PENGARUH PERSEPSI SISWA TENTANG APLIKASI PEMBELAJARAN ONLINE DAN BELIEF MATHEMATIC TERHADAP HASIL BELAJAR MATEMATIKA PADA MASA PANDEMI COVID-19

Masnani Masnani, Ma'rufi Ma'rufi, Muhammad Ilyas

Abstract


The Covid-19 pandemic forced the learning system requires online-based learning which has several challenges not only for teachers but also students and their parents. This pandemic makes students tend to be degraded in terms of mentality, confidence in their abilities and accessibility in the use of appropriate learning applications. Hence, this study aims to determine the partial and simultaneous effect of students' perceptions on the mathematics learning outcomes of fifth graders using ex-post facto method. The research population is all students of SDN in Malili District. Then a sample of 80 students was drawn by cluster random sampling. The research instrument used was a test instrument for learning outcomes and a mathematical belief questionnaire as well as a student perception questionnaire about online learning applications which analyzed descriptively and inferentially using multiple tests. The results of this study indicate that students' perceptions of online learning applications and Mathematics students' beliefs have a positive effect on students' mathematics learning outcomes at SDN Malili District with a determination of 42.7% and 51.8%, respectively. Students' perceptions of online learning applications and mathematical beliefs simultaneously have a positive effect on students' mathematics learning outcomes with a determination of 61.8%. As a result of this research, there should be further development in complementary dimensions in the form of learning enrichment and remedial applications.

Keywords


belief mathematic, mathematic achievement, online-based learning, student perception, Covid-19

Full Text:

PDF

References


Alfi, N. & Siswono, T. Y. E. (2016). Persepsi dan Keyakinan Siswa terhadap Pengajuan Masalah Matematika. Jurnal Ilmiah Pendidikan Matematika, Vol: 3 (5): 1-10.

Firmansyah, M. A. (2017). Peran Kemampuan Awal Matematika dan Belief Matematika terhadap Hasil Belajar. Jurnal PRIMA. Vol: 1(1), 55-68. http://dx.doi.org/10.31000/prima.v1i1.255

Ilhami, Zera. (2019). Persepsi Siswa dalam Menggunakan Kahoot sbagai Media Pembelajaran Bahasa Arab pada Siswa Kelas Delapan di Madrasah Mu’allimaat Muhammadiyah Yogyakarta Tahun Ajaran 2018-2019. Jurnal MAHARAT, Vol: 1(2), 4-20. https://doi.org/10.18196/mht.129.

Indriani, N., Kadir., Sani, A. (2017). Pengaruh Pembelajaran Berbasis Masalah dan Belief In Math Terhadap Kemampuan Berpikir Kreatif Matematis Siswa SMA. Jurnal Pendidikan Matematika, Vol: 8(1), 37-45. http://dx.doi.org/10.36709/jpm.v8i1.5929.

Isharyadi, R. (2017). Pengaruh Mathematical Beliefs terhadap Prestasi Belajar Matematika Siswa SMA. PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika, Vol: 6(1), 1–10. https://doi.org/10.33373/pythagoras.v6i1.596.

Kadir, A. (2020). Efektivitas Pembelajaran Matematika Berbasis Edmodo di MAN Lhokseumawe. Jurnal Numeracy, Vol: 7(3), 225-238. https://doi.org/10.46244/numeracy.v7i2.1198

Khusna. A., Dyana. N. P., Arif. L. (2020). Persepsi Siswa terhadap Sistem Pembelajaran Daring di SMP Muhammadiyah 1 Sidoarjo. Prosiding Sinagara: Inovasi Dalam Mewujudkan Sdg’s pada Era Post Pandemik. 94-101.

Mulyana, M., Rainanto, B. H., Astrini, D., Puspitasari, R. (2020). Persepsi Mahasiswa Atas Penggunaan Aplikasi Perkuliahan Daring Saat Wabah Covid-19. Jurnal Analisis Sistem Pendidikan Tinggi, Vol: 4(1): 47-56. https://doi.org/10.36339/jaspt.v4i1.301.

Yamin, Martinis. (2013). Paradigma Pembelajaran. Jakarta: Gaung Persada.




DOI: https://doi.org/10.26618/sigma.v13i2.5956

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 SIGMA: JURNAL PENDIDIKAN MATEMATIKA

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Web Analytics View SIGMA Stats

Flag Counter


INDEXED BY:

      

 

 

SIGMA: Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.