Luna, M., & Light, G. (2004). Implementation of Interdisciplinary Group Learning and Peer Assessment in a Nanotechnology Engineering Course. Journal of Engineering Education, 93(1), pages 49-57.
Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. (2016). Engaging Asian Students Through Game Mechanics: Findings from Two Experiment Studies. Computers & Education: 92, pages 221–236.
Hotle, S. L., & Garrow, L. A. (2016). Effects of The Traditional and Flipped Classrooms on Undergraduate Student Opinions and Success. Journal of Professional Issues in Engineering Education and Practice, 142(1), 05015005. doi.org/10.1061/(ASCE)EI.1943-5541.0000259
Huang, Chiungjung. (2012). Gender Differences in Academic Self-Efficacy: A Meta-Analysis. European Journal of Psychology of Education: Vol.28, pages 1-35.
Ifdil, I., Apriani, R., Yendi, F.M. & Rangka, I.B. (2016). Level of Students’ Self-Efficacy based on Gender. Couns-Edu Journal: Vol.1(1). doi.org/10.23916/29-33.0016.11-i41b
Joe€t, G., Usher, E. L., & Bressoux, P. (2011). Sources of Self-Efficacy: An Investigation of Elementary School Students in France. Journal of Educational Psychology, 3, 649e663. https://doi.org/10.1037/a0024048.
Junge, M.E. & Dretzke, B.J. (1995). Mathematical Self-Efficacy Gender Differences in Gifted/Talented Adolescents. SAGE Journals: Vol.9(1). doi.org/10.1177/001698629503900104
Kadry, Seifedine & Hami, Abdelkhalak El. (2014). Flipped Classroom Model in Calculus II. Research Gate: 4(4), pages 103-107. doi:10.5923/j.edu.20140404.04
Kagan, Spencer. (1993). Cooperative Learning. San Juan. Capistrano: Kagan Cooperative Learning.
Kashefi, Hamidreza., Ismail, Zaleha & Yusuf, Yudariah Mohammad. (2012). Overcoming Students Obstacles in Multivariable Calculus through Blended Learning: A Mathematical Thinking Approach. Procedia - Social and Behavioral Sciences, 56, 579-586. doi.org/10.1016/j.sbspro.2012.09.691
Kennedy, E., Beaudrie, B., Ernst, D. C., & St. Laurent, R. (2015). Inverted Pedagogy in Second Semester Calculus. PRIMUS: Vol. 25(9–10), pages 892–906. doi.org/10.1080/10511970.2015.1031301
Kettle, M. (2013). Flipped Physics. Physics Education: 48(5), pages 593–596.
Kilpatrick J., Swafford J & Findell B. (2001). Adding It Up: Helping Children Learn Mathematics: Chapter 4 The Strands of Mathematical Proficiency. National Research Council. Washington DC: National Academy Press.
Kirvan, R., Rakes, C. R., & Zamora, R. (2015). Flipping an Algebra Classroom: Analysing, Modelling, and Solving Systems of Linear Equations. Computers in the Schools: 32(3-4), pages 201–223.
Klymchuk, Sergiy., Zverkova, Tatyana et.al. (2010). University Students’ Difficulties in Solving Application Problems in Calculus: Student Perspectives. Mathematics Education Research Journal: Vol. 22(2), pages 81-91. doi:10.1007/BF03217567
Kumar, R., & Lal, R. (2006). The Role of Self-Efficacy and Gender Difference among the Adolescents. Journal of the Indian Academy of Applied Psychology, 32(3), pages 345–350.
Lai, C. L., & Hwang, G. J. (2016). A Self-Regulated Flipped Classroom Approach to Improving Students’ Learning Performance in A Mathematics Course. Computers & Education: 100, pages 126–140.
Lee, H. J., & Lim, C. (2012). Peer Evaluation in Blended Team Project-Based Learning: What do Students Find Important? Journal of Educational Technology & Society. 15(4), 214.
Leland, R., Richardson, J. Lee, T.Y. & Dantzler, J. (2005). Teaching Freshman Engineering Students to Solve Hard Problems. Proceedings of American Society for Engineering Education: pages 10.1207.1-10.1207.16.
Letrud, Kare. (2012). A Rebuttal of NTL Institute’s Learning Pyramid. 133(1), 117-123.
