Dampak Pembelajaran Daring di Era Pandemi Covid-19 terhadap Kompetensi Numerasi Siswa Sekolah Dasar

Irfan Fauzi; Salma Ihsani  Fhilrizki

doi:10.26811/didaktika.v6i3.722

Penulis

Irfan Fauzi Sekolah Dasar Negeri 093 Tunas Harapan Cijerah, Kota Bandung, Jawa Barat, Indonesia , Sekolah Dasar Negeri 093 Tunas Harapan Cijerah, Kota Bandung, Jawa Barat, Indonesia
Salma Ihsani Fhilrizki Sekolah Dasar Negeri 093 Tunas Harapan Cijerah, Kota Bandung, Jawa Barat, Indonesia , Sekolah Dasar Negeri 093 Tunas Harapan Cijerah, Kota Bandung, Jawa Barat, Indonesia

DOI:

https://doi.org/10.26811/didaktika.v6i3.722

Abstrak

Tujuan penelitian ini untuk mengetahui dampak pembelajaran daring terhadap kemampuan numerasi siswa pada materi penjumlahan dan pengurangan pecahan di kelas 5 sekolah dasar. Penelitian ini menggunakan pendekatan kuantitatif dengan metode pre-eskperimen, dan perlakukannya adalah sistem pembelajaran daring. Adapun teknik pengumpulan datanya menggunakan tes kemampuan numerasi siswa pada materi penjumlahan dan pengurangan pecahan di kelas 5 sekolah dasar. Data dianalisis data dengan statistik deskriptif (N-Gain) dan uji perbedaan rerata (Mann-Whitney) dengan menggunakan aplikasi SPSS statistics 22. Hasil penelitian ini menunjukkan bahwa skor N-Gain siswa sebesar 0,39. Ini menunjukkan bahwa terdapat peningkatan skor numerasi dengan kategori sedang. Berdasarkan uji perbedaan rerata didapatkan sig. yaitu 0,002 lebih kecil dibandingkan 0,05 (α). Artinya, terdapat peningkatan secara signifikan kemampuan numerasi siswa dengan menggunakan pembelajaran daring.

Referensi

AlAteeq, D. A., Aljhani, S., AlEesa, D. Y. (2020). Perceived Stress among Students in Virtual Classrooms during the COVID-19 Outbreak in KSA. Journal of Taibah University Medical Sciences, 15(5), 398–403. https://doi.org/https://doi.org/10.1016/j.jtumed.2020.07.004.

Aamaas, Å., Duesund, K., & Lauritzen, S. M. (2017). Placements Abroad and Scaffolding Structures. Studies in Higher Education, 1–15. https://doi.org/https://doi.org/10.1080/03075079.2017.1387106.

Astuty, A. D., & Prestiadi, D. (2020). Efektivitas Penggunaan Media Belajar Dengan Sistem Daring Ditengah Pandemi Covid-19. Prosiding Web-Seminar Nasional (Webinar) “Prospek Pendidikan Nasional Pasca Pandemi Covid-19” Fakultas Ilmu Pendidikan – Universitas Negeri Malang, 129-135.

Baig, M. A. (2011). A Critical Study of Effectiveness of Online Learning on Students Achievement. I-Manager’s Journal of Educational Technology, 7(4), 28–34. https://doi.org/10.26634/jet.7.4.1391.

Bakator, M., & Radosav, D. (2020). Managing Education in the COVID-19 Era. International Conference on Information Technology and Development of Education – ITRO 2020, 1-5.

Baxter, J.A., &Williams, S. (2010). Social and Analytic Scaffolding in Middle School Mathematics: Managing The Dilemma of Telling. Journal of Mathematics Teacher Education, 13(1), 7-26. https://doi.org/10.1007/s10857-009-9121-4.

Bingham, T., & Rodiguez, R. C. (2019). Understanding Fractions Begins with Literacy. Texas Association for Literacy Education, 6, 9-18.

Borup, J., Chambers, C., & Srimson, R. (2019). Online Teacher and On-site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School. International Review of Research in Open and Distributed Learning, 20(2). 79-95. https://doi.org/10.19173/irrodl.v20i2.4237.

