Initial perception of junior high students on ethnomathematics-based online learning during the covid-19 pandemic

Rona Happy Mumpuni, Marsigit Marsigit

Abstract


This research aimed to determine the students' initial perception in the Junior High School and Madrasah Tsanawiyah (MTs) in Yogyakarta toward ethnomathematics-based online learning during the COVID-19 pandemic in 2020. The descriptive quantitative method was employed through a questionnaire for data collection followed by descriptive statistic analysis. The research population were 600 junior high students/MTs in Yogyakarta Special Region selected by voluntary random sampling. The instrument was validated by expert judgment and proved reliable as research means with Cronbach’s Alpha coefficient of 0.873. Results indicated students' perception in several categories: strongly positive by 7% or 42 students, positive by 23% or 138 students, moderate by 40.67% or 244 students, negative by 24% or 144 students, and strongly negative by 5.33% or 32 students. The general conclusion was that junior high/MTs students in Yogyakarta had a moderate initial perception toward ethnomathematics-based online learning during the COVID-19 pandemic in 2020.

Keywords


Perception of students; Junior high school; Ethnomathematics; Online learning; COVID-19 pandemic

References


REFERENCES

D. A. Kusuma, S. P. Dewanto, B. N. Ruchjana, and A. S. Abdullah, “The role of ethnomathematics in West Java (a preliminary analysis of case study in Cipatujah),” J. Phys. Conf. Ser., vol. 893, no. 1, 2017, doi: 10.1088/1742-6596/893/1/012020.

L. Farokhah, A. Arisetyawan, and A. Jupri, “the Effect of Ethnomathematics-Based Savi (Somatic, Auditory, Visualization, Intelectually) Approach on Mathematical Communication Skill on Geometry in Elementary School,” IJAEDU- Int. E-Journal Adv. Educ., vol. III, no. 9, pp. 534–543, 2017, doi: 10.18768/ijaedu.370417.

A. Brandt and E. J. Chernoff, “The Importance of Ethnomathematics in the Math Class,” no. 71, pp. 31–36, 2014.

A. Qohar, “Mathematical Communication: What and How to Develop It In Mathematics Learning?,” Int. Semin. Fourth Natl. Conf. Math. Educ., pp. 1–12, 2011, [Online]. Available: https://core.ac.uk/download/pdf/11058861.pdf.

P. Mutodi and H. Ngirande, “The influence of students’ perceptions on mathematics performance. A case of a selected high school in South Africa,” Mediterr. J. Soc. Sci., vol. 5, no. 3, pp. 431–445, 2014, doi: 10.5901/mjss.2014.v5n3p431.

T. Kokko, H. Pesonen, E. Kontu, and R. Pirttimaa, “Why Study Online in Upper Secondary School? Qualitative Analysis of Online Learning Experiences,” Hum. Technol. An Interdiscip. J. Humans ICT Environ., vol. 11, no. 1, pp. 57–70, 2015, doi: 10.17011/ht/urn.201505061740.

V. Singh and A. Thurman, “How Many Ways Can We Define Online Learning ? A Systematic Literature Review of Definitions of Online Learning ( 1988-2018 ) How Many Ways Can We De fi ne Online Learning ? A Systematic,” Am. J. Distance Educ., vol. 33, no. 4, pp. 289–306, 2019, doi: 10.1080/08923647.2019.1663082.

E. Scida and R. Saury, “Hybrid courses and their impact on a case study at the University of Virginia,” CALICO J., vol. 23, no. 3, pp. 517–531, 2006.

A. Q. Fouze and M. Amit, “On the importance of an ethnomathematical curriculum in mathematics education,” Eurasia J. Math. Sci. Technol. Educ., vol. 14, no. 2, pp. 561–567, 2018, doi: 10.12973/ejmste/76956.

W. N. E. Saputra, A. Supriyanto, B. Astuti, Y. Ayriza, and S. Adiputra, “The effect of student perception of negative school climate on poor academic performance of students in Indonesia,” Int. J. Learn. Teach. Educ. Res., vol. 19, no. 2, pp. 279–291, 2020, doi: 10.26803/ijlter.19.2.17.

A. Sudijono, Pengantar Statistik Pendidikan, 27th ed. Jakarta: Rajawali Pers, 2018.

E. L. Vasquez, “Ethnomathematics as an Epistemological Booster for investigating Culture and Pedagogical Experience with theYoung Offender orPrison School Communities,” J. Educ. Hum. Dev., vol. 6, no. Juny, pp. 117–127, 2017, doi: 10.15640/jehd.v6n2a13.

C. Attard, “Engagement , Technology , and Mathematics : Students ’ Perceptions,” Southeast Asian Math. Educ. J., vol. 4, no. 1, pp. 23–33, 2014.

A. Moreno-guerrero, I. Aznar-d, and C. Pilar, “E-Learning in the Teaching of Mathematics : An Educational Experience in Adult High School,” MDPI Math., vol. 8, no. 5, p. 840, 2020, doi: 10.3390/math8050840.

F. Kasmin, Z. Othman, and S. S. Syed Ahmad, “Improving Students’ Perception Towards Learning Mathematics: Impact of Teaching Application of Mathematics,” Educ. J. Sci. Math. Technol., vol. 6, no. 1, pp. 29–34, 2019, doi: 10.37134/ejsmt.vol6.1.4.2019.

M. Rosa and D. Orey, “Humanizing Mathematics through Ethnomodelling,” J. Humanist. Math., vol. 6, no. 2, pp. 3–22, 2016, doi: 10.5642/jhummath.201602.03.

