Teaching Math in The Virtual Classroom Insights and Perspectives
Abstract
Abstract: This study aims to find out experiences of the math teachers in terms of their preparations, teaching strategies and activities including their insights and realizations in teaching math in the virtual classrooms. The study revealed that student participation and technological capability are their main doubts and concerns in online teaching. It found out that math teachers used more interactive power point presentations, interactive games using gaming websites, and differentiated learning as their teaching strategies and approaches. They realized that teaching math in the virtual classroom is not actually hard, and math teachers should create a new learning environment and be more open-minded in the new normal.
Keywords: teaching math online, student participation, online teaching strategies, insights and realizations.
Abstrak: Penelitian ini bertujuan untuk mengetahui pengalaman guru matematika dalam hal persiapan, strategi dan kegiatan mengajar termasuk wawasan dan realisasinya dalam mengajar matematika di kelas virtual. Studi tersebut mengungkapkan bahwa partisipasi siswa dan kemampuan teknologi adalah keraguan dan kekhawatiran utama mereka dalam pengajaran online. Ditemukan bahwa guru matematika menggunakan presentasi power point yang lebih interaktif, permainan interaktif menggunakan situs web game, dan pembelajaran yang berbeda sebagai strategi dan pendekatan pengajaran mereka. Mereka menyadari bahwa mengajar matematika di kelas virtual sebenarnya tidak sulit, dan guru matematika harus menciptakan lingkungan belajar yang baru dan lebih berpikiran terbuka dalam kehidupan normal yang baru.
Kata kunci: mengajar matematika online, partisipasi siswa, strategi pengajaran online, wawasan dan realisasi.
Full Text:
PDFReferences
Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R.
S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. http://dx.doi.org/10.29333/ejecs/388
Anwar, M. S., Choirudin, C., Ningsih, E. F., Dewi, T., & Maseleno, A. (2019). Developing an
interactive mathematics multimedia learning based on ispring presenter in increasing students’ interest in learning mathematics. Al-Jabar: Jurnal Pendidikan Matematika, 10(1), 135-150.
Arrieta, G. S., Dancel, J. C., & Agbisit, M. J. P. (2020). Jurnal Pendidikan MIPA. Jurnal
Pendidikan, 21(1), 95-108. http://dx.doi.org/10.23960/jpmipa/v21i2.pp146-162
Bereczki, E. O., & Kárpáti, A. (2018). Teachers’ beliefs about creativity and its nurture: A
systematic review of the recent research literature. Educational Research Review, 23, 25-
Cayirdag, N. (2017). Creativity fostering teaching: Impact of creative self-efficacy and teacher
efficacy. Educational Sciences: Theory & Practice, 17(6).
Chávez, J., Barrera, R., Montaño, R., Sánchez, J., & Fauré, J. (2021). Quality of Online Learning
Participation in a Context of Crisis. Higher Learning Research Communications, 11.
DOI:10.18870/hlrc.v11i0.1203
Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
D’addato, T., & Miller, L. R. (2016). An inquiry into flipped learning in fourth grade math
instruction. The Canadian Journal of Action Research, 17(2), 33-55.
https://doi.org/10.33524/cjar.v17i2.261
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of
Educational Technology Systems, 49(1), 5–22.
https://doi.org/10.1177/0047239520934018
Furner, Joseph M. and Worrell, Nancy L. (2017) "The Importance of Using Manipulatives in
Teaching Math Today," Transformations: Vol. 3 : Iss. 1 , Article 2.
Graceota, A., & Slamet, I. (2021, March). Mathematics Game as Interactive Learning Media In
COVID-19 Pandemic Era. In Journal of Physics: Conference Series (Vol. 1808, No. 1, p. 012041). IOP Publishing.
Irfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). Challenges during the
pandemic: Use of e-learning in mathematics learning in higher education. Infinity, 9(2), 147-158. https://doi.org/10.22460/infinity.v9i2.p147-158
Ismajli, H., & Imami-Morina, I. (2018). Differentiated Instruction: Understanding and Applying
Interactive Strategies to Meet the Needs of All the Students. International Journal of
Instruction, 11(3), 207-218.
Montebello, M., Pinheiro, P., Cope, B., Kalantzis, M., Haniya, S., Tzirides, A. O., & Searsmith,
D. (2018, June). Enriching online education through differentiated learning. In Fourth
International Conference on Higher Education Advances.
Norahmi, M. (2017). 21st-century teachers: The students’ perspectives. Journal on English as a
foreign Language, 7(1), 77-96.
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R., & Sindhi, S. (2018).
Online education: Worldwide status, challenges, trends, and implications.
DOI: 10.1080/1097198X.2018.1542262
Ramani, G. B., & Eason, S. H. (2015). It all adds up: Learning early math through play and games.
Phi Delta Kappan, 96(8), 27–32. https://doi.org/10.1177/0031721715583959
Szczygieł, M., & Pieronkiewicz, B. (2021). Exploring the nature of math anxiety in young
children: Intensity, prevalence, reasons. Mathematical Thinking and Learning, 1-19.
https://doi.org/10.1080/10986065.2021.1882363
Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game‐based learning on students'
mathematics achievement: A meta‐analysis. Journal of Computer Assisted Learning,
(3), 407-420.
Wang, A. I., Sætre, R., Rydland, T., & Dahl, Y. (2019). Evaluation of interactive and gamified
approaches for teaching ICT theory: A study of PowerPoint, sembly, and kahoot!. Reading: Academic Conferences International Limited. doi:http://dx.doi.org/10.34190/GBL.19.168
Zager, T. (2017). Becoming the Math Teacher You Wish You'd Had: Ideas and Strategies from
Vibrant Classrooms. Stenhouse Publishers.
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Jurnal Pendidikan MIPA
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright is reserved to The Jurnal Pendidikan MIPA that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.