Braithwaite, D. W., & Siegler, R. S. (2021). Putting Fractions Together. Journal of Educational Psychology, 113(3), 556–571. https://doi.org/10.1037/edu0000477.

Carmen, M. D., & Salcedo, N. (2017). Virtual Learning Environment: Exploring The Role of Teacher as a Central Factor. International Journal of Education and Practice, 5(12), 217-224. https://doi.org/10.18488/journal.61.2017.512.217.224.

Cheng, W., Fan, Z., Chen, Y., Zhuang, R., Huang, R. (2019) Retracing the Controversy between Technology and Learning: The Discovery of Integrated Meta-analysis. E-Edu Res, 40(6), 35-42.

Durak, H., & Seferoğlu, S. S. (2017). Öğretmenlerin Teknoloji Kullanım Yeterliklerinde Etkili Olan Faktörlerle Ilgili Bir Inceleme. In H. F. Odabaşı, B. Akkoyunlu & A. İşman (Ed). Eğitim teknolojileri okumaları 2017, (pp. 537-556). TOJET ve Sakarya Üniversitesi, Adapazarı. http://yunus.hacettepe.edu.tr/~sadi/yayin/Kitap_ETO2017_Bolum29_537-556_TekKulYeterlikleri.pdf.

Fauzi, I., Salim, H., & Syafrudin,. U. (2021). Online Learning Paradigm in Elementary Schools: An Evaluation by Teachers in Indonesia during COVID-19 Pandemic. Jurnal Iqra’: Kajian Ilmu Pendidikan, 6(2). 166-183. https://doi.org/10.25217/ji.v6i2.1610.

Fauzi, I., & Khusuma, I. H. S. (2020). Teachers' Elementary School in Online Learning of Covid-19 Pandemic Conditions. Jurnal Iqra: Kajian Ilmu Pendidikan,5(1), 58-70. https://doi.org/10.25217/ji.v5i1.914.

Fauzi, I., & Suryadi, D. (2020). Didactical Design Research untuk Mengembangkan Kompetensi Pedagogik Guru di Sekolah Dasar. Inventa: Jurnal Pendidikan Guru Sekolah Dasar, 4(1), 58-68. https://doi.org/10.36456/inventa.4.1.a2207.

Fronso, S. D., Costa, S., Montesano, C., Di Gruttola, F., Ciofi, E. G., Morgilli, L., Robazza, C., y Bertollo, M. (2020). The Effects of Covid-19 Pandemic on Perceived Stress and Psychobiosocial States in Italian Athletes. International Journal of Sport and Exercise Psychology, 1-13. https://doi.org/10.1080/1612197X.2020.1802612.

Gall, M. D., Gall, J. P., & Borg, W. R. (2010). Applying Educational Research. New York: Pearson Education, Inc.

Gazit, A. (2012). Carpenter, Tractors and Microbes for the Development of Logical–Mathematical Thinking – The Way 10th Graders and Pre-Service Teachers Solve Thinking Challenges. International Journal of Mathematical Education in Science & Technology, 43(8), 1033 - 1040.

Geiger, V., Forgasz, H., & Goos, M. (2015). A Critical Orientation to Numeracy Across The Curriculum. ZDM– Mathematics Education, 47(4), 611-624.

Goos, M., Geiger, V., & Dole, S. (2011). Teachers’ Personal Conceptions of Numeracy. 35th Conference of the International Group for the Psychology of Mathematics Education (PME 35), Ankara, Turkey. Ankara, Turkey: PME.

Herguner, G., Yaman, C., Sari, S. C., Yaman, M. S., & Donmez, A. (2021). The Effect of Online Learning Attitudes of Sports Sciences Students on their Learning Readiness to Learn Online in the Era of the New Coronavirus Pandemic (Covid-19). TOJET: The Turkish Online Journal of Educational Technology, 20(1), 68-77.

Hoch, S., Reinhold, F., Werner, B, Richter-Gebert, J & Reiss, K. (2018). Design and Research Potential of Interactive Textbooks: The Case of Fractions. ZDM Matehematics Education, 50(5), 839-848. https://doi.org/10.1007/s11858-018-0971-z.

