PENGGUNAAN INFORMATION COMMUNICATION AND TECHNOLOGY (ICT) TOOLS DALAM MENDUKUNG PEMBELAJARAN MATEMATIKA INTERAKTIF

The current era has arrived at the presence of a young generation called digital native so that interactive learning based on Information Communication and Technology (ICT) in mathematics is considered very suitable for this situation. This study aims to find out: 1) how is the development and use of ICT tools in interactive mathematics learning in the last decade?, and 2) what are the opinions of users of ICT tools in learning mathematics?. The method used in this research is a literature study method, by reviewing literature or scientific papers relevant to the research problem by using scientific sources. The results of this study are: 1) the development and use of ICT equipment in interactive mathematics learning within the last decade to the use of high technology including teachers using videos, general ICT software, and mathematics ICT software: Computer Algebra System, Dynamic Geometric Software, Dynamic Mathematics Software and Augmented Reality (AR) as part of Virtual Reality (VR); and 2) ICT users in learning (teachers and students), especially mathematical software, have a positive response in the use of ICT in learning

Berpikir komputasi di dalam kurikulum merdeka : analisis pada guru matematika

Tujuan dari artikel ini adalah menyoroti serta mendiskusikan aspek tentang persepsi awal terkait kemampuan berpikir komputasi pada pembelajaran matematika pada kurikulum merdeka. Selanjutnya kegiatan pelatihan  ini juga memiliki kontribusi ke dalam kegiatan penelitian sehingga harapannya membawa perubahan pada proses pembelajaran matematika. Metode penelitian yang digunakan adalah metode campuran yaitu penelitian kualitatif dan penelitian kuantitatif, Selanjutnya metode kualitatif yang digunakan adalah studi kasus. Selanjutnya pada proses pengambilan data menggunakan analisis data kuantitatif. Hasil dari kegiata penelitian ini adalah  adalah menunjukkan bahwa kurangnya pengetahuan awal terkait berpikir komputasi olwh guru. Serta kegiatan pelatihan ini mampu menghasilkan pembelajaran matematika yang terintegrasi matapelajaran matematika

Aprendizagem (não-)significativa em tempos de pandemia sob a ótica da justiça social: A dicotomia entre ensinar e ensinar apenas por ensinar

The outbreak of COVID-19 and the worldwide public health emergency triggered by its emergence have severely disrupted the global order, posing huge health, economic and social challenges. In response to this outbreak, we summarize a comprehensive data set to analyze the current situation related to education and the implications for inequality in access to quality education and basic study conditions, such as obstacles to full access to Information and Communication Technologies by students of different socioeconomic backgrounds. Psychosocial, socioeconomic, and mental health factors must be considered all-together when designing and implementing any educational intervention or teaching and learning methodology, especially in emergency situations. Understanding, from the perspective of social justice, the antagonistic faces of teaching and their implications for learning means answering whether we are, in fact, teaching (meaningfully) or teaching just for teaching (non-meaningfully).El brote de COVID-19 y la emergencia de salud pública mundial desencadenada por su aparición han alterado gravemente el orden mundial, planteando enormes desafíos sanitarios, económicos y sociales. En respuesta a este brote, hemos resumido un conjunto de datos completo para analizar la situación reciente relacionada con la educación y las implicaciones para la desigualdad en el acceso a una educación de calidad y las condiciones básicas de estudio, como las barreras para el pleno acceso a las Tecnologías de la Información y Comunicación por parte de estudiantes de diferentes niveles socioeconómicos. Los factores socioeconómicos, psicosociales y de salud mental deben ser considerados conjuntamente en el diseño e implementación de cualquier tipo de intervención educativa o metodología de enseñanza y aprendizaje, especialmente en situaciones de emergencia. Comprender, desde la perspectiva de la justicia social, las caras antagónicas de la enseñanza y sus implicaciones para el aprendizaje significa responder si estamos, de hecho, enseñando (de manera significativa) o enseñando por enseñar (de manera no significativa).L'épidémie de COVID-19 et l'urgence mondiale de santé publique déclenchée par son émergence ont gravement perturbé l'ordre mondial, posant d'énormes défis sanitaires, économiques et sociaux à l'ensemble de la population humaine. En réponse à cette épidémie mondiale, nous résumons un ensemble de données actuelle et complètes pour analyser la situation mondiale récent liée à l'éducation et les implications pour l'inégalité dans l'accès à une éducation de qualité et les conditions d'études de base, comme les obstacles au plein accès aux Technologies de l'Information et de la Communication par des étudiants de différents milieux socio-économiques. Ainsi, les facteurs socioéconomiques, psychosociaux et de santé mentale doivent être considérés dans leur ensemble lors de la conception et de la mise en œuvre de tout type d'intervention éducative ou de méthodologie d'enseignement-apprentissage, en particulier dans les situations d'urgence. Cependant, il est important de comprendre d'abord les faces antagonistes de l'enseignement et ses implications pour un apprentissage significatif : quel est l'intérêt d'enseigner ? pourquoi et pour quoi enseigner ? de plus, pourquoi et pour quoi enseigner en ce moment de crise mondiale ? Toutes ces considérations sont essentielles pour déterminer si nous réussissons réellement à enseigner (de manière significative) ou si nous enseignons juste pour enseigner (de manière non significative).O surto de COVID-19 e a emergência de saúde pública mundial desencadeada por seu surgimento perturbaram gravemente a ordem global, acarretando enormes desafios sanitários, econômicos e sociais. Em resposta a essa pandemia, resumimos um conjunto abrangente de dados para analisar a recente situação relacionada à educação e as implicações para a desigualdade no acesso à educação de qualidade e condições básicas de estudo, como obstáculos ao pleno acesso às Tecnologias de Informação e Comunicação por alunos de diferentes níveis socioeconômicos. Fatores psicossociais, socioeconômicos e de saúde mental devem ser considerados em conjunto na concepção e implementação de qualquer tipo de intervenção educativa ou metodologia de ensino e de aprendizagem, especialmente em situações emergenciais. Compreender, sob a ótica da justiça social, as faces antagônicas do ensino e suas implicações para a aprendizagem significa responder se estamos, de fato, ensinando (de forma significativa) ou ensinando apenas por ensinar (de forma não significativa)

