Marginal Region Mathematics Teachers’ Perception of Using Ict Media

Pradipta, Trisna Roy; Perbowo, Krisna Satrio; Nafis, Afifah; Miatun, Asih; Johnston-Wilder, Sue

doi:10.22460/infinity.v10i1.p133-148

Cited by 4 publications

(3 citation statements)

References 22 publications

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“…Another benefit of using ICT is to make lessons effective, improve quality (Nurseto, 2012) and delivery of information using ICT will ease the students to understand the material (Ahern, 2016). The use of ICT also impacts a student's motivation and selfconfidence (Pradipta et al, 2021;Rodliyah, 2018). It is not only to find information but also to make it easier for teachers to communicate with students, especially during online learning during the pandemic.…”

Section: Resultsmentioning

confidence: 99%

ICT Integration in English Foreign Language Class: Teacher's Voice in Perceptions and Barriers

Santosa

Senawati²,

Dang³

2022

Pedagogy: Jour. of. Eng. Lang. Teach

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This study investigates how primary English teachers integrate ICT into their English class practices in primary school settings. It specifically describes the primary English teachers in integrating ICT into their online classes and the teacher's perception of the function and challenge of integrating ICT in English language teaching. Three English teachers teaching at primary school were recruited as the participants in this study. Framed within a qualitative descriptive study, the researcher collected the data by observing and interviewing the teachers. In doing observation, the researcher used the instruments, such as video records and notes; for interviewing steps, the researcher used audio recordings. The data were analyzed using an interactive analysis model by following steps, namely transcribing, classifying, describing, and interpreting the data. This study concludes that integrating ICT into the teaching and learning process with clear instructional plans has advantages that help students in learning effectively. ICT still has challenges for teachers, like the poor state of the internet and the lack of school and home facilities. It is recommended for schools, teachers, and students be better prepared to use ICT by providing adequate internet connections and providing training to teachers or students.

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Section: Resultsmentioning

confidence: 99%

ICT Integration in English Foreign Language Class: Teacher's Voice in Perceptions and Barriers

Santosa

Senawati²,

Dang³

2022

Pedagogy: Jour. of. Eng. Lang. Teach

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“…The research objective is to assess the validity of a specialized student cognitive load instrument related to the formal definition of limits to mitigate the effects of excessive cognitive load. The research employs a quantitative survey design with a Rasch model approach, utilizing a data collection instrument in the form of a questionnaire (Faradillah & Febriani, 2021;Pradipta et al, 2021). The instrument being assessed is a Likert scale with five rating levels, comprising scale 1 (Strongly Disagree), scale 2 (Disagree), scale 3 (Neutral), scale 4 (Agree), and scale 5 (Strongly Agree).…”

Section: Methodsmentioning

confidence: 99%

Cognitive load scale in learning formal definition of limit: A rasch model approach

Oktaviyanthi,

Agus,

Garcia

et al. 2024

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Constructing proofs for the limit using the formal definition induces a high cognitive load. Common assessment tools, like cognitive load scales, lack specificity for the concept of limits. This research aims to validate an instrument tailored to assess cognitive load in students focused on the formal definition of limits, addressing the need for diverse strategies in education. The research employs a quantitative survey design with a Rasch model approach, utilizing a data collection instrument in the form of a questionnaire. Subsequently, the data are analyzed by focusing on three aspects: (1) item fit to the Rasch model, (2) unidimensionality, and (3) rating scale. A total of 315 students from three private universities in Banten participated as research respondents. The findings of this study affirm the validity of the cognitive load scale centered on the formal definition of limit, meeting the stringent standards set by Rasch modeling. Additionally, the results of the study provide evidence of the scale’s adherence to the monotonic principle of the Rasch model. These outcomes contribute to a comprehensive understanding of cognitive load in the context of learning formal definition of limit, providing a solid foundation for instructional design and assessment strategies.

