Blended Learning Strategies of Telegram-Assisted Learning Towards Student Mathematics Learning Results Reviewed from Learning Style

Suryati, Kadek; Adnyana, I Gede

doi:10.31764/jtam.v4i2.2438

Cited by 7 publications

(7 citation statements)

References 19 publications

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“…Mukuka et al, (2021) dalam penelitiannya memaparkan bahwa Zambia menggunakan platform e-learning yang dikembangkan oleh Ministry of General Education (MOGE), portal e-learning interaktif, dan platform revisi cerdas (smart revision platform) yang diberi nama Zambia Telecommunications Company (ZAMTEL) yang bekerja sama dengan Examinations Council of Zambia (EGZ). Selain penggunaan berbagai platform pembelajaran jarak jauh (pembelajaran daring), terdapat pula penggunaan media sosial sebagai bagian dari proses pelaksanaan pembelajaran jarak jauh di masa pandemi Covid-19, diantaranya YouTube (Yaacob & Saad, 2020), aplikasi pesan singkat WhatsApp (Chirinda et al, 2021), aplikasi pesan singkat Telegram (Suryati & Gede Adnyana, 2020), maupun penggunaan aplikasi conference, seperti Zoom Meeting (Kustiyani et al, 2021), Google Meet (Kalogeropoulos et al, 2021), dan lain sebagainya. Penggunaan berbagai platform pembelajaran daring memberikan pengalaman baru baik bagi siswa dalam mengikuti kegiatan pembelajaran, maupun bagi guru dalam mendesain pembelajaran.…”

Section: Gambar 1 Sajian Monitorng Global Terkait Penutupan Sekolah DI Beberapa Negaraunclassified

Ethno-Flipped Classroom Model: Sebuah Rekomendasi Model Pembelajaran Matematika Di Masa New Normal

Ramadhani¹,

Syahputra

Simamora

2022

AXIOM

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Abstrak:Pembelajaran matematika jarak jauh berbasis teknologi dapat memberikan dampak positif maupun negatif baik pada siswa maupun guru. Faktor yang memberikan dampak negatif disebabkan oleh pelaksanaan pembelajaran yang tidak memperhatikan personal factor dan personal behavior baik siswa maupun guru. Faktor lainnya adalah pelaksanaan pembelajaran yang tidak menghadirkan pembelajaran yang dekat dengan kehidupan, tradisi dan budaya sekitar siswa, sehingga siswa merasa asing dengan konten masalah dan pembelajaran yang didesain berbasis teknologi. Tujuan penelitian ini adalah mengkaji secara kritis terkait dampak positif dan dampak negatif yang ditinjau dari personal factor dan personal behavior pada pelaksanaan pembelajaran matematika jarak jauh berbasis teknologi. Penelitian ini juga mengkaji apakah konteks ethnomathematics dapat diintegrasikan pada model flipped classroom dan direkomendasikan dalam pembelajaran matematika di era New Normal. Penelitian ini merupakan penelitian kualitatif dengan jenis investigasi literatur review dengan 5 tahapan, yaitu(1) menyusun pertanyaan review, (2) pengumpulan data literatur, (3) penilaian kritis pada data literatur, (4) ekstraksi data: sintesis dan tematik analisis, dan (5) presentasi temuan dan diskusi. Hasil penelitian memberikan kajian analisis terkait pentingnya personal factor dan personal behavior dalam melaksanakan pembelajaran matematika jarak jauh berbasis teknologi. Hasil penelitian juga memberikan rekomendasi terkait integrasi ethomathematics yang dilaksanakan dalam model pembelajaran berbasis teknologi, salah satunya adalah flipped-classroom model. Model ethno-flipped classroom direkomendasikam sebagai model pembelajaran matematika berbasis campuran yang menggunakan teknologi dalam proses pembelajaran, namun juga tetap menghadirkan pembelajaran matematika bermakna melalui integrasi budaya menggunakan konteks ethnomathematics. Penerapan model ethno-flipped classroom dapat dijadikan salah satu solusi dalam pelaksanaan pembelajaran matematika di masa New Normal. Kata Kunci:Model Ethno-Flipped Classroom, Pembelajaran Berbasis Teknologi, Personal Factor, Personal Behavior, New Normal Abstract:Technology-based distance learning in Mathematics can give a positive or negative impact on both students and teachers. Factors contributing to negative impact are caused by the implementation of learning that does not pay attention to personal factors and personal behavior of both students and teachers. Other factors are such as the implementation of learning that does not relate to students' life, traditions, and culture in that the problem discussed in the content and the learning designed based on technology are unfamiliar to students. This study aims to critically examine the positive and negative impacts of technology-based distance learning in Mathematics in terms of personal factors and personal behavior. This study also examines whether the ethnomathematics context can be integrated into the flipped classroom model and can be recommended in teaching mathematics in the New Normal era. This is a qualitative study with literature review investigation that has 5 stages, namely (1) compiling review questions, (2) collecting literature data, (3) critical assessment of literature data, (4) data extraction: synthesis and thematic analysis, and (5) presentation of findings and discussion. The results of the study provide an analytical study related to the importance of personal factors and personal behavior in implementing technology-based distance learning in Mathematics. The results also provide recommendations regarding the integration of ethnomathematics in technology-based learning models, including the flipped-classroom model. The ethno-flipped classroom model is recommended as a mixed-based mathematics learning model that uses technology in the learning process but also provides meaningful mathematics learning through cultural integration using ethnomathematics context. The application of the ethno-flipped classroom model can be used as a solution in the implementation of mathematics learning in the New Normal. Keywords:Ethno-Flipped Classroom Model, Technology Based Learning, Personal Factor, Personal Behavior, New Normal