Developing Science E-Modules based on Scientific reasoning Skills for Primary Education Course

This research was conducted to answer the need for teaching materials in natural science education lectures in elementary schools due to the importance of teaching materials that can answer the challenges of technological advances. Where at this time technology is needed to support learning in the classroom so that it is more interactive, interesting, fun and can be done anywhere and anytime. Based on the needs analysis, lecturers have not fully used electronic-based media in lectures, and have not been fully able to produce good and correct electronic-based media or teaching materials. In addition, there is still a lack of teaching materials that can improve students' scientific reasoning abilities. This study aims to develop electronic modules (E-Modules) based on scientific reasoning in natural science education lectures in elementary schools in the Elementary School Teacher Education Study Program. The research design used is research and development with the stages of the ADDIE model which consists of the stages of Analysis, Design, Development, Implementation and Evaluation. The findings of this research are products in the form of Scientific Reasoning E-Modules for natural science education lectures in elementary schools in the Elementary School Teacher Education Study Program. Based on the results of the validation test by the team of experts, the module was declared fit for use and met the criteria as an online teaching module. Based on the test results of the implementation of the use of the module, the module was declared feasible for use and able to facilitate the improvement of students' scientific reasoning abilities based on the results of the pretest and posttest, the t test results showed that t-count was greater than t-table which was (8.30 > 1.691). Therefore it can be concluded that the developed e-module is very useful and can meet the criteria for the need for natural science education lectures in elementary schools.

