Implementation problem based learning model using zoom meeting application

Kustiyani, Ary; W, Sri Surachmi; Suad,

doi:10.1088/1742-6596/1823/1/012077

Cited by 6 publications

(5 citation statements)

References 2 publications

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“…Mukuka et al, (2021) dalam penelitiannya memaparkan bahwa Zambia menggunakan platform e-learning yang dikembangkan oleh Ministry of General Education (MOGE), portal e-learning interaktif, dan platform revisi cerdas (smart revision platform) yang diberi nama Zambia Telecommunications Company (ZAMTEL) yang bekerja sama dengan Examinations Council of Zambia (EGZ). Selain penggunaan berbagai platform pembelajaran jarak jauh (pembelajaran daring), terdapat pula penggunaan media sosial sebagai bagian dari proses pelaksanaan pembelajaran jarak jauh di masa pandemi Covid-19, diantaranya YouTube (Yaacob & Saad, 2020), aplikasi pesan singkat WhatsApp (Chirinda et al, 2021), aplikasi pesan singkat Telegram (Suryati & Gede Adnyana, 2020), maupun penggunaan aplikasi conference, seperti Zoom Meeting (Kustiyani et al, 2021), Google Meet (Kalogeropoulos et al, 2021), dan lain sebagainya. Penggunaan berbagai platform pembelajaran daring memberikan pengalaman baru baik bagi siswa dalam mengikuti kegiatan pembelajaran, maupun bagi guru dalam mendesain pembelajaran.…”

Section: Gambar 1 Sajian Monitorng Global Terkait Penutupan Sekolah DI Beberapa Negaraunclassified

Ethno-Flipped Classroom Model: Sebuah Rekomendasi Model Pembelajaran Matematika Di Masa New Normal

Ramadhani¹,

Syahputra

Simamora

2022

AXIOM

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Abstrak:Pembelajaran matematika jarak jauh berbasis teknologi dapat memberikan dampak positif maupun negatif baik pada siswa maupun guru. Faktor yang memberikan dampak negatif disebabkan oleh pelaksanaan pembelajaran yang tidak memperhatikan personal factor dan personal behavior baik siswa maupun guru. Faktor lainnya adalah pelaksanaan pembelajaran yang tidak menghadirkan pembelajaran yang dekat dengan kehidupan, tradisi dan budaya sekitar siswa, sehingga siswa merasa asing dengan konten masalah dan pembelajaran yang didesain berbasis teknologi. Tujuan penelitian ini adalah mengkaji secara kritis terkait dampak positif dan dampak negatif yang ditinjau dari personal factor dan personal behavior pada pelaksanaan pembelajaran matematika jarak jauh berbasis teknologi. Penelitian ini juga mengkaji apakah konteks ethnomathematics dapat diintegrasikan pada model flipped classroom dan direkomendasikan dalam pembelajaran matematika di era New Normal. Penelitian ini merupakan penelitian kualitatif dengan jenis investigasi literatur review dengan 5 tahapan, yaitu(1) menyusun pertanyaan review, (2) pengumpulan data literatur, (3) penilaian kritis pada data literatur, (4) ekstraksi data: sintesis dan tematik analisis, dan (5) presentasi temuan dan diskusi. Hasil penelitian memberikan kajian analisis terkait pentingnya personal factor dan personal behavior dalam melaksanakan pembelajaran matematika jarak jauh berbasis teknologi. Hasil penelitian juga memberikan rekomendasi terkait integrasi ethomathematics yang dilaksanakan dalam model pembelajaran berbasis teknologi, salah satunya adalah flipped-classroom model. Model ethno-flipped classroom direkomendasikam sebagai model pembelajaran matematika berbasis campuran yang menggunakan teknologi dalam proses pembelajaran, namun juga tetap menghadirkan pembelajaran matematika bermakna melalui integrasi budaya menggunakan konteks ethnomathematics. Penerapan model ethno-flipped classroom dapat dijadikan salah satu solusi dalam pelaksanaan pembelajaran matematika di masa New Normal. Kata Kunci:Model Ethno-Flipped Classroom, Pembelajaran Berbasis Teknologi, Personal Factor, Personal Behavior, New Normal Abstract:Technology-based distance learning in Mathematics can give a positive or negative impact on both students and teachers. Factors contributing to negative impact are caused by the implementation of learning that does not pay attention to personal factors and personal behavior of both students and teachers. Other factors are such as the implementation of learning that does not relate to students' life, traditions, and culture in that the problem discussed in the content and the learning designed based on technology are unfamiliar to students. This study aims to critically examine the positive and negative impacts of technology-based distance learning in Mathematics in terms of personal factors and personal behavior. This study also examines whether the ethnomathematics context can be integrated into the flipped classroom model and can be recommended in teaching mathematics in the New Normal era. This is a qualitative study with literature review investigation that has 5 stages, namely (1) compiling review questions, (2) collecting literature data, (3) critical assessment of literature data, (4) data extraction: synthesis and thematic analysis, and (5) presentation of findings and discussion. The results of the study provide an analytical study related to the importance of personal factors and personal behavior in implementing technology-based distance learning in Mathematics. The results also provide recommendations regarding the integration of ethnomathematics in technology-based learning models, including the flipped-classroom model. The ethno-flipped classroom model is recommended as a mixed-based mathematics learning model that uses technology in the learning process but also provides meaningful mathematics learning through cultural integration using ethnomathematics context. The application of the ethno-flipped classroom model can be used as a solution in the implementation of mathematics learning in the New Normal. Keywords:Ethno-Flipped Classroom Model, Technology Based Learning, Personal Factor, Personal Behavior, New Normal

