PERCEPTION OF UNDERSTANDING ABILITY OF REDOX CONCEPT ON STUDENT E-LEARNING OUTCOMES

The application of e-learning greatly impacts the ability to understand concepts and student learning outcomes. The purpose of the study was to determine 1) the prerequisite test of research instruments 2) the perception of the ability to understand redox concepts in e-learning based on indicators of learning stimuli, responses, and evaluations. 3) the relationship of understanding redox concepts to student learning outcomes. The method used is descriptive quantitative, in-class X MIA at MAN Tangerang, 38 students were selected by purposive random sampling. Data collection was carried out through a questionnaire using a Likert scale. The results showed that the prerequisite test was declared valid, reliable, and normally distributed. Student perceptions generally agree based on learning stimulus indicators as much as 71.025%; response 71.075%; evaluation 62.475%. Students give full attention during learning, participate actively during discussions, and understand redox concepts. Understanding redox concepts on student learning outcomes has a significant relationship (strong and positive), seen from the value of sig. (2-tailed) of 0.000 less than 0.05, Pearson correlation of 0.967 greater than 0.329 (significance 5%). The results of this study serve as scientific information on e-learning for chemistry subject teachers in improving the learning process

How Do Parents Introduce Basic Mathematics to Down Syndrome Children?

Purpose – This study aims to analyze the involvement of parents in introducing basic mathematics to children with down syndrome.Design/methods/approach – This study uses a qualitative approach by conducting online interviews with parents of children with down syndrome. Participants were determined using purposive sampling involving five parents. This study reveals that the involvement of parents in introducing basic mathematics to children with down syndrome has different variants. Collecting data was using semi-structured interviews with interview guidelines, recorders, and documentation. Data analysis used the Milles and Huberman model.Findings – Parents initiate methods and media in introducing basic mathematics to children. Parents can also identify the child's response, identify the advantages and disadvantages of the media, and provide alternative solutions to the obstacles and challenges faced.Research implications/limitations – This study explains introducing strategic basic mathematical abilities in children with down syndrome and the involvement of parents in educating children with down syndrome in basic mathematics.Practical implications – Parents of children with down syndrome need to introduce children to math early on. Parents have an essential role in introducing their down syndrome children's basic mathematical abilities by utilizing the media and giving good responses.Originality/value – This research contributes to educating children with down syndrome in basic mathematics. Paper type: Case stud