Hood, N. (2017). Re-imagining The Nature of (Student-Focused) Learning through Digital Technology. Policy Futures in Education, 16(3), 321–326. http://dx.doi.org/10.1177/1478210317742215.

Huang, R., Spector, J. M., & Junfeng. (2019). Educational Technology: A Primer for the 21st Century. Singapore: Springer.

Jackson, S. L. (2009). Research Methods and Statistics A Critical Thinking Approach (Third). Retrieved from www.ichapters.com.

Jain, P. & Rogers, M. (2019). Numeracy as critical thinking. Adults Learning Mathematics: An International Journal, 14(1), 23-33.

Klimova, B., & Kacet, J. (2017). Efficacy of Computer Games on Language Learning. TOJET: The Turkish Online Journal of Educational Technology, 16(4), 19-26.

Kus, M. (2018). Numeracy. Brock Education Journal, 27(2), 58-62.

Li, T., Lu, H., & Zhang, W. (2020). Clinical Observation and Management of COVID-19 Patients. Emerging Microbes & Infections, 9(1), 687-690. https://doi.org /10.1080/22221751.2020.1741327.

Lortie-Forgues, H., Tian, J., & Siegler, R. S. (2015). Why Is Learning Fraction and Decimal Arithmetic So Difficult? Developmental Review, 38, 201-221. https://doi.org/10.1016/j.dr.2015.07.008

Lovatt, D., & Hedges, H. (2014). Children’s Working Theories: Invoking Disequilibrium. Early Child Development and Care, 185(6), 909–925. https://doi.org/10.1080/03004430.2014.967688.

Maurício, P., Valente, B., & Chagas, I. (2015). A Didactic Sequence of Elementary Geometric Optics Informed by History and Philosophy of Science. International Journal of Science and Mathematics Education, 15(3), 527–543. https://doi.org/10.1007/s10763-015-9662-1.

Morrison, G., Ross, S. & Kemp, J. (2011). Designing Effective Instruction. New York: John Wiley and Sons.

Murati, R., & Ceka, A. (2017). The Use of Technology in Educational Teaching. Journal of Education and Practice, 8(6), 197-199.

National Council of Teachers of Mathematics. (2003). The Use of Technology in Learning and Teaching of Mathematics. Tersedia di: http://nctm.org/about/position_statements/position_statement_13.html.

OECD. (2019). PISA 2018 Result Combined Executive Summaries. Paris: PISAOECD Publishing.

Shahroom, A. A., & Hussin, N. (2018). Industrial Revolution 4.0 and Education. International Journal of Academic Research in Business and Social Sciences, 8(9), 314–319. http://dx.doi.org/10.6007/IJARBSS/v8-i9/4593.

Susetyo, B. (2017). Statistika untuk Analisis Data Penelitian. Bandung: Refika Aditama.

Tinmaz, H. (2019). A Preliminary Analysis on Korean University Students’ Readiness Level for Industry 4.0 Revolution. Participatory Educational Research (PER), 6(1), 70-83. http://dx.doi.org/10.17275/per.19.6.6.1.

Umar., & Widodo, A. (2021). How Is The Student’s Numeracy Ability During Learning In The Pandemic Era?. Jurnal Scientia, 10(1), 77-82. https://doi.org/10.35337/scientia.Vol10.pp77-82.

Volungevičienė, A., Teresevičienė, M., & Ehlers, U. (2020). When is Open and Online Learning Relevant for Curriculum Change in Higher Education? Digital and Network Society Perspective. The Electronic Journal of e-Learning, 18(1), 88-101.

Widiantari, N. K. K., Suparta, I. N., & Sariyasa. (2021). Meningkatkan Literasi Numerasi dan Pendidikan Karakter dengan E-Modul Bermuatan Etnomatematika. JIPM (Jurnal Ilmiah Pendidikan Matematika) 10(2), 2022, 331-343. http://dx.doi.org/10.25273/jipm.v10i2.10218.

Yulia, H. (2020). Online Learning to Prevent the Spread of Pandemic Corona Virus in Indonesia. ETERNAL (English Teaching Journal), 11(1), 48–56. https://doi.org/10.26877/eternal.v11i1.6068.