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Section: Gambar 1 Sajian Monitorng Global Terkait Penutupan Sekolah DI Beberapa Negaraunclassified

Ethno-Flipped Classroom Model: Sebuah Rekomendasi Model Pembelajaran Matematika Di Masa New Normal

Ramadhani¹,

Syahputra

Simamora

2022

AXIOM

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“…On another side also there is a student that disagrees about the statement, of course, they have the reason for their response to the statement from the observation also the researcher can see there is some preparation from the lecturer and some of the exciting presentations from her that make the students feel they enjoy the class but in another side, there is some of the trouble that they have to face in meeting that makes them feel annoyed with it and downgrade their spirit. Teaching English by using zoom also affected the students independent learning and managing time (Bawanti & Arifani, 2021;Kustiyani, 2021;Suardi, 2020) The second research problem is investigating students' difficulties using ZOOM in debating courses during the Covid-19 Pandemic. Students show up to be interested in ecourses, but the level of knowledge regarding specifics of web-based learning and approximately e-courses offered was unexpectedly low.…”

Section: Findings and Discussionmentioning

confidence: 99%

Students’ Perceptions on Using Zoom Application in Debate Course during Crisis Remote Teaching

Fatoni

2021

NLD

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This research aims to know the students' perception of using zoom application in a debate course during crisis remote teaching. The government of Indonesia gave an order to the Higher Education Commission, asked them to start preparing for crisis remote teaching via online learning modes, rescheduled all of the exams given, and helped the students online learning until the COVID-19 crisis remained unchanged. Online learning is the leading choice for instruction within the middle of the Covid-19 flare-up. In Indonesia, not all students are commonplace with the online learning framework, so this has become a new thing that requires adjustment. The research design used is mix method in this research. There are 26 university students who participate in this research. This research was presented quantitatively and descriptively to reveal the students' perceptions and difficulties comprehensively. The research finds ZOOM Application gets a positive perception because it is effective and comfortable. However, the problems that the students face are the device to do online learning and internet connection. It is suggested that zoom app is still appropriate to be used in debate course class due to many advantages than the problems that emerge during crisis remote teaching.

