Teachers’ perspective on the application of information and communication technology (ICT) in mathematics learning

Supianti, In In; Wahyudin,; Kartasasmita, Bana G.; Nurlaelah, Elah

doi:10.1088/1742-6596/1321/2/022107

Cited by 3 publications

(4 citation statements)

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“…The average teacher's ability in the good category was very high, almost all of which were above 80%. This happens because the use of ICT in daily life has become familiar; almost all mathematics teachers have smartphones and laptops; they are also accustomed to using the internet (Asmaranti & Andayani, 2018;Supianti et al, 2018bSupianti et al, , 2018a. In its implementation, the use of ICT in learning must be the supervision and guidance of teachers to support students in obtaining and investigating ideas about mathematical concepts (Umbara, Munir, Susilana, & Puadi, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Out of the 258 students, 12% stated that it was necessary, 55% said it was required, and 12% said it was unnecessary to apply ICT in Mathematics learning. According to 56 mathematics teachers, 45% had often, 54% had, and 1% had never applied ICT in learning mathematics (Supianti, Wahyudin, Kartasasmita, & Nurlaelah, 2018b) There are many benefits to use ICT in learning, including (1) facilitating the search for knowledge; (2) saving time; (3) saving cost; (4) facilitating and speeding up to obtain reference materials for teaching; (5) facilitating the work; (6) becoming an effective and efficient online communication tool, both domestically and abroad; (7) making easy to access information; (8) broadening horizons; (9) making easy to present and deliver the learning materials; (10) making easy for students to understand the materials; (11) training the independence of student learning (Supianti, 2018). As is the case today, the Coronavirus pandemic .…”

Section: Introductionmentioning

confidence: 99%

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The Ability of Mathematics Teachers in Using Computers, Smartphones, and Internet

Supianti

Malik²,

Sagita

2021

Symmetry

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This study aimed to determine the ability of mathematics teachers to use computers, smartphones, and the internet according to their birth years (generation) and gender. The ability of teachers to use computers, smartphones, and the internet is beneficial to support mathematics learning using information and communication technologies. The research method was mixed research by surveying 92 mathematics teachers, 35 junior high school mathematics teachers, and 57 high school mathematics teachers in West Java. The results show that: (1) the ability of mathematics teachers in using computers, smartphones, and the internet has supported the application of technology-based learning in mathematics learning; (2) there are differences in the ability to use computers, smartphones, and the internet among the X, Y and Z generation of mathematics teachers. The ability in using computers, smartphones, and the internet of the Y and Z generation of mathematics teachers is better than that the of X generation; (3) there are differences in the ability in using computers, smartphones, and the internet between male and female teachers; male teachers are better than female teachers; (4) there is no significant difference in the ability in using computers, smartphones and internet between mathematics teachers at the high school and junior high school levels; (5) there is no interaction effect between teacher generations and levels of educational institution, on their achievement of the abilities in using computers, smartphones, and the internet

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Ability of Mathematics Teachers in Using Computers, Smartphones, and Internet

Supianti

Malik²,

Sagita

2021

Symmetry

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“…Tingkat penerapan pembelajaran e-learning sangatlah tinggi (Sudatha et al, 2019). Hampir semua guru matematika di Jawa Barat telah menggunakan ICT dalam pembelajaran matematika (Supianti et al, 2019). Sementara faktor yang mendukung pembelajaran e-learning, antara lain faktor sarana dan prasarana yang meliputi keberadaan komputer laboratorium, ruang multimedia, ruang ICT, media audio visual, serta fasilitas lainnya seperti TV, proyektor LCD, serta faktor sumber daya manusia atau guru yang memiliki semangat untuk terus meningkatkan kompetensi.…”

Section: Pendahuluanunclassified

E-Learning: Pencapaian Productive Disposition Berdasarkan Kemampuan Awal Matematis Siswa SMP

Supianti

Zakiyah

Agustian³

2021

Jurnal Nasional Pendidikan Matematika

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Abstrak. Productive disposition siswa perlu dikembangkan. Selain itu, terjadinya revolusi industri 4.0 dan society 5.0, juga adanya pandemi Covid-19 menuntut penggunaan e-learning. Penelitian ini bertujuan untuk menganalisis pencapaian productive disposition siswa SMP yang memperoleh pembelajaran full e-learning, blended learning dan direct instruction dengan memperhatikan kemampuan awal matematis siswa. Metode penelitian kuantitatif dengan desain faktorial . Subjeknya 91 orang siswa SMP di Bandung. Instrumen yang digunakan adalah angket productive disposition dan pedoman wawancara. Analisis data yang digunakan adalah uji Anova 2 Jalur dilanjutkan uji Tukey HSD dalam menguji perbedaan pencapaian productive disposition siswa. Hasil penelitian ini menunjukkan tidak terdapat perbedaan pencapaian kemampuan productive disposition siswa yang memperoleh full e-learning, blended learning, dan direct instruction. Siswa dengan KAM tinggi, sedang, dan rendah memiliki perbedaan yang signifikan pencapaian productive disposition. Siswa KAM tinggi memiliki kemampuan productive disposition yang paling baik, diikuti oleh siswa KAM sedang dan rendah. Selain itu, model pembelajaran dan KAM secara bersama-sama tidak berpengaruh terhadap kemampuan productive disposition siswa. Agar e-learning terimplementasikan dengan baik, perlu sarana dan prasarana yang menunjang, bahan ajar yang menarik dan interaktif, juga sistem e-learning yang dapat memonitor aktivitas siswa.Kata Kunci: Blended Learning, Direct Instruction, E-Learning, Productive Disposition

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“…Das, 2021, Mukavhi et al, 2021) and there are challenges in doing so (Supianti et al, 2019). And it is often found in the research studies that the remote locations and developing nations are struggling in delivering the ICT mode of education (Dhakal, 2018, Agyei, 2021, Kamau et al, 2018.…”

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confidence: 99%

Ict Usage Status in the Teaching and Learning of Mathematics in Secondary Schools of Mizoram

Thangmawia¹,

Hussain²

2022

IJAR

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The geography of the Mizoram state makes it a remote state. Due to its remoteness, connectivity and modern ICT application in teaching and learning remain a vital concern in the state. Therefore, it is an immediate need to know how teachers use information and communication technologies (ICT) in mathematics teaching. To understand how teachers use ICT, an investigation of the various factors that may impact ICT use in content areas such as mathematics is the need of the hour. This study investigates the availability and frequency of ICT use and examines factors contributing to the barrier to teachers ICT use in mathematics teaching. This analysis showed that ICT resources are available to all the teachers in the region, the lack of interest in teaching in ICT is depends on the teachers experience, the type of school does not determine the ICT implementation, whether it is government or private and ICT training programmes conducted by the government does not reach to all the teachers in the state. The finding can provide vital links to help stakeholders and the government for effective use of ICT in mathematics teaching.

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Teachers’ perspective on the application of information and communication technology (ICT) in mathematics learning

Cited by 3 publications

References 5 publications

The Ability of Mathematics Teachers in Using Computers, Smartphones, and Internet

The Ability of Mathematics Teachers in Using Computers, Smartphones, and Internet

E-Learning: Pencapaian Productive Disposition Berdasarkan Kemampuan Awal Matematis Siswa SMP

Ict Usage Status in the Teaching and Learning of Mathematics in Secondary Schools of Mizoram

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