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Section: Gambar 1 Sajian Monitorng Global Terkait Penutupan Sekolah DI Beberapa Negaraunclassified

Ethno-Flipped Classroom Model: Sebuah Rekomendasi Model Pembelajaran Matematika Di Masa New Normal

Ramadhani¹,

Syahputra

Simamora

2022

AXIOM

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“…These results hope to stimulate lecturers to use social media in supporting mathematics/statistics teaching and learning processes and simultaneously enhancing the instructional method using YouTube, Telegram, and WhatsApp. Suryati and Adnyana (2020) students learning mathematics using Telegram-assisted blended learning strategies outperformed the conventional mathematics learning students and Telegram-assisted strategies also had an effect on students' learning styles.…”

Section: Social Media Usage In Online Distance Learning (Odl) and Mat...mentioning

confidence: 93%

“…Iksan and Saufian (2017) reported the benefits of Telegram in learning are by allowing students to gain new experience, be more creative, generate spontaneous ideas, provide authentic ideas without the risk of being humiliated and encourage excitement as well as passionate with their learning. Suryati and Adnyana (2020) showed that mathematics learning outcomes with telegram-assisted blended learning strategies were better than conventional mathematics learning outcomes.…”

Section: Social Media Usage In Higher Education Mathematics Learningmentioning

confidence: 98%

Academic Usage of Social Media and The Impact of Social Media Used in Online Distance Learning on Mathematics/Statistics Performance