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“…Research on interactive video-based multimedia (Anwar et al, 2020) and bilingual multimedia (Rahim et al, 2020) has been done. The rapid development of technology does not only affects students in big cities but also affects students in remote areas (Pradipta et al, 2021). Mathematics learning using the latest technology, such as augmented reality and mobile learning (Cahyono et al, 2020), androbotics (Chahine et al, 2020), exists even though it is still very rare.…”

Section: Study Topicsmentioning

confidence: 99%

Mathematics education research in Indonesia: A scoping review

Nur

Marlissa

Kamariah

et al. 2021

BetaJTM

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[English]: This scoping review aims to examine mathematics education research in Indonesia in the last seven years. The articles searched through a national database (Sinta) yielded 595 articles that fulfill some criteria, for example, having published in level 1 and 2 journals from 2015 to 2021. A content analysis revealed that research mostly used by mathematics education researchers in Indonesia were qualitative (41.85%), quantitative (32.94%), and developmental (17.82%). The research participants were dominated by junior high school students (35.63%), college students or pre-service teachers (23.87%), and senior high school students (17.48%). The number of participants ranges from 31 to 60 (26.72%) in the majority of the research. Most of the research data were collected through tests, interviews, and questionnaires. Meanwhile, in analyzing the data, the use of descriptive statistics, qualitative methods, and t-tests were obtrusive. There are twelve most researched study topics in Indonesia, including; mathematical ability (27.23%), technology application (13.28%), and cognitive processing (9.92%). Some study topics that have not been developed in Indonesia are philosophy and history of mathematics education, early childhood mathematics learning, and topics on multicultural, multilingualism, and equity in mathematics education. Meanwhile, the integration of Islamic values in teaching and learning mathematics is a particular topic in Indonesia. [Bahasa]: Penelitian ini bertujuan untuk mengkaji penelitian pendidikan matematika di Indonesia dalam tujuh tahun terakhir. Penelusuran artikel melalui basis data nasional (Sinta) menghasilkan 595 artikel yang memenuhi beberapa kriteria, diantaranya diterbitkan oleh jurnal kategori Sinta 1 dan Sinta 2 dari tahun 2015-2021. Hasil konten analisis menunjukkan bahwa penelitian paling banyak digunakan peneliti pendidikan matematika di Indonesia adalah kualitatif (41,85%), kuantitatif (32,94%), dan pengembangan (17,82%). Partisipan paling banyak dilibatkan adalah siswa SMP (35,63%), mahasiswa atau calon guru (23,87%), dan siswa SMA (17,48%). Sebagian besar jumlah sampel yang digunakan berada pada kisaran 31-60 orang (26,72%). Pengumpulan data banyak dilakukan melalui tes, wawancara, dan kuesioner. Sementara itu, analisis data paling banyak menggunakan statistik deskriptif, metode kualitatif, dan uji-t. Terdapat dua belas topik studi paling banyak diteliti di Indonesia, diantaranya; kemampuan matematis (27,23%), aplikasi teknologi (13,28%), dan proses kognitif (9,92%). Beberapa topik studi yang belum banyak berkembang di Indonesia yaitu filosofi dan sejarah pendidikan matematika, pembelajaran matematika anak usia dini, dan topik terkait multikultural, multilingual, dan kesetaraan dalam pendidikan matematika. Sementara itu, integrasi nilai-nilai Islam dalam pembelajaran matematika merupakan topik penelitian yang menjadi ciri khas di Indonesia.

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Marginal Region Mathematics Teachers’ Perception of Using Ict Media

Cited by 4 publications

References 22 publications

ICT Integration in English Foreign Language Class: Teacher's Voice in Perceptions and Barriers

ICT Integration in English Foreign Language Class: Teacher's Voice in Perceptions and Barriers

Cognitive load scale in learning formal definition of limit: A rasch model approach

Mathematics education research in Indonesia: A scoping review

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