One of the classical issues teachers face in East Nusa Tenggara is the lack of academic articles based on scientific research, including Classroom Action Research (CAR). It was happened because of the low interest, motivation, and ability of teachers to write the research in the form of an academic article and publish it in an academic journal. Therefore, it was essential to hold training on writing CAR articles for publication in academic journals. It aims to improve the ability of teachers to write CAR article and publish it in academic journals. This activity is running in the form of online training. The methods used in implementing activities include webinars through zoom meetings, presentations, discussion, training, and mentoring through WhatsApp Group. This activity hold in two stages, namely the preparation stage and the implementation stage. The result of the activity indicates the high enthusiasm of participants both during the webinar and training and mentoring. In addition, this activity can also improve the participants' understanding and abilities in making or writing good CAR article for publication in academic journals
The Covid-19 pandemic has changed face-to-face (offline) learning into online learning. This requires teachers to be able to adapt to utilizing technology-based learning media. Meanwhile, at the same time, teachers are not used to and have not been able to use various technology-based media in learning. One of the media that could be used is the wordwall application. This application is considered suitable because the appearance and operation are quite simple. In addition, this application can also be used as a learning media, a learning resource, and an assessment instrument. Therefore, training activities and mentoring in the implementation of wordwall applications in learning mathematics is one of the important and urgent needs for teachers today, especially in SD Inpres Maulafa, East Nusa Tenggara. This activity is carried out in training and mentoring through the material presentation, discussion, demonstrations and simulations, working in the group, and assistance. This activity showed that the participants were enthusiastic, active, and participative in participating in the training and mentoring. In addition, this activity can help participants overcome problems in designing thematic lessons. This activity can also increase teachers' knowledge about the application of technology to create learning media in the form of innovative elementary mathematics online learning media, namely through technical training in making learning media with wordwall applications in mathematics learning for teachers. Furthermore, this activity has also been able to increase the insight and ability of teachers to implement media in learning activities, namely through assistance in making learning designs using wordwall applications and assistance in implementing (strategy) learning using wordwall media
Penelitian ini bertujuan untuk mengungkap dan mendeskripsikan persepsi mahasiswa pendidikan matematika Universitas Nusa Cendana tentang perkuliahan berbasis e-learning dengan menggunakan schoology. Penelitian ini juga mendeskripsikan persepsi mahasiswa pada setiap aspek dan indikator yang diteliti. Penelitian ini merupakan penelitian kuantitatif deskriptif dengan metode survei. Sampel penelitian terdiri dari 41 mahasiswa semester VI pendidikan matematika Universitas Nusa Cendana yang dipilih secara simple random sampling. Penelitian dilakukan pada semester genap tahun akademik 2019/2020. Pengumpulan data dilakukan dengan menggunakan instrumen skala persepsi mahasiswa terhadap perkuliahan berbasis e-learning dengan schoology. Data dianalisis dengan statistik deskriptif untuk kemudian dideskripsikan temuan yang diperoleh. Hasil penelitian ini menunjukkan bahwa secara umum persepsi mahasiswa pendidikan matematika Universitas Nusa Cendana teridentifikasi pada kategori sangat tinggi dengan rata-rata skor persepsi sebesar 73,39. Penelitian ini juga menyimpulkan bahwa persepsi mahasiswa teridentifikasi pada kategori sangat tinggi untuk aspek schoology sebagai media dan kategori tinggi untuk aspek kualitas perkuliahan e-learning. Berdasarkan indikatornya, ditemukan bahwa persepsi mahasiswa teridentifikasi pada kategori sangat tinggi untuk semua indikator pada aspek pertama. Pada aspek kedua, persepsi mahasiswa teridentifikasi pada kategori sangat tinggi untuk 2 indikator dan kategori tinggi untuk 2 indikator lainnya.
<p class="Abstract"><span lang="EN-GB">This study aims to find out students’ metacognition process while solving the mathematics problem. It focuses on analyzing the metacognition process of students with high mathematics anxiety based on Polya’s problem solving phases. This study uses qualitative research with case study strategy. The subjects consist of 8 students of 7<sup>th </sup>grade selected through purposive sampling. Data in the form of Mathematics Anxiety Scale (MAS) result and recorded interview while solving mathematics problems were analyzed qualitatively using Miles and Huberman steps. Before selecting the subjects, the researcher gave the Mathematics Anxiety Scale (MAS) to obtain students with high anxiety. Then, subjects were interviewed while solving the problem to investigate their metacognition process. The results show that: (1) The metacognition processes of students with high anxiety in understanding the problem involve <em style="mso-bidi-font-style: normal;">planning</em>, <em style="mso-bidi-font-style: normal;">monitoring</em>, and <em style="mso-bidi-font-style: normal;">evaluating</em> to explore and understand<em style="mso-bidi-font-style: normal;"> </em>information of the given problem. (2) The metacognition processes of students with high anxiety in devising a plan involve <em style="mso-bidi-font-style: normal;">planning</em> and <em style="mso-bidi-font-style: normal;">monitoring</em> to identify the<em style="mso-bidi-font-style: normal;"> </em>possible strategy for solving the problem. (3) The metacognition processes of students with high anxiety in carrying out the plan involve <em style="mso-bidi-font-style: normal;">planning </em>to use the strategy and procedures to find the solution. (4) In the final steps namely looking back, there is no metacognition process of students with high anxiety identified. Thus, it can be said that the high of mathematics anxiety can cause the lack of students’ metacognition process while solving the mathematics problem. Therefore, it is important for the teachers to consider students mathematics anxiety to design and plan better mathematics learning.</span></p><!--[if !mso]> <style> v\:* {behavior:url(#default#VML);} o\:* {behavior:url(#default#VML);} w\:* {behavior:url(#default#VML);} .shape {behavior:url(#default#VML);} </style> <![endif]--><p class="Referencenonumber"><span lang="EN-GB">[1]<span style="mso-tab-count: 1;"> </span>NCTM 2000 Principles and Standards for School Mathematics NCTM 2000 (Virginia: NCTM)<span style="mso-spacerun: yes;"> </span></span></p><p class="Referencenonumber"><span lang="EN-GB">[2]<span style="mso-tab-count: 1;"> </span>Jonsson B, Norqvist M, Liljekvist Y and Lithener J 2014 Learning Mathematics through<span style="mso-spacerun: yes;"> </span>Algorithmic and Creative Reasoning the J of Mathl Behaviour <strong style="mso-bidi-font-weight: normal;">36</strong> 20-32</span></p><p class="Referencenonumber"><span lang="EN-GB">[3]<span style="mso-tab-count: 1;"> </span>Mullis I. 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