Pandemi COVID-19 telah membuat banyak sektor perlu melakukan aksi cepat tanggap untuk mencegah penyebaran semakin luas. Salah satunya adalah pendidikan. Pemerintah di Indonesia telah membuat keputusan yang responsif dan cepat untuk menghadapi COVID-19. Setelah empat bulan berlalu, tahun ajaran baru di masa pandemi akan dimulai pada bulan Juli dan Kemendikbud memiliki rencana untuk menerapkan hybrid learning. Wacana tersebut memperoleh banyak respons dari masyarakat. Berdasarkan hal tersebut, artikel ini mendiskusikan tentang apa itu hybrid learning, bagaimana kelebihan dan kekurangannya, dan apa yang perlu disiapkan oleh pemerintah jika ingin menerapkannya di Indonesia.

We are now facing a growing demand of using technology in mathematics classrooms due to the unprecedented Covid-19 pandemics era. In this situation, most teachers among the globe including Indonesia have to employ remote learning practice without proper training and sufficient experience in doing so. This article aims to provide teachers and mathematics education communities, especially in Indonesia, with some research-based principles mainly from SAMR and MAAAD frameworks on how they productively incorporate technology in their mathematical teaching and learning. By doing so, we explain how we can improve our technology integration and how we analyse technology affordances. In addition, we also raise the importance of acknowledging technology limitations, along with the discussion on what to do next for improving our technology integration skills.    Keywords: MAAAD, Mathematics Education, SAMR, Technology Integration.

The development and interest in mathematics textbooks in Indonesia have a considerable increase in the last decade. In this study, we discuss on structure analysis of Indonesian mathematics textbooks in Relation and Function Topics. We focused structure analysis of mathematics textbooks for 8th-grade students. Three Indonesian mathematics textbooks were analyzed for this study. An analysis framework was developed to investigate the characteristics of the structure in the textbooks from three perspectives: the physical features, the schematic of the math contents in the textbooks, and the patterns in the sequencing of content. We counted the distribution of block types, contents and performance expectation types to help us in examining and analyzing the structure of textbooks in relation and function topics for 8th grade. Our analysis showed that the three textbooks generally have a common structure. Firstly, the textbook A has more pages than the others. Mostly the textbook provided many learning activities with a scientific approach. Secondly, the schematics showed that the brief of structure of the three textbooks which have a common structure: 1) illustration about relation and function; 2) a concept map; 3) a set of narrations, learning activities, worked examples, and exercise to help students in understanding the topics; and 4) a competency test to examine whether students have achieved the aims of learning or not. Lastly, the patterns in sequencing content of the three textbooks showed that they have different patterns. Based on the results, recommendations are given for investigating the linkage between the structure of textbook and performance expectation in order to do further research on these topics.

Instrumen ini digunakan untuk meningkatkan kompetensi penalaran matematis.

<p>The tutoring phenomenon has been discussed from multiple angles. Sometimes, math tutors, as part of the tutoring system, are framed as the contributors of shadow education and the parasite of the national educational system. We claim that some math tutors are financially vulnerable. Our paper serves to bring new nuances into the complexity of being math tutors during the Covid-19 pandemic time. In doing so, we employed the qualitative study method by elaboratively interviewing five Indonesian mathematics tutors during September 2021. Specifically, this article focused on three aspects related to math tutoring: challenges, adaptations, and success. By listening to their stories, we gained some insights. First, tutors who were struggling the most are the ones who come from a poor background and who work for middle-low-income students. Second, the cost of adapting to the new work environment as math tutors need to upgrade their devices is one of the contributing factors in transitioning from offline tutoring to online tutoring. Third, those who thrived are the ones who are familiar with online tutoring, already have decent devices which are sufficient for heavy online multi-tasking work, and are in the circle of upper-middle-income families. In retrospect, this research not only sheds light on social issues in our educational system but also raised some key practical issues of teaching mathematics online which may affect tutors with various backgrounds differently. All in all, our research is part of our endeavor to fight for math tutors’ welfare.</p>