Learning Evaluation of Mathematics during the Pandemic Period COVID-19 in Jakarta

Abstract

This research aims to evaluate the learning of mathematics at the college level conducted through distance learning programs during the COVID-19 pandemic in Jakarta. This research is a type of evaluation research using the Context, Input, Process, and Product (CIPP) model that is (1) context consists of program background and program planning (2) Inputs include of students readiness, teaching materials, facilities and infrastructures (3) process consisting of teaching methods and constraints in learning, and (4) the product consists of understanding and learning outcomes. Respondents in this study amounted to 155 students spread across five colleges in Jakarta. The instruments used for data collection are unstructured questionnaires and interviews. The validity of the device used is expert judgment. Furthermore, data is analyzed in a descriptive and interpretation to obtain an accurate picture of factual conditions in the field. The results showed that the mathematical learning conducted through distance learning at higher education in Jakarta needs improvement and improvement in quality from various aspects such as preparation, facilities and infrastructure, material materials, and learning methods used in the effort to achieve the objectives of the established differentiation. It based on the evaluation result on the context component; Score value 3.325 with outstanding category, input component; Score 2.86 by good category, process components; Score 2.80 by good grade, and product component; Score 2.26 with the less good group.

Rural vs Urban: Teachers' Obstacles and Strategies in Mathematics Learning During COVID-19 Pandemic

“…Many students worldwide do not have access to distance learning or even just to read reading resources (Bakker & Wagner, 2020;Engelbrecht et al, 2020;Morgan, 2020;Sá & Serpa, 2020). In Indonesia, such a problem is also present (Bahasoan, Ayuandiani, Mukhram, & Rahmat, 2020;Febrianto et al, 2020;Hebebci, Bertiz, & Alan, 2020;Kamsurya, 2020;Mailizar et al, 2020). However, in this study, only the teachers from rural areas reported the problem.…”

“…However, in this study, the teachers prioritise their students' mental health to maintain their immunity to the virus. It follows Kamsurya (2020) findings, stating that people should support and increase the immune system to avoid the coronavirus.…”

Learning Mathematics of Financial Operations during the COVID-19 Era: An Assessment with Partial Least Squares Structural Equation Modeling

“…Any innovative and groundbreaking methodological proposal, such as the one presented in this research work, can be implemented in other subjects, universities, and countries if the appropriate circumstances are fulfilled. Possible barriers include the lack of material or economic means, such as those detected by Mohammadi, Mohibbi, and Hedayati [96] in the establishment of HELMS (Higher Education Learning Management System) in Afghanistan, or the preparation, facilities, and infrastructure available for the teaching staff responsible for online teaching as reported by Kamsurya [97]. Another aspect to highlight for this approach to materialize in other classrooms is the need for coordination between schools or faculties, students, and professors [98], always bearing in mind the opinion and needs of the students [99].…”

Profil TPACK Guru Ekonomi di Indonesia sebagai Pendekatan Integrasi TIK selama Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19

“…Pentingnya TPACK menurut Manfra & Spires (2013) yakni TPACK merupakan berbagai domain pengetahuan guru yang harus dimiliki untuk mengintegrasikan TIK secara efektif. TIK yang digunakan oleh guru untuk pembelajaran online selama pandemi Covid-19 dalam penelitian Basilaia & Kvavadze (2020), Gao & Zhang (2020), Henaku (2020), Jadhav, Bagul, & Aswale (2020, Jariyah & Tyastirin (2020), Jena (2020), Kamsurya (2020), Lie, Tamah, Gozali, Triwidayati, Utami, & Jemadi (2020), Rajhans, Memon, Patil, & Goyal (2020, dan Rap, Maggor, Aviran, Serebro, Easa, Yonai, Waldman, & Blonder (2020) diantaranya adalah media apps, google classroom, google hangouts meet, MOOC, chaoxing, whatsapp, telegram, zoom meeting, schoology, kaizala, youtube, podcast, teamlink, e-mail, educational channel on tv, video conferencing tools, dedicated educational portals and social, dan powerpoints. Sedangkan di Indonesia sendiri menurut Lie et al (2020) sebagian besar masih menggunakan media sosial whatsapp group (WAG) saja dengan presentase sebesar 84%.…”