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“…Sehingga melalui Keputusan Menteri Pendidikan dan Kebudayaan Nomor 719/P/2020 tentang Pedoman Pelaksanaan Kurikulum pada Satuan Pendidikan dalam Kondisi Khusus, menerangkan kurikulum yang direkomendasikan pada masa darurat COVID-19 dan melaksanakan sistem pendidikan bersifat fleksibel dan menggunakan berbagai teknologi. Sebagai contoh, penggunaan teknologi tersebut seperti menggunakan video conference menggunakan aplikasi Zoom (Kustiyani et al, 2021), Google Meet (Kalogeropoulos et al, 2021), platform media sosial seperti WhatsApp (Chirinda et al, 2021), YouTube (Yaacob & Md Saad, 2020), dan berbagai media berbasis teknologi lainnya.…”

Section: Pendahuluanunclassified

Pengembangan Strategi Blended Learning Berbasis Contextual Teaching and Learning (Ctl)

Simangunsong

Rakhmawati²,

Nuh³

2022

AXIOM

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Penelitian ini merupakan penelitian pengembangan dengan produk pengembangan berupa strategi Blended Learning berbasis Contextual Teaching And Learning (CTL). Prosedur penelitian mengacu pada desain penelitian pengembangan level 1 Sugiyono yaitu: (1) mencari potensi dan masalah, (2) studi literatur yang sejalan dengan pengumpulan informasi, (3) desain produk, (4) validasi desain, (5) desain teruji. Penelitian dilaksanakan di SMP Muhammadiah 61 Tanjung Selamat pada tahun ajaran 2021/2022. Validasi produk melibatkan ahli perangkat pembelajaran seperti RPP, buku panduan belajar dan buku panduan mengajar, ahli konten dan ahli desain instruksional. Keakuratan validasi di uji kepada responden sebagai pengguna produk pengembangan yang melibatkan siswa kelas IXA sebanyak 10 orang dan seorang guru matematika. Efektifitas pengembangan di uji kepada peserta didik dengan melihat hasil belajar siswa dan melibatkan kelas VIIIA sebanyak 30 orang. Berdasarkan hasil analisis yang dilakukan, mulai dari analisis validasi desain instruksional, konten, RPP, panduan belajar dan mengajar, desain dinyatakan valid. Validasi desain instruksional memperoleh poin rata-rata penilaian 4.38 dari skor rata-rata maksimal 5.00. Validasi konten memperoleh poin rata-rata penilaian 4.19 dari skor rata-rata maksimal 5.00. Validasi dan penilaian RPP memperoleh poin rata-rata penilaian 4.24 dari skor rata-rata maksimal 5.00. Validasi Panduan Belajar memperoleh poin rata-rata penilaian 4.59 dari skor rata-rata maksimal 5.00. Panduan Mengajar memperoleh poin rata-rata penilaian 4.35 dari skor rata-rata maksimal 5.00. Selanjutnya penilaian keterlaksanaan pembelajaran berdasarkan observasi yang dilakukan menunjukkan bahwa pembelajaran terlaksana dengan sangat baik. Pembelajaran juga dinilai layak berdasarkan respon pengguna dengan presentase 100% dan dari uji efektifitas menggunakan N-Gain memiliki efektifitas yang tinggi dengan N-Gain (%) bernilai 72.809.

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Implementation problem based learning model using zoom meeting application

Cited by 6 publications

References 2 publications

Ethno-Flipped Classroom Model: Sebuah Rekomendasi Model Pembelajaran Matematika Di Masa New Normal

Ethno-Flipped Classroom Model: Sebuah Rekomendasi Model Pembelajaran Matematika Di Masa New Normal

Students’ Perceptions on Using Zoom Application in Debate Course during Crisis Remote Teaching

Pengembangan Strategi Blended Learning Berbasis Contextual Teaching and Learning (Ctl)

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