Abstract
A study has proven the benefits of mathematics classes learning mathematics at university. However, there is still a lack of evidence regarding its benefits in mathematics teacher education programs. This study aims to test the flipped class in a mathematics teacher education program at a private university in Indonesia. The data source comes from thirty-one students of the mathematics education program in this study. Various data methods were used, including observation, journals, and tests. Then the data were analyzed quantitatively and qualitatively. The findings showed that a reverse classroom encourages students to learn independently, with students working together with peers and increasing learning awareness. However, some of the challenges presented in flipped classroom applications include technical issues, record editing skills, and longer time consumed. The recommendations offered to refer to the findings.
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