DIGITALISASI PEMBELAJARAN BERMAKNA MELALUI PERANCANGAN VIDEO ANIMASI BERBASIS POWTOON ANIMATION BAGI GURU SEKOLAH DASAR

Abstrak: Kompetensi TIK merupakan kompetensi penting untuk dimiliki guru sekolah dasar dalam mengimplementasikan pembelajaran bermakna. Rendahnya kemampuan TIK menyulitkan guru dalam mengajarkan materi yang bersifat abstrak dan membutuhkan ilustrasi tambahan yang memberikan pengalaman belajar baru bagi siswa. Kegiatan Pengabdian Kepada Masyarakat (PKM) bertujuan untuk meningkatkan pemahaman dan keterampilan guru sekolah dasar dalam merancang pembelajaran bermakna melalui video berbasis powtoon animation. Metode pelaksanaan kegiatan melalui demonstrasi kontekstual, praktek dan pendampingan terstruktur. Peserta kegiatan PKM berjumlah 15 orang guru SD Swasta Kartini Medan yang terdiri dari 14 orang guru berjenis kelamin perempuan dan 1 orang guru berjenis kelamin laki-laki. Evaluasi kegiatan PKM dilakukan melalui pemberian angket/kuisioner sebelum dan setelah kegiatan PKM dilaksanakan. Analisis data dilakukan secara kuantitatif deskriptif. Hasil kegiatan menunjukkan bahwa (1) terdapat peningkatan pemahaman guru sekolah dasar dalam merancang video pembelajaran bermakna berbasis powtoon animation sebesar 79,67% (kategori baik), dan (2) terdapat peningkatan keterampilan guru sekolah dasar dalam merancang video pembelajaran bermakna berbasis powtoon animation sebesar 77,80% (kategori baik).Abstract: To implement meaningful learning, elementary school teachers must be proficient with ICT. The inadequacy of ICT makes it difficult for teachers to instruct abstract material and necessitates the addition of illustrations that provide students with novel learning opportunities. This Community Partnership Program (PKM) activity aims to enhance the knowledge and abilities of elementary school teachers in the design of meaningful learning using animation-based video. The activities are implemented through contextual demonstrations, practice, and structured mentoring. Participating in the PKM activity were 15 teachers from the Kartini Private Elementary School in Medan, 14 of whom were female, and one of whom was male. Before and after PKM activities are conducted, questionnaires are used to evaluate their efficacy. The analysis of the data was quantitatively descriptive. The result found that: there is a 79,67% increase in elementary school teachers’ understanding of designing meaningful learning videos using Powtoon Animation (good category). The other result shows a 77,80% increase in elementary school teachers’ skills in creating influential learning videos using Powtoon Animation (good category)

Pengembangan E-Modul Statistika Matematika Berbasis STEM

Penelitian bertujuan mengembangkan sebuah e-modul statistika matematika berbasis STEM yang dinyatakan valid, efektif, layak. Penelitian ini adalah suatu penelitian dengan metode pengembangan dan tahapan pengembangannya: analisis, perencanaan, pengembangan, dan evaluasi. Validasi produk dengan memvalidasi untuk materi, pembelajaran dan desain. Setelah valid dilakukan uji produk. Pengumpulan data meliputi validasi untuk kevalidan, tes statistika matematika untuk keefektifan dan angket untuk respon untuk kelayakan. Analisis data yaitu deskriptif dan kualitatif. Hasil penelitian memperlihatkan bahwa hasil respon terhadap e-modul statistika matematika berbasis STEM sesuai dengan kebutuhan mahasiswa yaitu memiliki kemudahan, daya tarik dan bermanfaat. Kesimpulan hasil penelitian adalah e-modul statistika matematika berbasis STEM dinyatakan valid, sangat efektif dan sangat layak

PENGEMBANGAN E-MODUL BERBASIS EPUB3 SIGIL DALAM MENINGKATKAN KEMAMPUAN TECHNO-PEDAGOGICAL GURU SEKOLAH MENENGAH

Abstrak: Kegiatan Program Kemitraan Masyarakat (PKM) bertujuan untuk (1) memberikan pelatihan dan pendampingan pengembangan e-modul berbasis EPUB3 SIGIL untuk meningkatkan kemampuan techno-pedagogical guru sekolah menengah, dan (2) meningkatkan kemampuan guru sekolah menengah dalam menggunakan bahan ajar digital selama pembelajaran jarak jauh (PJJ) berbasis teknologi di masa New Normal. Metode pelaksanaan kegiatan dilakukan dengan 3 cara, yakni workshop, demonstrasi dan pendampingan. Peserta kegiatan PKM berjumlah 24 orang guru yang terdiri dari guru sekolah menengah pertama dan guru sekolah menengah atas. Evaluasi kegiatan PKM dilakukan melalui angket/kuisioner yang diberikan sebelum dan setelah kegiatan PKM dilaksanakan. Analisis data dilakukan secara kuantitatif deskriptif. Hasil yang diperoleh diantaranya (1) terdapat peningkatan pemahaman guru sekolah menengah terkait bahan ajar digital (e-modul) dan pembelajaran berbasis teknologi sebesar 68,11% (kategori baik); dan (2) terdapat peningkatan keterampilan guru sekolah menengah dalam mengembangkan e-modul berbasis EPUB3 SIGIl sebesar 69,30% (kategori baik).Abstract: The Community Partnership Program (PKM) aims to (1) enhance secondary school teachers' techno-pedagogical capabilities by providing training and mentoring on the creation of EPUB3 SIGIL-based e-modules, and (2) improve secondary teachers' ability to use digital teaching materials during technology-based distance learning (PJJ) in the New Normal period. Workshops, demonstration and mentoring are the three methods used to carry out activities. There were 24 teachers in all, with junior high and senior high school teachers among them. PKM activities are evaluated using questionnaires provided before and after they are carried out.The data is analyzed descriptive qualitatively. The results include (1) Secondary teachers' comprehension of digital teaching materials (e-modules) and learning based on technology improved by 68,11% (good category); and (2) secondary teachers' skills in designing EPUB3 SIGIl-based e-modules improved by 69,30% (good category)

