The post-pandemic period in the education sector is marked by government policies to carry out face-to-face education processes in schools. This situation has the potential to show various changes in learning management in elementary schools, especially with the integration of technology. This study aims to analyse the integration of technology in learning management in elementary schools during the post-pandemic period. This study uses a qualitative approach to the type of phenomenology. The research subjects were elementary school teachers who had been selected through a convenience technique based on the availability of subjects in the field. Data were collected through interviews and documentation. Data were analysed using qualitative analysis through data condensation, data presentation, verification and drawing conclusions. The study’s findings show that the integration of technology in learning management tends to decrease during the post-pandemic period. Some habits of using technology in learning during the pandemic are no longer applied during the pandemic. However, some uses of technology are still maintained, such as the use of the WhatsApp group application in the delivery of learning information and the use of mobile-based assessment applications in learning assessment.
Keywords: Technology integration, learning management, post-pandemic.
Reasoning has been extensively studied by many experts. However, Research on student reasoning in trigonometric problem solving, particularly those related to logical thinking skills is still sorely needed. This study aimed to explore students' reasoning in solving trigonometric function problems regarding logical thinking skills. The research was conducted using a qualitative approach. The research subjects involved high school students in Palopo, Indonesia. Based on the logical ability test results, three subjects were selected, namely students with high, medium, and low logical abilities. Research instruments in mathematical problem-solving tasks and interview guidelines are valid and reliable. Data collection was carried out through task-based interviews and think-aloud. The results of the study: (1) the reasoning subjects with high and moderate logical abilities in solving trigonometric function problems are the same in every type of question, always starting with inductive reasoning and then doing deductive reasoning (2) the reasoning of subjects with high and medium logical abilities is different in solving trigonometric function problems in the initial identification. Subjects with low logical ability showed no mental activity in solving trigonometric function problems. The research finding is that the subject has a high logical ability and is solving trigonometric function problems first by inductive reasoning and then deductive reasoning. In general, it is concluded that students with high and moderate logical abilities use inductive and deductive thinking patterns interchangeably in solving trigonometric function problems.
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