“…Information technologies in mathematics classes are attractive because they are aimed at developing the communicative abilities of students while making the teacher's work more productive [4].…”
Section: Resultsmentioning
confidence: 99%
“…Today, the formation of ICT competence can not be carried out only within the framework of particular disciplines, and an integrated, interdisciplinary approach is needed. A special role in this process belongs to mathematics [4]. However, an analysis of the practice of implementing higher mathematical education shows that currently, the implementation of mathematical disciplines is focused on the transfer of ready-made knowledge, it is not able to prepare a person for life in the modern information society.…”
The relevance of our study is determined by the global transition to a digital economy, a knowledge-based society. Today, specialists with information and communication competencies (and a special role in their education belongs to mathematics) are becoming in high demand. In this regard, this paper is devoted to the theoretical justification and development of the methodology for using information and communication technologies (ICT) in teaching mathematics in the context of digitalization of education. The implementation of the methods of complex and comparative analysis allowed us to reveal aspects of using ICT in the process of teaching mathematics, as well as to present technologies of mixed learning based on ICT. The authors conclude that the use of ICT in mathematics helps to effectively increase students' motivation, to involve students in active cognitive activity, and to construct an individual educational trajectory. The results of experimental work confirm that the effectiveness of using ICT in teaching mathematics in higher education institutions depends on the educator's competence in the field of ICT.
“…Information technologies in mathematics classes are attractive because they are aimed at developing the communicative abilities of students while making the teacher's work more productive [4].…”
Section: Resultsmentioning
confidence: 99%
“…Today, the formation of ICT competence can not be carried out only within the framework of particular disciplines, and an integrated, interdisciplinary approach is needed. A special role in this process belongs to mathematics [4]. However, an analysis of the practice of implementing higher mathematical education shows that currently, the implementation of mathematical disciplines is focused on the transfer of ready-made knowledge, it is not able to prepare a person for life in the modern information society.…”
The relevance of our study is determined by the global transition to a digital economy, a knowledge-based society. Today, specialists with information and communication competencies (and a special role in their education belongs to mathematics) are becoming in high demand. In this regard, this paper is devoted to the theoretical justification and development of the methodology for using information and communication technologies (ICT) in teaching mathematics in the context of digitalization of education. The implementation of the methods of complex and comparative analysis allowed us to reveal aspects of using ICT in the process of teaching mathematics, as well as to present technologies of mixed learning based on ICT. The authors conclude that the use of ICT in mathematics helps to effectively increase students' motivation, to involve students in active cognitive activity, and to construct an individual educational trajectory. The results of experimental work confirm that the effectiveness of using ICT in teaching mathematics in higher education institutions depends on the educator's competence in the field of ICT.
“…DLMs can increase the effectiveness of instruction and offer a more diversified learning experience without the constraints of time and space (Chen, 2011;Lee and Hung, 2015;Noroozi et al, 2013). Despite this advantage, Zwart et al (2017) acknowledge that the role of teachers is not to be underestimated. Teachers encounter technologyrelated problems when supporting students' participation and collaboration online (Compton, 2009).…”
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“…Pemanfaatan teknologi informasi sebagai media pembelajaran mampu menyajikan materi pembelajaran yang dapat ditampilkan berulangulang secara nyata dan menarik sehingga dapat meningkatkan penguasaan dan pemahaman siswa terkait materi pelajaran. Zwart, et al (2017) meneliti tentang penggunaan digital learningmaterial sehingga dapat meningkatkan hasil belajar pada pendidikan kejuruan. Digital Learning Material (DLM) bisa menjadi dimensi yang bernilai dalam pembelajaran online dan dapat membantu siswa belajar tanpa batasan waktu, ruang dan tempat.…”
Section: Pembahasan Pengaruh Penerapan Strategi Pembelajaran Berbasisunclassified
Tujuan dari penelitian ini adalah untuk menguji pengaruh penerapan strategi pembelajaran berbasis ICT terhadap pencapaian hasil belajar sistem komputer. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dan model post-test only control group design. Subjek penelitian adalah siswa SMK kelas X pada kompetensi keahlian Multi Media dan Teknik Komputer dan Jaringan sebanyak 90 orang yang terdiri atas dua kelompok yaitu kelompok yang diajarkan menggunakan strategi pembelajaran berbasis ICT dan kelompok siswa yang diajarkan menggunakan metode konvensional. Instrumen yang digunakan adalah tes tertulis untuk mengukur hasil belajar. Data yang diperoleh dianalisis menggunakan independent-samples T Test pada taraf signifikansi 0,05. Hasil perhitungan t-test menunjukkan bahwa t hitung (10,025) > ttabel (1,987) dengan nilai sig. (2tailed) 0,000 maka dapat disimpulkan bahwa terdapat perbedaan yang signifikan hasil belajar sistem komputer antara kelompok siswa yang diajarkan menggunakan strategi pembelajaran berbasis ICT dan kelompok siswa diajarkan menggunakan metode konvensional. Dengan demikian, penerapan strategi pembelajaran berbasis ICT berpengaruh sangat nyata terhadap pencapaian hasil belajar sistem komputer siswa kelas X SMK.
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