Li, Lin & Yang, Shang. (2021). Exploring the Influence of Teacher-Student Interaction on University Students’ Self-Efficacy in the Flipped Classroom. Journal of Education and Learning: Vol. 10(2), pages 84-90.
Limueco, J.M. & Predente, M.S. (2018). Flipping Classroom to Improve Physics Teaching. Advanced Science Letters: Vol. 24, pages 8292-8296. doi 10.1166/asl.2018.12544
Lin, Yen-Ting. (2019). Impacts of A Flipped Classroom with A Smart Learning Diagnosis System on Students' Learning Performance, Perception, and Problem Solving Ability in A Software Engineering Course. Computers in Human Behavior, 95, 187-196. doi.org/10.1016/j.chb.2018.11.036
Lo, Chung Kwan. (2017). Toward A Set of Design Principles for Mathematics flipped Classrooms: A Synthesis of Research in Mathematics Education. Journal Elsivier (pp. 50-73). USA: Science Direct.
Lo, Chung Kwan & Hew, Khe Foon. (2017). A Critical Review of Flipped Classroom Challenges in K-12 education: Possible Solutions and Recommendations for Future Research. Research and Practice in Technology Enhanced Learning. Vol. 12(4).
Lo, Chung Kwan., Lie, Chi Wai & Hew, Khe Foon. (2018). Applying “First Principles of Instruction” as a Design Theory of the Flipped Classroom: Findings from a Collective Study of Four Secondary School Subjects. Computers & Education, 118, 150-165. doi.org/10.1016/j.compedu.2017.12.003
Lopes, Ana P & Soares, F. (2016). Video Lecturers and Online Activities to Engage Students in A Flipped Classroom. Proceedings of EDULEARN 16: Barcelona, pages 8688-8695.
Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on Math Anxiety. Psychology Research and Behavior Management, Volume 11, 311–322. doi.org/10.2147/PRBM.S141421
May, Diana K. (2009). Mathematics Self-Efficacy and Anxiety Questionnaire. Dissertation: University of Georgia.
Mazur, A. D., Brown, B., & Jacobsen, M. (2015). Learning Designs using Flipped Classroom Instruction. Canadian Journal of Learning and Technology: 41(2), pages 1–26.
Mills, Susan. (2016). Conceptual Understanding: A Concept Analysis. Nova Southern University: TQR.
Morgan H, McLean K, Chapman C, Fitzgerald J, Yousuf A, Hammoud M. (2015). The flipped Classroom for Medical Students. The Clinical Teacher: Vol. 12(3), pages 155–160.
Mozahem, N.A., Boulad, F.M. & Ghanem, C.M. (2020). Secondary School Students and Self-Efficacy in Mathematics: Gender and Age Differences. International Journal of School & Educational Psychology. doi: org/10.1080/21683603.2020.1763877
Muliyardi. 2006. Startegi Belajar Mengajar Matematika. Padang: FMIPA UNP.
Nerantzi, Chrissi. (2020). The Use of Peer Instruction and Flipped Learning to Support Flexible Blended Learning During and After the COVID-19 Pandemic. International Journal of Management and Applied Research. Vol.7(2). doi.org/10.18646/2056.72.20-013
Nicol, D.J., & Boyle, J.T. (2003). Peer Instruction Versus Class-Wide Discussion in Large Classes: A Comparison of Two Interaction Methods in the Wired Classroom. Studies in Higher Education. Vol.28(4), pages 457-473.
Niu, Han Jen. (2010). Investigating the Effects of Self-Efficacy on Foodservice Industry Employees’ Career Commitment. International Journal of Hospitality Management: Vol. 29(4), pages 743-750. doi:10.1016/j.ljhm.2010.03.006
Obradovich, Alexandra., Canuel, Robin & Duffy, Eamon P. (2015). A Survey of Online Library Tutorials: Guiding Instructional Video Creation to Use in Flipped Classrooms. The Journal of Academic Librarianship, 41(6), 751-757. doi.org/10.1016/j.acalib.2015.08.006
Ojennus, D. D. (2016). Assessment of Learning Gains in a Flipped Biochemistry Classroom. Biochemistry and Molecular Biology Education. Vol. 44(1), pages 20−27. doi.org/10.1002/bmb.20926
Oldham, Hannah H. (2018). Mathematics Self-Efficacy in High School Students and Effects of Interim Goal Setting: How Goals and Efficacy are Linked in the Self-Efficacy Goal Spectrum. Georgia State University: Dissertaion. https://scholarworks.gsu.edu/mse_diss/51/
O’Flaherty, J., & Phillips, C. (2015). The Use of Flipped Classrooms in Higher Education: A Scoping Review. Internet and Higher Education, 25, 85-95.