A. Wasike, K. Diploma, T. Training, and P. O. Box, “Effects of Attitudes of Female Students on the Performance in Mathematics in Various Types of Secondary Schools in Teso,” vol. 4, no. 5, pp. 148–161, 2013.

S.-W. Lin and W. ChunTai, “A Longitudinal Study for Types and Changes of Students’ Mathematical Disposition,” Univers. J. Educ. Res., vol. 4, no. 8, pp. 1903–1911, 2016, doi: 10.13189/ujer.2016.040821.

P. R. Johnston, D. J. Watters, C. L. Brown, and W. A. Loughlin, “An investigation into student perceptions towards mathematics and their performance in first year chemistry: Introduction of online maths skills support,” Chem. Educ. Res. Pract., vol. 17, no. 4, pp. 1203–1214, 2016, doi: 10.1039/c6rp00175k.

S. Prabhu, “Changing Students’ Perception of Learning Mathematics,” Primus, vol. 0, no. 0, pp. 1–24, 2020, doi: 10.1080/10511970.2020.1844826.

Koza Çiftçi, “Effects of secondary school students’ perceptions of mathematics education quality on mathematics anxiety and achievement,” Kuram ve Uygulamada Egit. Bilim., vol. 15, no. 6, pp. 1487–1501, 2015, doi: 10.12738/estp.2015.6.2829.

A. A. Abdullah and T. Rochmadi, “Student Perceptions Towards Moodle and Kahoot Based e-Learning in Learning Mathematics,” vol. 3, no. April, pp. 315–318, 2020.

J. E. Hagan, S. Amoaddai, V. T. Lawer, and E. Atteh, “Students’ Perception towards Mathematics and Its Effects on Academic Performance,” Asian J. Educ. Soc. Stud., no. May, pp. 8–14, 2020, doi: 10.9734/ajess/2020/v8i130210.

A. Hidayat, “Student s ’ Perceptions of E-learning During Covid-19 Pandemic,” vol. 2, no. 2, pp. 34–45, 2020.

S. W. Danoebroto, “Students ’ Perception on Borobudur Temple as Mathematic Learning Resource,” vol. 7, no. 1, pp. 77–87, 2017.

S. Krishnan, “Students’ Perceptions Of Learning Mode In Mathematics,” Malaysian Online J. Educ. Sci., vol. 4, no. 2, pp. 32–41, 2016.

A. Rifa’I and Sugiman, “Students’ Perceptions of Mathematics Mobile Blended Learning Using Smartphone,” J. Phys. Conf. Ser., vol. 1097, no. 1, 2018, doi: 10.1088/1742-6596/1097/1/012153.

K. Syauqi, S. Munadi, and M. B. Triyono, “Students’ perceptions toward vocational education on online learning during the COVID-19 pandemic,” Int. J. Eval. Res. Educ., vol. 9, no. 4, pp. 881–886, 2020, doi: 10.11591/ijere.v9i4.20766.

V. L. N. Aluri and B. J. Fraser, “Students’ perceptions of mathematics classroom learning environments: measurement and associations with achievement,” Learn. Environ. Res., vol. 22, no. 3, pp. 409–426, 2019, doi: 10.1007/s10984-019-09282-1.

C. Platt, N. Amber, and N. Yu, “Virtually the Same?: Student Perceptions of the Equivalence of Online Classes to Face-to-Face Classes,” J. Online Learn. Teach., vol. 10, no. 3, p. 489, 2014.

A. Kulal and A. Nayak, “A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi District,” Asian Assoc. Open Univ. J., vol. 15, no. 3, pp. 285–296, 2020, doi: 10.1108/aaouj-07-2020-0047.

T. Muthuprasad, S. Aiswarya, K. S. Aditya, and G. K. Jha, “Students’ perception and preference for online education in India during COVID -19 pandemic,” Soc. Sci. Humanit. Open, vol. 3, no. 1, p. 100101, 2021, doi: 10.1016/j.ssaho.2020.100101.

M. Bączek, M. Zagańczyk-Bączek, M. Szpringer, A. Jaroszyński, and B. Wożakowska-Kapłon, “Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students,” pp. 1–14, 2020, doi: 10.21203/rs.3.rs-41178/v1.

T. Lowe, B. Mestel, and G. Williams, “Perceptions of online tutorials for distance learning in mathematics and computing,” Res. Learn. Technol., vol. 24, 2016, doi: 10.3402/rlt.v24.30630.

C. Attard and K. Holmes, “An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms,” Math. Educ. Res. J., 2020, doi: 10.1007/s13394-020-00359-2.

C. P. Cortez, “Blended, Distance, Electronic and Virtual-Learning for the New Normal of Mathematics Education: A Senior High School Student’s Perception,” Eur. J. Interact. Multimed. Educ., vol. 1, no. 1, p. e02001, 2020, doi: 10.30935/ejimed/8276.

et al., “Senior High School Students’ Perceptions in the Use of Electronic Media in Non-Formal Education Classroom,” PEOPLE Int. J. Soc. Sci., vol. 6, no. 1, pp. 157–168, 2020, doi: 10.20319/pijss.2020.61.157168.

Fidalgo, P., Thormann, J., Kulyk, O. et al. Students’ perceptions on distance education: A multinational study. Int J Educ Technol High Educ., vol. 17, no. 18, 2020, doi: 10.1186/s41239-020-00194-2




DOI: http://doi.org/10.11591/ijere.v11i3.21822

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Institute of Advanced Engineering and Science

International Journal of Evaluation and Research in Education (IJERE)
p-ISSN: 2252-8822, e-ISSN: 2620-5440

View IJERE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.