Analysis of Teacher Difficulties in Online Learning on Mathematics Subjects

Abstract

The COVID-19 pandemic has had an impact on various fields in the world, without exception in the field of education. This situation causes the change in learning which is usually face-to-face in the classroom to be carried out at home, namely by online learning. During online learning, many students find it difficult to learn mathematics online. This study aims to determine the difficulties of teachers in online learning at SDN 32 Cakranegara in Mathematics. This study is a qualitative descriptive study, the population in this study were all grade III-VI teachers at SDN 32 Cakranegara, the sampling technique used cluster random sampling. The research sample selected was 4 class teachers. The data collection instruments used interview questionnaires, observation sheets, and documentation studies. Data analysis techniques consist of data reduction, data presentation, and Conclusion Drawing/Verification. The results showed that teachers experienced difficulties in online learning, namely: learning planning in the technique of determining learning methods, making learning media and determining 3 types of affective, cognitive and psychomotor assessments. Difficulties in implementing learning in preliminary activities are preparing students psychologically and physically and providing motivation, core activities are observing, asking questions, digging and collecting information and communicating and closing activities on feedback, follow-up and information on further activities. And the difficulty of providing an assessment in applying 3 types of affective assessment on observation, self-assessment, assessment between students and journals. Cognitive on written tests, oral tests and assignments and psychomotor on practice, projects, and portfolios during online learning in Mathematics.

Inferring Student Needs Based on Facial Expression in Video Images

“…Based on previous studies and investigations of student needs, in [18] and [6], with consideration for their findings on needs that would be of practical use during teaching, the survey asked students about ten specific needs or requests for the teacher. Table 1 shows the list of student needs surveyed after each video session.…”

“…Platforms such as Zoom [2], Skype [3], and Google Hangouts [4] were quickly adopted to allow student and faculty participation from home in order to minimize contact and quell the spread of the Covid-19 pandemic. Teachers who were mostly accustomed to lecturing, and students who had for the most part attended class, in a conventional classroom, quickly discovered that many common, established objectives of communication between student and teacher [5] may become far more difficult when learning online [6], [7]. For example, in a conventional classroom, teachers may more easily gauge student needs, such as, by periodically checking their facial expressions.…”

Investigasi, strategi, implementasi, dan evaluasi integrasi teknologi informasi dan komunikasi dalam pembelajaran matematika sebagai upaya pengembangan profesionalisme guru matematika SMP

“…Hal tersebut sesuai dengan apa yang dikemukakan oleh (Nailufar & Zain, 2021) kesulitan belajar dalam pembelajaran daring yaitu akses internet yang cukup sulit dibeberapa wilayah, lalu motivasi belajar siswa menurun, dan siswa tidak begitu memahami materi yang disampaikan oleh guru. Selain itu, peneliti juga memperoleh temuan terkait kesulitan-kesulitan dalam pembelajaran secara daring seperti siswa merasa bingung, materi tidak tersampaikan dengan baik serta kurangnya pengawasan terhadap siswa.…”