Pajares, F., & Kranzler, J. (1995). Self-Efficacy Beliefs and General Mental Ability in Mathematical Problem-Solving. Contemporary Educational Psychology, 20, 426e443. https://doi.org/10.1006/ceps.1995.1029.
Pajares, F. & Miller, M.D. (1995). Mathematics Self-Efficacy and Mathematics Performances: The Need for Specificity of Assessment. Journal of Counselling Psychology: Vol. 42 (2), pages 190-198. doi:10.1037/0022-0167.42.2.190
Pajares, F. (2005). Gender Differences in Mathematics Self-Efficacy Beliefs. In A. M. Gallagher & J. C. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (p. 294–315). Cambridge University Press.
Pajares, F. & Usher, E. L. (2009). Sources of Self-Efficacy in Mathematics: A Validation Study. Contemporary Educational Psychology, 34, 89e101. https://doi.org/ 10.1016/j.ecedpsych.2008.09.002.
Pohl, Daniela. (2016). Batch-based Active Learning: Application to Social Media Data for Crisis Management. Journal Elsivier (pp. 232-244). USA:Science Direct.
Polya, G. (1985). How to Solve It 2nd ed. New Jersey: Princeton University Press.
Ramadoni. (2020). An Investigation of Students’ Difficulties in Statistics Learning on Online Based Learning at Universitas Terbuka Taiwan. Huanshan Conference: National Dong Hwa University.
Ramaswamy, Shri., Harris, Hene & Tschirner, Ulrike. (2001). Student Peer Teaching: An Innovative Approach to Instruction in Science and Engineering Education. Journal of Science Education and Technology, 10(2). P.165-171.
Rawas, Hawazen., Bano, Nusrat & Alaidarous, Salwa. (2019). Comparing the Effects of Individual Versus Group Face-to-Face Class Activities in Flipped Classroom on Student's Test Performances. Health Professions Education, doi.org/10.1016/j.hpe.2019.06.002
Reidsema, Carl.,Kavanagh, Lydia., Hadgraft, Roger & Smith, Neville. (2017). The Flipped Classroom: Practice and Practices in Higher Education. Singapore: Springer. http://dx.doi/10.1007/978-981-10-3413-8
Regier, Paul & Savic Milos. (2020). How Teaching to Foster Mathematical Creativity May Impact Student Self-Efficacy for Proving. The Journal of Mathematical Behavior, 57, 100720. doi.org/10.1016/j.jmathb.2019.100720
Reynolds, D., & Muijs, D. (1999). The Effective Teaching of Mathematics: A Review of Research. School Leadership & Management, 19, 273e288. https://doi.org/ 10.1080/13632439969032.
Roick, Julia & Ringeisen, Tobias. (2018). Students' Math Performance in Higher Education: Examining the Role of Self-Regulated Learning and Self-Efficacy. Learning and Individual Differences, 65, 148-158. doi.org/10.1016/j.lindif.2018.05.018
Rowley, Natalie & Green, Jon. (2015). Just in Time Teaching and Peer Instruction in the Flipped Classroom to Enhance Students Learning. Education in Practice, Vol. 2(1), pages 14-17.
Rozgonjuck, D. et al. (2020). Mathematics Anxiety among STEM and Social Sciences Students: The Roles of Mathematics Self-Efficacy, and Deep and Surface Approach to Learning. International Journal of STEM Education: Vol.7 (46).
Sahatsathatsana, Title. (2014). The Study of Problems in Learning the Calculus and Geometry 1. Proceedings of the 7th International Conference on Educational Reporm (ICER 2014): pages 146-149.
Sahin A., Cavlazoglu, B., & Zeytuncu, Y. E. (2015). Flipping a College Calculus Course: A Case Study. Educational Technology & Society: Vol. 18 (3), pages 142–152.
