IMPLEMENTASI PEMBELAJARAN LANGSUNG DALAM PEMBELAJARAN MATEMATIKA SELAMA ERA NEW NORMAL
IMPLEMENTASI PEMBELAJARAN LANGSUNG DALAM PEMBELAJARAN MATEMATIKA SELAMA ERA NEW NORMAL
DOI:
https://doi.org/10.24252/mapan.2023v11n1a3Kata Kunci:
Pembelajaran Langsung, Pembelajaran Matematika, New NormalAbstrak
Pengembangan vaksin covid-19 dan dampak pembelajaran online memungkinkan pemerintah di Indonesia untuk menghapus beberapa batasan yang disebabkan oleh pandemi dan situasi kita sekarang disebut New Normal. Di bidang pendidikan, beberapa sekolah sudah menerapkan PTMT (Pembelajaran Tatap Muka Terbatas) dengan menerapkan pembelajaran tatap muka sepenuhnya, namun dengan beberapa batasan yang telah direkomendasikan oleh pemerintah. Salah satu pembelajaran yang paling banyak digunakan guru adalah pengajaran langsung. Penelitian ini menggunakan desain sequential explanatory untuk menyelidiki implementasi pembelajaran langsung di kelas matematika selama New Normal. Pertama, kami mengukur efektivitas dari pembelajaran langsung. Kedua, kami mengeksplorasi penyebab dari hasil investigasi terkait keefektifan pembelajaran langsung. Dua kelas tingkat sebelas di salah satu sekolah menengah atas di Makassar dipilih sebagai sampel penelitian kami. Temuan penelitian kami menunjukkan bahwa pengajaran langsung tidak efektif untuk diterapkan di kelas matematika selama New Normal berdasarkan hasil tes matematika siswa. Namun, siswa dan guru merespon positif implementasi pengajaran langsung dalam pelajaran matematika selama new normal. Hasil wawancara kami mengungkapkan beberapa faktor yang menyebabkan ketidakefektifan, yaitu durasi pelajaran, jumlah tugas, dan tenggat waktu tugas yang singkat dari mata pelajaran lain. Dengan demikian, siswa tidak dapat fokus dan mengabaikan matematika karena mereka mengalihkan fokus mereka pada mata pelajaran lain.
Unduhan
Data unduhan belum tersedia.
Referensi
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Arends, R. (2014). Learning to teach, 10th Edition. New York: McGraw-Hill Education.
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Elisa, N. S., Hikmah, N., Turmuzi, M., & Arjudin, A. (2021). Pengaruh model pembelajaran kooperatif tipe think talk write (TTW) terhadap prestasi belajar matematika siswa kelas VIII SMP. Griya Journal of Mathematics Education and Application, 1(4), 695–702. https://doi.org/10.29303/griya.v1i4.108.
Inan, H. Z. (2020). Challenges of distance/online and face-to-face education in the new normal: experiences of reggio emilia-inspired early childhood educators in Turkey. Pedagogical Research, 6(1). https://doi.org/10.29333/pr/9304.
Islami, V. H., Soeprianto, H., & Prayitno, S. (2021). Pengaruh model pembelajaran kooperatif tipe student teams achievement divisions terhadap hasil belajar matematika siswa. Griya Journal of Mathematics Education and Application, 1(2), 239–247. https://doi.org/10.29303/griya.v1i2.48.
Krismolita, K., Junedi, B., Tabrani, M. B., & Marlina, M. (2022). Penerapan model direct instruction berbasis multimedia presentasi untuk meningkatkan kemampuan pemahaman konsep matematis siswa. Journal of Didactic Mathematics, 3(1), 9–16. https://doi.org/10.34007/jdm.v3i1.1164.
Kundu, A., & Bej, T. (2021). Covid-19 response: An analysis of teachers’ perception of pedagogical successes and challenges of digital teaching practice during new normal. Education and Information Technologies, 1–24. https://doi.org/10.1007/s10639-021-10503-5.
Kusumaningrum, B., & Wijayanto, Z. (2020). Apakah pembelajaran matematika secara daring efektif? (Studi kasus pada pembelajaran selama masa pandemi covid-19). Kreano: Jurnal Matematika Kreatif-Inovatif, 11(2), 136–142. https://doi.org/10.15294/kreano.v11i2.25029.
