Information and Communication Technology in Elementary Schools: A Comparison Between Hybrid and Face-to-Face Learning Systems

Abstract

At the beginning of 2020, the world was experiencing the Covid-19 pandemic, and Indonesia was no exception. The occurrence of this affects the learning system in Indonesia, the learning system that was originally face-to-face was forced to online form, in this case the teachers are required to provide a creative, efficient and optimal learning system for students. So the purpose of this study is to find out the difference in the average learning result of elementary school students during the pandemic. The method used in this study is quantitative with a posttest-only control group design. The population in this study were grade 4 elementary school students in Majalengka district, Indonesia. There were 64 samples and was taken by purposive sampling. The results of this study are that there are differences in the average student learning results where students who study with the hybrid learning system are higher than the face-to-face learning system. The hybrid learning system is very reliable in the 4.0 era as well as learning during the Covid-19 pandemic. However, for the record, it is necessary to look at the facilities and infrastructure considering that this system relies on technology, it is necessary to understand and be able to control the learning media for both teachers and students so that learning outcomes can be optimal and minimize the occurrence of obstacles. The present study revealed the implementation of 21st century learning.

Geogebra Intervention: How Have Students’ Performance and Confidence in Algebra Advanced?

“…The result indicates that teaching algebra through GeoGebra significantly impacted the learner's achievement, which is related to Azizah et al (2021), Bedada and Machaba (2022), Dahal et al (2019), Ocal (2017), Uwurukundo et al (2022), andZiatdinov et al (2022). The study even supports Mariano-Dolesh et al (2022) and Zakaria et al (2022), where ICT integration in mathematics instruction, both in online and hybrid learning, can boost students' understanding of mathematics.…”

“…Different features of GeoGebra can help mathematics teachers diversify their teaching methods to facilitate students' understanding of mathematics concepts through effective teaching and learning. Technology in mathematics exposes students to education without boundaries and promotes student-centered learning where the teacher acts as a facilitator of learning (Mariano-Dolesh et al, 2022;Zakaria et al, 2022). GeoGebra is a mathematics software that combines geometry, algebra, spreadsheets, graphing, statistics, and calculus into a user-friendly application.…”

“…With the modular teaching-learning challenges posed by the COVID-19 pandemic (Agayon et al, 2022;Bacomo et al, 2022;Caasi & Pentang, 2022;Hamora et al, 2022), and online learning is more feasible (Bacsal et al, 2022;Mariano-Dolesh et al, 2022;Zakaria et al, 2022), GeoGebra has been adopted to further mathematics instruction. This study answered how GeoGebra software could enhance students' algebra performance and confidence.…”

Analysis of The Need for The Development of STEM-PjBL Learning Models for Elementary School Students

“…However, based on the literature analysis that the researchers did, it was stated that the learning model appropriate to developments in the 4.0 era still needed to be improved [15][16][17]. Therefore researchers want to develop a learning model that fits the characteristics of the 4.0 era and the characteristics of elementary school students.…”

Enhancing the Problem-Solving and Critical Thinking Skills of Students Using the Mathematical Investigation Approach

“…In its unending pursuit for excellence in Mathematics education, the teachers have always thought of various programs, projects, and activities anchored to the educational reform of the K to 12 Program upon the enactment of Republic Act 10533, known as the Enhanced Basic Education Act 2013. However, the unprecedented pandemic has thwarted implementing the planned activities to address teaching and learning needs, as shown by Agayon et al (2022), Bacomo et al (2022), Caasi and Pentang (2022), Hamora et al (2022), andZakaria et al (2022). Thus, revisions and adjustments to the mode of delivery and implementation have been made to adopt programs, projects, and activities in the context of the New Normal and aligned with the Basic Education Learning Continuity Plan of SDO Isabela.…”