Online learning could have negative impacts on learning processes and outcomes. The condition needed to be resolved through the implementation of appropriate online learning approaches. The research was aimed at describing the effectiveness of the implementation of asynchronous and synchronous online learning approaches in students’ learning outcomes and skills of using Microsoft Excel on the Advanced Statistics of Mathematics Education Department from one of the universities in Central Kalimantan. The learning approaches were integrated with mathematics problems, Minitab software and Microsoft Excel, and videos. The research design was experimental research using a one-group posttest-only design. The subjects were chosen by clustered random sampling. They were 18 students of the department in the 2020/2021 academic year. The instruments were a lesson plan, several videos, textbooks, e-books, questionnaires, mathematics problems, mid-test, and final-test. The students learned using textbooks, e-books, and videos and solved the problems independently. Then, they discussed the solutions online in groups through their WhatsApp group (asynchronously). The problem solutions were presented by the students using a class on WhatsApp or video conference platforms (synchronous). The authors collected data by administering the questionnaire and the tests and analyzed the data using a -test and a Wilcoxon test. The results showed that the implementation of the approaches was effective in enhancing the learning outcomes and skills of using Microsoft Excel. Furthermore, most students positively responded to learn independently and all the students positively responded to analyze data using the software.

Based on the merit, the uncertainty of the results, and the lack of depth of existing researches in connecting gender and cognitive level, hence, the purpose of this research is to analyze the difference of students’ mathematics ability in bloom’s taxonomy domain based on gender. This research is quantitative research with 156 students taken as sample, consisted of 81 male and 75 female students. Two-way anova employed in this study, with LSD (Least Significant Difference) and HSD (Honestly Significant Difference) as post hoc test. The results show that all assumption tests for variance analysis are fulfilled. From two-way anova test, obtained the result that Fcount > Ftable at α = 0.05 (Fcount = 10.57 dan Ftable = 2.22) which means that there is interaction between gender and students’ cognitive level. LSD test shows that at level C1, male students perform better than female groups. However, there is no difference between both groups for overall performance. HSD test also reveals that there is significant different on students’ performance in C1, C2, and C3, but not in C4, C5, and C6.