Tahap Kepuasan Pembelajaran Matematik Atas Talian Semasa Pandemik COVID-19

Mustapah, Juwairiah; Rosli, Roslinda

doi:10.47405/mjssh.v6i4.752

Cited by 4 publications

(4 citation statements)

References 11 publications

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“…Sesetengah pelajar lebih cenderung kepada perasaan keseorangan di mana mereka berasa diri mereka terasing dari sosial disebabkan persekitaran yang baru dan lain daripada komuniti pembelajaran dalam kelas konvensional (Mustapah & Rosli, 2021). Dalam kajian Yusoff et al (2019) ke atas pembelajaran dalam talian di kalangan pelajar UiTM Cawangan Kelantan, hasil kajian menunjukkan kecekapan sosial dan kecekapan komukasi antara pensyarah dan pelajar memainkan peranan yang penting.…”

Section: Latar Belakang Masalahunclassified

Kesediaan Pelajar Sekolah Menengah Terhadap Penggunaan Aplikasi Google Classroom dalam Pembelajaran Norma Baru

Ghazali

Halim

2022

ITLJ

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Aplikasi Google Classroom merupakan salah satu aplikasi yang sering digunakan oleh para pendidik untuk menyampaikan ilmu dan bahan-bahan pengajaran secara dalam talian. Ia telah dibangunkan oleh pihak Google untuk kegunaan dalam sistem Pendidikan pada tahun 2014 supaya memudahkan para pendidik merancang, melaksanakan dan mentaksir hasil tugasan pelajar secara “paperless”. Selain itu, Google Classroom juga digunakan sebagai platform pembelajaran dalam norma baru bagi pelajar. Justeru itu, kajian ini telah dilaksanakan menggunakan kaedah tinjauan untuk mengenal pasti tahap kesediaan pelajar sekolah menengah terhadap penggunaan aplikasi Google Classroom daripada aspek pengetahuan, sikap, motivasi dan kemudahan infrastrutktur di Pasir Mas, Kelantan. Seramai 288 orang pelajar menengah rendah dan 192 orang pelajar menengah atas telah dipilih secara rawak sebagai sampel kajian. Kajian ini menggunakan soal selidik secara dalam talian sebagai instrumen kajian untuk mengumpul data daripada responden. Perisian SPSS (Statistical Package for Social Science) telah digunakan untuk menganalisis data secara deskriptif. Borang soal selidik telah melepasi proses kesahan dan kebolehpercayaan. Dapatan kajian menunjukkan min tahap kesediaan daripada aspek pengetahuan, sikap, motivasi dan kemudahan infrastruktur berada pada tahap sederhana dengan nilai 3.67, 3.29, 3.55 dan 3.33. Ini menunjukkan bahawa pelajar telah bersiap sedia namun tahap pengetahuan, sikap, motivasi dan kemudahan infrastruktur pelajar perlu ditingkatkan lagi dalam menjalankan pembelajaran secara norma baru bagi meningkatkan keberkesanan pembelajaran dalam talian.

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Section: Latar Belakang Masalahunclassified

Kesediaan Pelajar Sekolah Menengah Terhadap Penggunaan Aplikasi Google Classroom dalam Pembelajaran Norma Baru

Ghazali

Halim

2022

ITLJ

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“…Pupils claim that they struggle to understand the concepts presented by the teacher during online learning. They prefer faceto-face learning because it allows them to communicate and understand mathematical concepts more easily (Juwairiah & Roslinda, 2021). After the implementation of online learning, pupils face an issue with picking up mathematical concepts.…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Content Knowledge on Primary School Mathematics Teachers Based on Specialization

Ling¹,

Mahmud²

2023

IJARPED

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Quality teaching occur when the knowledge presented is well accepted by pupils. Thus, a teacher's ability to convey knowledge is crucial for the effective teaching and learning process. Pedagogical Content Knowledge (PCK) is the foundation of a teacher's teaching efficacy. Therefore, this study aims to investigate the level of Pedagogical Content Knowledge in primary school mathematics teachers in Kuala Pilah, Negeri Sembilan. This is a quantitative study with a questionnaire as the instrument. The study's findings reveal that the level of Pedagogical Content Knowledge in primary school mathematics teachers in Kuala Pilah is satisfactory. The independent t-test analysis also reveals that there is no significant difference in the level of Pedagogical Content Knowledge among mathematics teachers based on their specialization. This phenomenon could occur due to government resources, lesson study, and mentorship programs that considerably assist mathematics teachers who do not specialize in teaching. This study's findings may assist school administrators to plan and manage issues such as subject distribution as well as the organization of teacher professional development programs.

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“…When the Online Distance Learning technique initially started, there were some problems, especially with the infrastructure of access, technology, and internet networking (Nambiar, 2020;Dawadi et al, 2020;Shaid et al, 2021;Mustapah & Rosli, 2021). In addition, social isolation, concerns with teacher-student face-to-face interaction, connectivity issues, and a few other problems are all related to online learning (Sa & Serpa, 2020).…”

Section: Introductionmentioning

confidence: 99%

Mean Differences in Student Dimension, Technology Characteristic, Instructor Characteristic Based on Demography Factors

Ahmad¹,

Mohammad²,

Zulkipli³

2022

IJARBSS

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The worldwide COVID 19 epidemic that occurred in 2019 had a huge impact on everyone's lives. Nearly all sectors and industries have experienced a substantial impact as a result of the pandemic. The Movement Control Order was put into effect by the government in March 2020, which caused a disruption in people's routines. Higher education is one of the industries that have undergone significant overall change. The teaching and learning process continues throughout MCO, shifting from in-person instruction to online distant learning (ODL). Regardless of demographic differences, family economic circumstances, or unsuitable and uncomfortable learning conditions at home, all students are compelled to participate in ODL learning sessions. Examining the variations in student dimensions, technology characteristics, and instructor characteristics based on demographic factors is the main objective of this work. Gender, the student's current location (campus or hometown), the area (urban or rural), and the student's response to the question "Do you have a proper study area?" are all examples of demographic factors. The study's findings show that the area for instructor characteristic satisfaction score and respondents' gender only differ by a statistically significant result. Gender, respondent area, and study area conditions all varied significantly in terms of the student dimension satisfaction score. The technology characteristic satisfaction score did not show any notable variations for any of the categories.

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Tahap Kepuasan Pembelajaran Matematik Atas Talian Semasa Pandemik COVID-19

Cited by 4 publications

References 11 publications

Kesediaan Pelajar Sekolah Menengah Terhadap Penggunaan Aplikasi Google Classroom dalam Pembelajaran Norma Baru

Kesediaan Pelajar Sekolah Menengah Terhadap Penggunaan Aplikasi Google Classroom dalam Pembelajaran Norma Baru

Pedagogical Content Knowledge on Primary School Mathematics Teachers Based on Specialization

Mean Differences in Student Dimension, Technology Characteristic, Instructor Characteristic Based on Demography Factors

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