Implementation of Online Learning and Its Impact on Learning Achievements of Mathematics Education Students

Panjaitan, Simon; Hutauruk, Agusmanto J. B.; Sitepu, Christina; Gultom, Sanggam P.; Sitorus, Parlindungan; Marbun, Melati Riani; Sinaga, Cahyana Hotmauli

doi:10.22460/infinity.v12i1.p41-54

Cited by 3 publications

(3 citation statements)

References 37 publications

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“…Courses have been designed to accommodate different types of technological support, allowing for both self-learning and interaction in both synchronous and asynchronous formats (Cirrulli, et al, 2016). As for online learning methods, they were divided into two types: synchronous and asynchronous (Panjaitan et al, 2023). Synchronous learning refers to real-time interaction between educators and students, typically through audio or video conferencing platforms.…”

Section: Asynchronous and Synchronous Learningmentioning

confidence: 99%

Bridging Learning Styles and Student Preferences in Construction Technology Education: VARK Model Analysis

Mohd Noor,

Amri Ramly

2023

IJARPED

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VARK Model Analysis delves into the diverse landscape of learning preferences exhibited by students enrolled in Construction Technology courses. Recognizing the crucial role of aligning instructional methods with individual learning styles, this study aims to identify the dominant learning modalities within this academic context. It highlights the multifaceted nature of the Construction Technology field and the potential challenges associated with catering to a heterogeneous student population. It underscores the importance of this research in bridging the gap between pedagogical strategies and student needs. Issues arising from the varied learning styles present within the student cohort are acknowledged, emphasizing the potential impact of instructional misalignment on knowledge acquisition and skill development. This study seeks to address these issues systematically. The main objective of this study is to identify the dominant learning styles through rigorous quantitative analysis, employing SPSS as the primary tool. The questionnaire based on the VARK model is administered to selected Construction Technology students to discern their preferred modalities of learning. Findings reveal the prevalence of specific learning styles within the academic context. These results hold significant implications for both lecturers and students. In conclusion, this research contributes valuable insights into the learning landscape of Construction Technology education. By identifying dominant learning styles, it provides a foundation for more effective and inclusive instructional practices. This study underscores the importance of adapting pedagogy to accommodate diverse learning preferences, ultimately enriching the educational experience for both educators and students in Construction Technology courses.

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Section: Asynchronous and Synchronous Learningmentioning

confidence: 99%

Bridging Learning Styles and Student Preferences in Construction Technology Education: VARK Model Analysis

Mohd Noor,

Amri Ramly

2023

IJARPED

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“…Based on these cases, several previous studies have shown the impact of teachers' unskillness in teaching mathematics online, some of the impacts include low motivation and achievement of students' mathematics learning (Panjaitan et al, 2023;Sujadi et al, 2022).…”

Section: Introductionmentioning

confidence: 98%

Transformative Pedagogy: Investigating the Impact of Online Jigsaw Model on Motivation and Academic Achievement in High School Mathematics

Mitayani,

Ishartono

2024

INOMATIKA

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Several earlier research investigated the use of Jigsaw to improve the quality of the online mathematics teaching-learning process. However, few studies have used the Jigsaw approach to improve the quality of online mathematics education, particularly in terms of motivation and learning results. To address this research gap, the goal is to outline the process of integrating the Jigsaw model in online learning and to demonstrate the importance of enhancing student motivation during the learning process. This study used the classroom action research approach, which involved 36 students from a high school in Central Java Province, Indonesia. The results of this investigation indicate that the application of Jigsaw can be done online using numerous procedures indicated in this study. Furthermore, the results indicate a considerable improvement in motivation and learning outcomes. The findings of this study are expected to serve as a reference for teachers on how to implement the Jigsaw model online.

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“…On the one hand, online learning makes mathematics learning flexible (Hendriana et al, 2019;Panjaitan et al, 2023). On the other hand, this learning model has limitations regarding location, space, and time, as not all students have equal access to any or all aspects of the online learning process (Aisyah & Murniati, 2022;Cooper, 2006).…”

Section: Introductionmentioning

confidence: 99%

Integrating STEAM into flip flop model to improve students’ understanding on composition of functions during online learning

Ishartono,

Razak,

Kholid

et al. 2023

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Some previous studies tried to improve students' understanding of the concept of the composition of functions. However, only some research results still examine efforts to increase student understanding of the concept taught online, especially by utilizing the STEAM-integrated Flip Flop learning model. Therefore, the purpose of this study is to analyze the level of effectiveness of the application of the STEAM-integrated Flip Flop model in increasing students' understanding of composition function material taught online. To answer the purpose of the study, the authors compared the model with the Flipped Learning model and the conventional learning model. The quantitative method with a pretest-posttest control group design model is employed in the present study by engaging 90 Indonesian senior high school students. This study finds that the STEAM-integrated Flip Flop model is significantly better at improving students' understanding of the composition of function concepts than conventional models. However, the same result is not found if compared with the Flipped Learning model. Though the average score of the STEAM-integrated Flip Flop model is better than the Flipped Learning model, the difference is not significant. This study also describes the related syntax of the STEAM-integrated Flip Flop model that high school math teachers can use to teach better composition functions online.

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Implementation of Online Learning and Its Impact on Learning Achievements of Mathematics Education Students

Cited by 3 publications

References 37 publications

Bridging Learning Styles and Student Preferences in Construction Technology Education: VARK Model Analysis

Bridging Learning Styles and Student Preferences in Construction Technology Education: VARK Model Analysis

Transformative Pedagogy: Investigating the Impact of Online Jigsaw Model on Motivation and Academic Achievement in High School Mathematics

Integrating STEAM into flip flop model to improve students’ understanding on composition of functions during online learning

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