Mahyuddin, M. (2022). Meningkatkan hasil belajar matematika melalui model direct instruction dengan teknik fast and true di SMK Negeri 2 Majene. Jurnal Ilmiah Tarbiyah Umat (JITU), 12(1), 30–37. https://doi.org/10.36915/jitu.
Mamolo, L. A. (2022). Online learning and students’ mathematics motivation, self-efficacy, and anxiety in the “new normal.” Education Research International, 1–10. https://doi.org/10.1155/2022/9439634.
Masdafni, M. (2021). Pembelajaran kombinasi pada PTMT meningkatkan hasil belajar matematika siswa kelas IX-C SMPN 1 Seberida. Jurnal Pendidikan Tambusai, 5(3), 6861–6869. Retrieved from https://jptam.org/index.php/jptam/article/view/2061.
Masyithoh, D., & Arfinanti, N. (2021). Analisis pelaksanaan pembelajaran tatap muka terbatas (PTMT) pada era new normal terhadap hasil belajar matematika siswa madrasah aliyah. SIGMA: Jurnal Pendidikan Matematika, 13(2), 160–167. https://doi.org/10.26618/sigma.v13i2.6419.
Nabayra, J. (2022). Mathematics learning in the new normal through teacher-created videos: the freshmen university students experience. International Journal of Arts and Humanities Studies, 2(1), 22–27. https://doi.org/10.32996/bjahs.2022.2.1.4.
Nsengimana, T., Bazimaziki, G., Nyirahabimana, A., Mushimiyimana, J. B., Mutarutinya, V., Mugabo, L. R., & Nsengimana, V. (2021). Online learning during covid-19 pandemic in rwanda: Experience of postgraduate students on the language of instruction, mathematics, and science education. Contemporary Mathematics and Science Education, 2(1), ep21009. https://doi.org/10.30935/conmaths/10788.
Putrawan, A. A., Ayuni, N. W. D., & Apsari, R. A. (2021). Synchronous and asynchronous setting in online learning to increase vocational students’ motivation in mathematics: comparative studies. Kreano: Jurnal Matematika Kreatif-Inovatif, 12(2), 227–237. https://doi.org/10.15294/kreano.v12i2.32365.
Rachmawati, I., Baidowi, B., Hikmah, N., & Hayati, L. (2021). Pengaruh model pembelajaran thinking aloud pair problem solving (TAPPS) terhadap kemampuan pemecahan masalah matematika pada materi bentuk aljabar. Griya Journal of Mathematics Education and Application, 1(2), 90–98. https://doi.org/10.29303/griya.v1i2.51.
Septianingsih, M. (2021). Pembelajaran langsung pada PTMT meningkatkan hasil belajar matematika siswa kelas IX-4 SMPN 1 Pasir Penyu. Jurnal Pendidikan Tambusai, 5(3), 8407–8415. Retrieved from https://jptam.org/index.php/jptam/article/view/2342.
Seran, A. (2021). Peningkatan kemampuan pemahaman soal cerita dan hasil belajar melalui penerapan model pembelajaran direct instruction pada Siswa Kelas VA SDN Buraen 1. Haumeni Journal of Education, 1(2), 116–122. Retrieved from https://ejurnal.undana.ac.id/index.php/haumeni/article/view/5900.
Thongbunma, J., Nuangchalerm, P., & Supakam, S. (2021). Secondary teachers and students’ perspectives towards online learning amid the covid-19 outbreak. Gagasan Pendidikan Indonesia, 2(1), 1–9. https://doi.org/10.30870/gpi.v2i1.10524.
Tompunu, R. A. (2021). Penerapan model pembelajaran langsng untuk meningkatkan hasil belajar siswa pada mata pelajaran matematika di masa pandemi covid-19 siswa kelas VI SDN 71 Manado. Jurnal Ilmiah Wahana Pendidikan, 7(5), 175–182. https://doi.org/10.5281/zenodo.5510706.
Aisyah, S., Sukmawati, R. A., & Amalia, R. (2021). Kemampuan berpikir kritis siswa dalam penerapan model pembelajaran problem based learning (PBL). JURMADIKTA, 1(2), 21–28. https://doi.org/10.20527/jurmadikta.v1i2.795.