Sampson, Jane., Boud, David., Cohen, Ruth & Gaynor, Fran. (2001). Designing Peer Learning. Sydney: University of Technology.
Santrock, J. W. (2011). Educational Psychology Fifth Edition. New York: McGraw-Hill.
Scheell, J.A. & Butter, A.C. (2018). Insights from the Science of Learning can Inform Evidence-Based Implementation of Peer Instruction. Active Learning: doi.org/10.3389/feduc.2018.00033
Schultz, D., Duffield, S., Rasmussen, S. C., & Wageman, J. (2014). Effects of the Flipped Classroom Model on Student Performance for Advanced Placement High School Chemistry Students. Journal of Chemical Education: 91(9), pages 1334–1339.
Schwarzer, R., Born, A., Iwawaki, S., Lee, Y.-M., et al. (1997). The assessment of optimistic self-beliefs: Comparison of the Chinese, Indonesian, Japanese, and Korean versions of the General Self-Efficacy scale. Psychologia: An International Journal of Psychology in the Orient: Vol.40(1), pages 1–13.
Scott, C. E., Green, L. E., & Etheridge, D. L. (2016). A Comparison between Flipped and Lecture-Based Instruction in the Calculus Classroom. Journal of Applied Research in Higher Education, 8(2), 252e264.
Sealey, V., Infante, N., Campbell, M.P. & Bolyard, J. (2020). The Generation and Use of Graphical Examples in Calculus Classrooms: The Case of the Mean Value Theorem. Journal of Mathematics Behaviour: Vol. (57), 100743.
Sebsibe, A.S. & Bekene, T. (2019). Effect of Error Analysis and Concept Change Strategy on Students Understanding of Calculus Concepts. IEEE-SEM: Vol. 7(7), pages 369-385.
Sergis, Stylianos. (2017). Investigating the Impact of Flipped Classroom on Students' Learning Experiences: A Self-Determination Theory Approach. Journal Elsivier (pp. 368-378). USA:Science Direct.
Simon, Beth & Cutts, Quintin. (2012). Peer Instruction: A Teaching Method to Foster Deep Understanding. Communications of the ACM: Vol. 55(2), pages 27-29. doi:10.1145/2076450.2076459
Smalhorn, Masha. (2017). The Flipped Classroom: A Learning Model to Increase Students Engagement Not Academic Achievement. Students Success: Vol. 8(2), pages 43-53.
Snyder, C., Paska, L. M., & Besozzi, D. (2014). Cast from the Past: Using Screencasting in the Social Studies Classroom. The Social Studies: 105(6), pages 310–314.
Srikaya, Didem Alsancak & Ozdemir, Selcuk. (2018). The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation, And Retention. Malaysian Online Journal of Educational Technology: 6(1), pages 76-91.
Sumarmo, Utari. (2010). Berpikir dan Disposisi Matematik: Apa, Mengapa, dan Bagaimana Dikembangkan pada Peserta Didik. Tersedia di http://math.sps.upi.edu/wp-content/uploads/2010/02/BERPIKIR-DAN-DISPOSISI-MATEMATIK-SPS-2010.pdf
Sun, Zhiru & Xie, Kui. (2020). How do Students Prepare in the Pre-Class Setting of A Flipped Undergraduate Math Course? A Latent Profile Analysis of Learning Behavior and the Impact of Achievement Goals. The Internet and Higher Education,46. doi.org/10.1016/j.iheduc.2020.100731
Sun, Zhiru. (2017). The Role of Self-Regulated Learning in Students' Success in Flipped Undergraduate Math Courses. Journal Elsivier (pp. 41-53). USA:Science Direct.
Sun, Zhiru., Xie, Kui & Anderman, Lynley H. (2020). The Role of Self-Regulated Learning in Students' Success in Flipped Undergraduate Math Courses. The Internet and Higher Education, 36, 41-53. doi.org/10.1016/j.iheduc.2017.09.003
Suryadi, Bambang & Santoso, Teguh Iman. (2017). Self-Efficacy, Adversity Quotient, and Students’ Achievement in Mathematics. International Education Studies: Vol.10(10), pages 12-19.
