Pembelajaran Berbasis Teknologi Informasi dan Komunikasi Pada Mata Pelajaran Bahasa Inggris dan Matematika

Abstract

Both Math and English are the two subjects that most of students have difficulty on it. To understand Math requires logical thinking that most of students do not have. To understand English, in which the written and sound are different with our first language, requires habit to hear and write English a lot. Students need to be accustomed to using English on everyday activities. In fact, most of students tend to use Javanese or Indonesian to communicate to others. Teachers also get difficulties on motivating students to learn Math and English for the better future. Some students have struggled to learn them, but still, the results are not satisfying.Observing this phenomenon, as the lecturers of English and Math, we are trying to help the teachers on giving material with the different point of views. We introduced different approaches on giving exposure to students about Math and English. English will be taught by employing Podcast, math will be introduced by using Geogebra. It is expected that teachers and students will have another perspectives; we can say that the teachers may have another style of teaching and students will get additional learning styles.

Sikap Siswa Terhadap Penggunaan Teknologi Dalam Pembelajaran Matematika Ditinjau Berdasarkan Kemampuan

“…Pernyataan itu mengatakan bahwa subjek tidak mau mendengarkan pelajaran matematika saat teknologi digunakan. Subjek akan menganggap teknologi hanya permainan dan membuat subjek tidak dapat mengalokasikan waktu untuk belajar dan mengulangi materi yang telah diberikan di sekolah (Rahmawan & Dwipa, 2019). Sedangkan item yang paling disukai saat belajar matematika menggunakan teknologi adalah P3.…”

Elements of digital media in vocabulary remote-learning achievement

“…Running ICT-based applications can foster interest since it is fun, interactive involving multi senses [10] mostly for early, primary, secondary education and also at a certain level for university students [11]- [13], teachers [14], and applicative for job seekers [15]. Technology-enhanced learning environments afforded students opportunities to use and learn the language in meaningful interactions with other students, texts, and teachers through immediate and sustained access to multimodal content [16], [17].…”

Mobile Application for Supporting English Language Learning for the Deaf Students

“…Learning can simultaneously help teachers and students achieve learning goals [7]. In addition, technology provides learning applications that are able to facilitate students' ability to learn independently and reflect on material that has been discussed at school [8].…”