Aly, M. N., Nur, A., Rosyida, G., Hamidah, A., Ahmad, A. S., Suryani, H. A., & Ilmi, I. Q. (2020). Panduan aman “new normal” menghadapi pandemi covid-19 “new normal” safety guide for covid-19 pandemic. Jurnal Layanan Masyarakat (Journal of Public Services), 4(2), 415. https://doi.org/10.20473/jlm.v4i2.2020.415-422.
Andarwulan, T., Al Fajri, T. A., & Damayanti, G. (2021). Elementary teachers ’readiness toward the online learning policy in the new normal era during covid-19. International Journal of Instruction, 14(3), 771–786. https://doi.org/10.29333/iji.2021.14345a.
Arends, R. (2014). Learning to teach, 10th Edition. New York: McGraw-Hill Education.
Berbesada, H. A., & Rondina, J. Q. (2022). Blended instructions in the new normal and students learning gains in mathematics. American Journal of Educational Research, 10(6), 398–400. https://doi.org/10.12691/education-10-6-4.
Cahapay, M. B. (2021). How to plan lessons in the new normal education: A reintroduction to selected instructional design processes. Aquademia, 5(1), ep21006. https://doi.org/10.21601/aquademia/10807.
Capacio, L. J. (2021). Improving mathematics achievement in the new normal education system using genus e-learning. International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), 3(2), 7–21. https://doi.org/10.31098/ijtaese.v3i2.524.
Dhanieargo, A. A., Handayanto, A., & Aini, A. N. (2021). Implementasi model problem based learning dan discovery learning terhadap prestasi belajar matematika siswa. Imajiner: Jurnal Matematika Dan Pendidikan Matematika, 3(3), 272–281. https://doi.org/10.26877/imajiner.v3i3.7639.
Efriyadi, B., & Nurhanurawati, N. (2021). Learning motivation, self-regulated learning, and mathematical communication skills verbal and written by students in learning mathematics during the covid-19 pandemic. Kreano: Jurnal Matematika Kreatif-Inovatif, 12(2), 264–275. Retrieved from https://journal.unnes.ac.id/nju/index.php/kreano/article/view/31550/12247.
Elisa, N. S., Hikmah, N., Turmuzi, M., & Arjudin, A. (2021). Pengaruh model pembelajaran kooperatif tipe think talk write (TTW) terhadap prestasi belajar matematika siswa kelas VIII SMP. Griya Journal of Mathematics Education and Application, 1(4), 695–702. https://doi.org/10.29303/griya.v1i4.108.
Inan, H. Z. (2020). Challenges of distance/online and face-to-face education in the new normal: experiences of reggio emilia-inspired early childhood educators in Turkey. Pedagogical Research, 6(1). https://doi.org/10.29333/pr/9304.
Islami, V. H., Soeprianto, H., & Prayitno, S. (2021). Pengaruh model pembelajaran kooperatif tipe student teams achievement divisions terhadap hasil belajar matematika siswa. Griya Journal of Mathematics Education and Application, 1(2), 239–247. https://doi.org/10.29303/griya.v1i2.48.
Krismolita, K., Junedi, B., Tabrani, M. B., & Marlina, M. (2022). Penerapan model direct instruction berbasis multimedia presentasi untuk meningkatkan kemampuan pemahaman konsep matematis siswa. Journal of Didactic Mathematics, 3(1), 9–16. https://doi.org/10.34007/jdm.v3i1.1164.
Kundu, A., & Bej, T. (2021). Covid-19 response: An analysis of teachers’ perception of pedagogical successes and challenges of digital teaching practice during new normal. Education and Information Technologies, 1–24. https://doi.org/10.1007/s10639-021-10503-5.
Kusumaningrum, B., & Wijayanto, Z. (2020). Apakah pembelajaran matematika secara daring efektif? (Studi kasus pada pembelajaran selama masa pandemi covid-19). Kreano: Jurnal Matematika Kreatif-Inovatif, 11(2), 136–142. https://doi.org/10.15294/kreano.v11i2.25029.
Mahyuddin, M. (2022). Meningkatkan hasil belajar matematika melalui model direct instruction dengan teknik fast and true di SMK Negeri 2 Majene. Jurnal Ilmiah Tarbiyah Umat (JITU), 12(1), 30–37. https://doi.org/10.36915/jitu.