Tarmizi, Rohani Ahmad. (2010). Visualizing Student's Difficulties in Learning Calculus. Procedia - Social and Behavioral Sciences, 8, 377-383. doi.org/10.1016/j.sbspro.2010.12.053
Tomte, C. & Hatlevik, O.E. (2011). Gender-Differences in Self-Efficacy ICT related to Various ICT-Users Profiles in Finland and Norway: How do Self-Efficacy, Gender and ICR-Users Profiles relate to Findings from PISA 2006. Computers & Education: Vol.57(1), pages 1416-1424. doi.org/10.1016/j.compedu.2010.12.011
Topping et al., (2013). Paradoxical Effects of Feedback in International Online reciprocal peer tutoring. Comput. Educ., 61 (2013), pp. 225-231.
Topping et al., (2017). Effective Peer Learning: from Principles to Practical Implementation. Routledge, Abingdon, UK.
Trianto. (2014). Mendesain Model Pembelajaran Inovatif, Progresif, dan Kontekstual Konsep, Landasan dan Implementasinya pada Kurikulum 2013 (Kurikulum Tematik Integratif/KTI). Jakarta: PT. Kharisma Putra Utama.
Trytten, D.A. (2001). Progressing from Small Group Work to Cooperative Learning: A Case Study from Computer Science. Journal of Engineering Education. Vol.90(1), pages 85-91.
Tsai, Meng Ning., Liao, Yu Fan & Chen, Hsueh Chich. (2020). A Brainstorming Flipped Classroom Approach for Improving Students’ Learning Performance, Motivation, Teacher-Student Interaction and Creativity in a Civics Education Class. Thinking Skills and Creativity. Vol.38. doi.org/10.1016/j.tsc.2020.100747
Usher, E. L., & Pajares, F. (2008). Sources of Self-Efficacy in School: Critical Review of The Literature and Future Directions. Review of Educational Research, 78, 751e796. https://doi.org/10.3102/0034654308321456.
Usher, Ellen L., Ford, Calah J., Li, Caihong R & Weidner, Briana L. (2019). Sources of Math and Science Self-Efficacy in Rural Appalachia: A Convergent Mixed Methods Study. Contemporary Educational Psychology, 57, 32-53. doi.org/10.1016/j.cedpsych.2018.10.003
Walpole, Ronald E. 1992. Pengantar Statistika. Jakarta: Gramedia Pustaka Utama.
Weerasinghe, Thushani & Ramberg, Robert. (2013). Designing A Peer-Teaching Activity to Promote Inquiry-Based Learning. Sweden: Mathematics and Computers in Contemporary Science.
Willis, Jason A. (2014). The Effects of Flipping an Undergraduate Precalculus Class. Dissertation: Appalachian State University.
Won, Samantha. (2015). Youth Appropriation of Social Media for Collaborative and Facilitated Design-Based Learning. Journal Elsivier (pp. 385-381). USA:Science Direct.
Wu, Xiangming. (2018). Persistence and Characteristics of Calculus I Students in STEM Disciplines. Dissertation: West Virginia University.
Yamani, M., Almala, A., Elbedour, S., Woodson, K., & Reed, G. (2018). Math Anxiety: Trends, Issues and Challenges. Journal of Psychology and Clinical Psychiatry, 9(1), 00503.
Yun, Xiao, Lucking & Robert. (2008). The Impact of Two Types of Peer Assessment on Students’ Performance and Satisfaction within a Wiki Environment. Internet and Higher Education: Vol.11(3), pages 186-193.
Zamorano, Luis R.Murillo., Sánchez, José Ángel López & Caballero, Ana Luisa Godoy. (2019). How the Flipped Classroom Affects Knowledge, Skills, and Engagement in Higher Education: Effects on Students' Satisfaction. Computers & Education, 141. doi.org/10.1016/j.compedu.2019.103608
Zdravkova, Katerina. (2016). Reinforcing Social Media Based Learning, Knowledge Acquisition and Learning Evaluation. Journal Elsivier (pp. 16 – 23). Spain: 2nd International Conference on Higher Education Advances, HEAd´16, 21-23 June 2016.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Psychology in the classroom: A series on applied educational psychology.Developing self-regulated learners: Beyond achievement to self-efficacy. American Psychological Association. doi.org/10.1037/10213-000
Zimmerman, B. J., Bonner, S., & Kovach, R. (2006). Developing Self-Regulated Learner: Beyond Achievement to Self-Efficacy. Washington, DC: American Psychological Association.