The Influence of Information Technology and Communication Technology (Ict)-Based Learning Media on Student Learning Outcomes in Mathematics Learning in Elementary School

Mardhatillah,; Kasmini, Lili; Yusrizal,; Fatmawati, .; Rambe, T.; Yasrizal,

doi:10.37418/amsj.9.12.42

Cited by 5 publications

(4 citation statements)

References 1 publication

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“…This result supports other researchers, for example, Barik et al's [49], Kundu and Bej [50]. Mardhatillah [51] states that to improve the quality of learning, in-depth ICT socialization and training for teachers and students are needed. Another improvement that can be done is that schools provide education to students so that online learning can run effectively without any misuse of technology.…”

Section: Discussionsupporting

confidence: 87%

Evaluation of Physical and Health Education Online Learning in Elementary Schools: PLS-SEM Approach

Rihatno¹,

Nuraini²

2023

IJIET

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During the COVID-19 pandemic, online learning in physical and health education encountered multiple barriers and resistance. Barriers faced in online learning include inadequate facilities and infrastructure, mastery of technology by teachers, and limited internet networks. So, to measure the achievement of PESH learning objectives, an evaluation process is needed. The Physical Education, Sport, and Health (PESH) quantitative survey research aims to evaluate the success of PESH online learning in elementary schools. It used random sampling technique and obtained a sample of 188 respondents in Yogyakarta. In addition, students, teachers, principals, and vice-principals in five elementary schools participated in the research respondents. The second-order partial least squares structural equation modeling (PLS-SEM) technique was used to test the structural model because of the complexity of the constructs and indicators, which consisting of 5 measurements, 13 aspects, 43 constructs, and 21 hypotheses. The evaluation of the measurement and structural models has met the cut-off values in this literature. Overall, each indicator can explain the variance of the success of online learning evaluation with an average of 88.821%. Each variable has a significant influence on the average success of learning outcomes. The overall recapitulation of the online learning evaluation results obtained >80% with the input variable obtaining an average of 90.359%. Student characteristics and facilities and infrastructure learning are the most dominant in the acquisition of learning evaluation achievements. The recommendation that researchers put forward is that schools should increase the provision of facilities and infrastructure and internet networks so that the implementation of technology and mastery of the material by teachers can be carried out better.

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Section: Discussionsupporting

confidence: 87%

Evaluation of Physical and Health Education Online Learning in Elementary Schools: PLS-SEM Approach

Rihatno¹,

Nuraini²

2023

IJIET

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“…The use of media in the classroom has been shown to improve student engagement and retention of material, leading to better long-term results for education. Teaching media is beneficial for a number of reasons, including (but not limited to) the following: (1) students are more likely to pay attention and become motivated to learn; (2) students will be able to better understand the purpose of lessons and complete them; (3) teachers can employ a wider range of strategies in their lessons; and (4) students are more likely to engage in a variety of learning activities, rather than relying solely on teacher descriptions (Mardhatillah et al, 2020). The one of the interactive learning media for mathematics is learning media based on GeoGebra (Anggraeni et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Creativity Increment and GeoGebra Classroom Quality: Impact on Student Learning

Febrianti,

Dasari

2024

IJMME

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Preliminary observation results highlight the importance of utilizing innovative learning media to stimulate students' creativity in both classroom and home-based learning. One interactive learning medium identified for this purpose is GeoGebra Classroom. This research aims to analyze the effect of using the GeoGebra Classroom on the increment of students’ creativity, the effect of the increment of students’ creativity on students’ learning Results, the effect of GeoGebra Classroom quality on students’ learning Results, and the interactivity between students’ creativity and the quality of GeoGebra Classroom learning media. By analyzing pre- and post-implementation learning processes with GeoGebra Classroom, we collected data on increased student creativity. In conclusion, GeoGebra Classroom effectively fosters increased student creativity. And from the process of analyzing the effect of students’ creativity increments, we get the result that the creativity increments give an effect on the learning result of quadratic function materials. Unfortunately, the quality of the learning media GeoGebra Classroom can’t give an effect on the learning result. The insights gained pave the way for future research efforts to delve deeper into the optimization of interactive learning media to improve educational outcomes in a variety of academic contexts.

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“…ICT in education can have a positive impact on the quality of education and can facilitate teachers in conducting in-person and remote learning [4,5]. Furthermore, it stimulates the minds, feelings, interests, and attention of students to enable an effective learning process [6]. The use of ICT as a learning medium involves the utilization of computer devices as innovative media [7].…”

Section: Introductionmentioning

confidence: 99%

The impact of a gender mainstreaming-based blended learning flipped classroom model on the solidarity values and problem-solving abilities of students

Kasmini,

Mardhatillah,

Prayudi

2024

ijirss

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This study examines the impact of a gender mainstreaming-based blended learning flipped classroom model on the solidarity values and problem-solving abilities of students. The acquisition of problem-solving skills and the cultivation of values related to solidarity are imperative proficiencies in the context of 21st-century dynamics. These competencies serve as pivotal attributes for students aspiring to navigate the intricacies of communal and national challenges. An existing quandary lies in the domain of primary education within the Aceh province, and the pedagogical landscape within primary schools has not incorporated the essential dimension of nurturing adeptness in problem-solving. This is because learning is still teacher-centered and needs more student engagement. Therefore, a model should be developed to address the issue of gender mainstreaming-based blended learning in a flipped classroom model. This research aims to develop a model for developing a blended learning flipped class based on gender mainstreaming to increase students' solidarity values and problem-solving abilities. This study employed a development model that referred to the 4-D model proposed by S. Thiagarajan et al., consisting of definition, design, development, and dissemination. The sample consisted of fifth-grade elementary school students from SD Negeri Kajhu, Aceh Besar Regency, who were taught using the gender mainstreaming-based blended learning flipped classroom model. The results showed that the developed learning model created more meaningful learning experiences. Solidarity values and problem-solving abilities of students increased when taught with the learning model.

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The Influence of Information Technology and Communication Technology (Ict)-Based Learning Media on Student Learning Outcomes in Mathematics Learning in Elementary School

Cited by 5 publications

References 1 publication

Evaluation of Physical and Health Education Online Learning in Elementary Schools: PLS-SEM Approach

Evaluation of Physical and Health Education Online Learning in Elementary Schools: PLS-SEM Approach

Creativity Increment and GeoGebra Classroom Quality: Impact on Student Learning

The impact of a gender mainstreaming-based blended learning flipped classroom model on the solidarity values and problem-solving abilities of students

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