Mamolo, L. A. (2022). Online learning and students’ mathematics motivation, self-efficacy, and anxiety in the “new normal.” Education Research International, 1–10. https://doi.org/10.1155/2022/9439634.
Masdafni, M. (2021). Pembelajaran kombinasi pada PTMT meningkatkan hasil belajar matematika siswa kelas IX-C SMPN 1 Seberida. Jurnal Pendidikan Tambusai, 5(3), 6861–6869. Retrieved from https://jptam.org/index.php/jptam/article/view/2061.
Masyithoh, D., & Arfinanti, N. (2021). Analisis pelaksanaan pembelajaran tatap muka terbatas (PTMT) pada era new normal terhadap hasil belajar matematika siswa madrasah aliyah. SIGMA: Jurnal Pendidikan Matematika, 13(2), 160–167. https://doi.org/10.26618/sigma.v13i2.6419.
Nabayra, J. (2022). Mathematics learning in the new normal through teacher-created videos: the freshmen university students experience. International Journal of Arts and Humanities Studies, 2(1), 22–27. https://doi.org/10.32996/bjahs.2022.2.1.4.
Nsengimana, T., Bazimaziki, G., Nyirahabimana, A., Mushimiyimana, J. B., Mutarutinya, V., Mugabo, L. R., & Nsengimana, V. (2021). Online learning during covid-19 pandemic in rwanda: Experience of postgraduate students on the language of instruction, mathematics, and science education. Contemporary Mathematics and Science Education, 2(1), ep21009. https://doi.org/10.30935/conmaths/10788.
Putrawan, A. A., Ayuni, N. W. D., & Apsari, R. A. (2021). Synchronous and asynchronous setting in online learning to increase vocational students’ motivation in mathematics: comparative studies. Kreano: Jurnal Matematika Kreatif-Inovatif, 12(2), 227–237. https://doi.org/10.15294/kreano.v12i2.32365.
Rachmawati, I., Baidowi, B., Hikmah, N., & Hayati, L. (2021). Pengaruh model pembelajaran thinking aloud pair problem solving (TAPPS) terhadap kemampuan pemecahan masalah matematika pada materi bentuk aljabar. Griya Journal of Mathematics Education and Application, 1(2), 90–98. https://doi.org/10.29303/griya.v1i2.51.
Septianingsih, M. (2021). Pembelajaran langsung pada PTMT meningkatkan hasil belajar matematika siswa kelas IX-4 SMPN 1 Pasir Penyu. Jurnal Pendidikan Tambusai, 5(3), 8407–8415. Retrieved from https://jptam.org/index.php/jptam/article/view/2342.
Seran, A. (2021). Peningkatan kemampuan pemahaman soal cerita dan hasil belajar melalui penerapan model pembelajaran direct instruction pada Siswa Kelas VA SDN Buraen 1. Haumeni Journal of Education, 1(2), 116–122. Retrieved from https://ejurnal.undana.ac.id/index.php/haumeni/article/view/5900.
Thongbunma, J., Nuangchalerm, P., & Supakam, S. (2021). Secondary teachers and students’ perspectives towards online learning amid the covid-19 outbreak. Gagasan Pendidikan Indonesia, 2(1), 1–9. https://doi.org/10.30870/gpi.v2i1.10524.
Tompunu, R. A. (2021). Penerapan model pembelajaran langsng untuk meningkatkan hasil belajar siswa pada mata pelajaran matematika di masa pandemi covid-19 siswa kelas VI SDN 71 Manado. Jurnal Ilmiah Wahana Pendidikan, 7(5), 175–182. https://doi.org/10.5281/zenodo.5510706.
Unduhan
Diterbitkan
2023-06-04
Cara Mengutip
Fadhil Zil Ikram, & Rosidah. (2023). IMPLEMENTASI PEMBELAJARAN LANGSUNG DALAM PEMBELAJARAN MATEMATIKA SELAMA ERA NEW NORMAL: IMPLEMENTASI PEMBELAJARAN LANGSUNG DALAM PEMBELAJARAN MATEMATIKA SELAMA ERA NEW NORMAL. MaPan : Jurnal Matematika Dan Pembelajaran, 11(1), 38–52. https://doi.org/10.24252/mapan.2023v11n1a3
Terbitan
Bagian
Vol. 11 No. 1
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