Learning in the 21st Century Education Era: Problems of Mathematics Teachers in the Use of Information and Communication Technology-Based Media

This study uses a descriptive qualitative approach. The type of research used in this research is a case study. This research was conducted in the 2022/2023 academic year. This research was conducted at MAN 2 Malang. 7 research subjects were math teachers at schools who taught grades X to XII. Collecting data in this study using observation and interview techniques. The data analysis technique used in this study is the data analysis technique proposed by Miles & Hubberman (Reduction, Presentation, Conclusion). The results of the problems found: 1) some students do not yet have a mature understanding of mathematical concepts and do not have the knowledge to learn mathematics from previous classes, and 2) lack of motivation to learn, 3) the use of instructional media is less effective in stimulating student learning motivation, and 4) the use of learning methods is not adapted to the characteristics of students. 5) Teachers with 2 to 5 years of teaching experience at the beginning tend to use learning media actively, while teachers who have been teaching for a long time with more than 10 years of teaching experience tend to use traditional learning methods. 6) Teachers' capacity to use ICT is still lacking, and teachers' capacity to integrate technology into teaching practice is lacking. In other words, teachers are not proficient with computers and lack ICT equipment and infrastructure. 7) schools with existing facilities such as LCDs, computers, and the internet are rarely used in the learning proces

Developing an electronic module based on mathematical literacy to enhance students' mathematical reasoning

This study aims to produce an e-module based on mathematical literacy with a valid, effective, and feasible problem-based learning approach to improve students' mathematical reasoning in multivariable calculus material. This research used a development method with the stages: analysis, design, development, and evaluation. The research subjects involved fifth-semester students' mathematics education department. Small group trials with 17 students and large group trials with 35 students. The research instruments included validation sheets, student worksheets, questionnaires, and mathematical reasoning ability test questions. Data collection used the results of the validation as validity, test results as effectiveness, and the results of the questionnaire as feasibility. Data analysis was descriptively and qualitatively. The research produced an e-module based on mathematical literacy with a problem-based learning approach that is valid, very effective, and very feasible for improving students' mathematical reasoning abilities in multivariable calculus material. The developed e-module has the potential for significant differences and increases mathematical reasoning abilities. In addition, e-module can be used as an alternative solution to electronic teaching

EFL Teachers' Attitudes toward E-learning Platforms during the Covid-19 Pandemic

This study investigates the features of three e-learning platforms: Moodle, Google Classroom, and Zoom. It provides an in-depth examination of the digital learning media efficacy during the COVID-19 pandemic. It outlines the advantages and disadvantages of e-learning platforms for English language teaching. The research highlights the potential of authentic e-learning platforms to motivate EFL teachers and students to step up to the challenge. A digital survey which consisted of 36 items, was distributed to determine EFL teachers' impressions of the effectiveness of these platforms. The researchers distributed three questionnaires for each e-learning platform. Each questionnaire consisted of six sections: availability and accessibility, efficiency, information exchange, teacher perception, teacher satisfaction, and E-learning insight during COVID-19. The researchers utilized the Minitab 16 Statistical software to analyze the elicited data and the Cronbach's Alpha values to assess the survey questions content validity. Other statistical techniques, such as mean, standard deviation, and agreeable level (AR), were used to depict the effectiveness of each platform. Google Classroom (Ave. AR = 72.92 percent and Ave. Mean = 3.887) was the most efficient e-learning platform based on the survey responses.  The next platforms were Moodle (Ave. AR = 68.09 percent, Ave. Mean = 3.694) and Zoom (Ave. AR = 61.85 percent, Ave. Mean = 3.544). The findings should motivate language learners to act and assist instructors and policy-makers in constructing e-learning environments that support learning during the global health crisis