Hussain¹,

Zainudin²,

Fuzi³

et al. 2023

IJARBSS

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The study was aimed to determine the impact of social media used on mathematics/statistics through online distance learning (ODL) among pre-diploma and diploma business management students enrolling for Intensive Mathematics (MAT037), Business Mathematics (MAT112), Mathematics with Business Applications (MAT111) and Introduction to Statistics (QMT181) courses of academic session November 2020 -January 2021 in a public university in Malaysia. The quantitative research design was employed in which samples were selected using cluster sampling method. From 53 academic groups of students taking MAT037, MAT111, MAT112, and QMT181, 21 groups were selected randomly. All students from 21 groups selected were chosen as samples. An online survey was conducted in January 2021 during the Recovery Movement Control Order (RMCO) Phase 3 period (1 st January 2021 -31 st March 2021). During this period of time, Malaysian public universities were still conducting teaching and learning activities via ODL. A total of 539 prediploma and diploma business management students of ages between 18 years to 23 years old participated in the study. Findings of the study revealed that WhatsApp was the most favourite used social media platform among the students, followed by Instagram, YouTube, Telegram, Twitter, Facebook, Pinterest, TikTok, Facebook Messenger, and Snapchat. Male students were found to favour Facebook while female students favoured Twitter, Pinterest, and Telegram more than males. Older (20 -23 years old) and senior (Part 2 and higher) students preferred to use Twitter while Instagram and Pinterest users were higher among younger (18 -19 years old) and junior (Prediploma/Part 1) students. Twitter users were also higher among students residing in urban areas, enrolling in insurance discipline of study, and taking statistics course. Combination of YouTube, Telegram, and/or WhatsApp used with lecturers' supervision, guidance, and collaboration during ODL had significantly affected mathematics/statistics performance while there was no significant effect between the combination of YouTube, Telegram, and/or WhatsApp when social media were used without lecturers' supervision, guidance, and collaboration. Results of the study also revealed that mathematics/statistics performance for groups who frequently used YouTube and groups who frequently used Telegram were significantly higher than groups who frequently used WhatsApp.

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“…Salah satu cara yang dapat digunakan guru adalah dengan menggunakan metode pembelajaran Blended Learning (Muntazhimah et al, 2020). Model pembelajaran Blended Learning merupakan model pembelajaran yang mengintegrasikan teknologi dalam proses pembelajaran (Helsa et al, 2021;Suryti & Adnyana, 2020).…”

Section: Pendahuluanunclassified

Perspektif Siswa MTs Yasim Nata Pada Penerapan Blended Learning di Masa Pandemi Covid-19

Rahmawati

Irfan

Islamiati

2022

lentera

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Penelitian ini bertujuan mendeskripsikan perspektif siswa MTs Yasim Nata pada penerapan blended learning di masa pandemic covid-19. Pendekatan yang digunakan adalah kualitatif dan kuantitatif dengan jenis deskriptif. Subjek penelitian ini yaitu satu guru dan siswa berjumlah 27 siswa MTs Yasim Nata. Teknik pengumpulan data dalam penelitian ini yaitu melalui wawacara dan penyebaran angket atau kuisioner. Hasil penelitian menunjukan bahwa pada penggunaan metode blended learning diukur dengan menggunakan 5 aspek yaitu : 1) Aspek motivasi belajar siswa dengan menggunakan Blended Learning memperoleh nilai rata-rata tertinggi sebesar 4,2 dengan alternatif jawaban sangat setuju; 2) Aspek aktivitas belajar siswa dengan menggunakan Blended learning memperoleh nilai rata-rata sebesar 4,2 dengan alternatif jawaban setuju; 3) Aspek proses pembelajaran yang kondusif dengan menggunakan Blended Learning memiliki alternatif jawaban sangat setuju dengan perolehan 3,5 sebagai nilai rata-rata; 4) Aspek penguasaan materi oleh siswa dengan menggunakan Blended learning memperoleh nilai rata-rata 4,5 dengan alternatif jawaban sangat setuju; 5) Aspek hasil belajar siswa dengan menggunakan Blended Learning memiliki nilai rata-rata sebesar 3 dimana siswa memilih alternatif jawaban sangat setuju.

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Blended Learning Strategies of Telegram-Assisted Learning Towards Student Mathematics Learning Results Reviewed from Learning Style

Cited by 7 publications

References 19 publications

Ethno-Flipped Classroom Model: Sebuah Rekomendasi Model Pembelajaran Matematika Di Masa New Normal

Ethno-Flipped Classroom Model: Sebuah Rekomendasi Model Pembelajaran Matematika Di Masa New Normal

Academic Usage of Social Media and The Impact of Social Media Used in Online Distance Learning on Mathematics/Statistics Performance

Perspektif Siswa MTs Yasim Nata Pada Penerapan Blended Learning di Masa Pandemi Covid-19

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