Pembelajaran Jarak Jauh Dimasa Pandemi Covid-19 Meningkatkan Pemahaman Konsep Matematis Siswa SMPN 2 Kotabaru

Abstract

This research is about learning mathematics by distance learning is intended as an effort to improve the ability to understand concepts in mathematics learning. The purpose of this study was to determine the increase in the conceptual understanding of students who received mathematics learning by distance learning, as well as to determine students' attitudes towards learning mathematics by distance learning. The research method used was Expo Facto research. The independent variable in this study is distance learning and the dependent variable is the students' ability to understand mathematical concepts. The sample in this study were students of class VII SMP Negeri 2 Kotabaru in the odd semester of the 2020/2021 school year who were randomly selected. The instruments used in this study were test and non-test instruments. The test instrument for students' ability to understand mathematical concepts is in the form of descriptions and non-tests in the form of an attitude scale questionnaire. The data analysis technique used is quantitative data and qualitative data using SPSS 20 for Windows and Microsoft Excel software. By using inferential statistics with a significance level of 5% shows an increase in students' ability to understand mathematical concepts by distance learning. To see students' attitudes towards distance learning, a Likert scale is used. The results of qualitative data concluded that almost all students gave negative responses to learning mathematics by distance learning.

How do teachers facilitate mathematics learning in Indonesia during the COVID-19 pandemic? A rapid review

“…The literature totaling 14 journal articles that we reviewed in this study describes the learning process of mathematics in elementary to senior high school during the COVID-19 pandemic in Indonesia. The literature consists of four articles (Agustien & Razak, 2020;Husna, 2020;Wiryanto, 2020;Wulandari et al, 2020) that focus on the learning process of mathematics at the elementary school level, six articles (Alfirahmadita & Maarif, 2020;Harisuddin, 2020;Lutfiyah, 2020;Masdafni, 2020;Palgunadi et al, 2021;Susanto & Yudanti, 2020) that focus on the learning process of mathematics at the junior high school level, and four articles (Djunaedy, 2020;Syamsuddin et al, 2020;Wahyuningrum & Latifah, 2020;Yulianto, 2020) that focus on the learning process of mathematics at the senior high school level.…”

“…In general, the assessments carried out by teachers in the mathematics learning process during the COVID-19 pandemic can be divided into two types as in the learning process before the pandemic occurred, apart from the midterm assessment and the end of semester assessment. First, the assessment was carried out at each meeting by giving assignments in the form of solving questions related to what the students have learned that day (e.g., Alfirahmadita & Maarif, 2020;Harisuddin, 2020;Lutfiyah, 2020;Wiryanto, 2020;Wulandari et al, 2020). Second, the assessment was carried out when students have finished learning a certain basic competence (e.g., Agustien & Razak, 2020;Harisuddin, 2020;Masdafni, 2020;Syamsuddin et al, 2020).…”

“…First, the assessment was carried out at each meeting by giving assignments in the form of solving questions related to what the students have learned that day (e.g., Alfirahmadita & Maarif, 2020;Harisuddin, 2020;Lutfiyah, 2020;Wiryanto, 2020;Wulandari et al, 2020). Second, the assessment was carried out when students have finished learning a certain basic competence (e.g., Agustien & Razak, 2020;Harisuddin, 2020;Masdafni, 2020;Syamsuddin et al, 2020). The way of teachers in carrying out assessments and technology employed to administer tests were also quite diverse.…”

“…When the teacher used WhatsApp as a supporting technology for the use of learning videos, the way of the teacher in facilitating mathematics learning was by sending the learning video to students via the WhatsApp group. These learning videos could be in the form of videos made by the teacher (see Harisuddin, 2020;Wiryanto, 2020) or videos available on YouTube (see Alfirahmadita & Maarif, 2020) which not only contains an explanation of the concepts and principles of the related material but also contains questions and discussion of solutions. The videos presented to students were also packaged in various forms, including animation (see Masdafni, 2020).…”