This present study aims to investigate factors that impact behavioural intention of university students on e-learning use during the COVID-19 pandemic. An online questionnaire was utilised to gather ...data from 109 students enrolled in one of the universities in Indonesia. The Technology Acceptance Model (TAM) was the primary framework employed for analysis, in which system quality and e-learning experience were included as external constructs to seek out a much better model to improve the understanding of students’ intention to adopt e-learning. An extended TAM model was developed and tested in this study. The model consists of six constructs: system quality, e-learning experience, perceived ease of use, perceived usefulness, attitude toward use, and behavioural intention. Structural Equation Modelling (SEM) and SMART PLS 3.0 software were applied for data analysis. The findings informed that the proposed model has been successfully explained factors university students use of e-learning during the pandemic in Indonesia. It suggested that attitude toward e-learning use was the most prominent construct to predict university students’ behavioural intention to use e-learning during the pandemic. Finally, this study offers recommendations for future research and practices.
The aim of this study is to examine factors that affect secondary students' behavioural intention to use GeoGebra Augmented Reality to support a projectbased geometry learning environment. To achieve ...this purpose, we adopted technology acceptance model (TAM). A total of 54 students from two lower secondary schools in Indonesia were involved in this study. The students enrolled in secondary mathematics classes and attended six lessons of a project-based geometry learning assisted with GeoGebra Augmented Reality. Descriptive analysis, multiple regression and independent T-test were employed to analysed data. The findings of this study suggested that GeoGebra Augmented Reality was well accepted by the secondary school students. It was found that perceived of usefulness (PU) is the strongest factor of students' behavioural intention (BI). Contrary to the previous studies, this study showed that attitude toward using (AT) has no direct effect on behaviour intention (BI). We elaborate how the findings of this study could improve the understanding of AR acceptance by students and highlight important guideline for educational AR developers, researchers, and educators.
School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are ...an unprecedented experience for most teachers and students; consequently, they have a limited experience with it. This paper examines the views of secondary school mathematics teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship between barrier levels with teachers’ demographic background. Data was collected through an online questionnaire, involving 159 participants from lower and upper secondary schools in Indonesia. The findings of this study suggest that student level barrier had the highest impact on e-learning use. In addition, the student level barrier showed strong positive correlation with the school level barrier and curriculum level barrier. The study showed that teachers’ backgrounds had no impact on the level of barriers. This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students’ voices.
Indonesia, like many other countries, see Information and Communication Technology (ICT) as a potential tool for enhancing the quality of education. However, there is a lack of research examining ...Indonesian secondary mathematics teachers’ knowledge in the integration of ICT. In this study, we aimed to investigate Indonesian secondary teachers’ knowledge in the use of ICT in secondary mathematics classrooms. The study employed a quantitative method with a cross-sectional survey approach. It was conducted in one of Indonesia’s provinces where the data were collected from 341 secondary mathematics teachers through a questionnaire survey. The findings suggest that, to a large extent, Indonesian secondary mathematics teachers have a largely inadequate knowledge of ICT and knowledge of ICT use in teaching. Based on the findings, we argue that it is crucial to improve Indonesian teachers’ knowledge of both aspects, and more training courses for teachers’ knowledge development are needed.
Learning satisfaction has a relationship with student outcomes. Furthermore, this has prompted many governments to increasingly implement STEM education-based learning. Many studies have examined the ...improvement of STEM education by teachers. However, the studies have not analyzed STEM education’s effect on students’ learning satisfaction. Extending the planned behavior theory, this study aimed to predict high school students’ learning satisfaction with STEM education. The questionnaire developed from the TPB model was filled out by 174 high school students in Indonesia. Furthermore, AMOS and SPSS 23 software were used for structural equation model analysis. The results showed that seven of twelve hypotheses were supported. Subjective norm and playfulness factors of STEM education positively relate to students’ attitudes toward STEM education. Attitude is the most important factor influencing student satisfaction and acceptance toward STEM education. Therefore, this study provides a theoretical and practical contribution to improving learning satisfaction in technology-based STEM education.
This study aimed to examine mathematics teachers’ integration of Mathematics Analysis Software (MAS) in the teaching of mathematics at upper secondary school classrooms. It employed a qualitative ...approach with classroom observations and interviews for the data collection. The study was carried out in Indonesia, and the participants were ten mathematics teachers from ten secondary schools. The finding suggested that the participants failed to take advantage of pedagogical opportunities to digital technology in facilitating students’ knowledge construction. In addition, this study revealed that the instructional practices with technology at classroom and subject levels were closely related to the type of tasks they set in their lessons. Moreover, the findings indicate that it is important for mathematics teachers to set technology-rich mathematics tasks for students to fully capitalized pedagogical opportunities of Mathematics Analysis Software.
The development of technology in education greatly influences learning strategies. Thus, teachers must adapt and present interesting and technology-based learning, such as e-comics. Therefore, the ...teacher must see in advance the extent to which students will accept e-comics for use in learning mathematics. This research aimed to determine students' perceptions of the use of e-comics as a media in mathematics learning. This research implemented a quantitative approach with a survey method. The samples were 124 students of Junior High Schools (SMP / MTs) in Aceh. The research data were obtained from questionnaires filled by students which were collected through the TAM (Technology Acceptance Models) framework which was distributed online. The results showed that students used e-comic as a learning media influenced by their perceived benefits and attitudes towards the use of e-comic. The perceived benefits of students' attitudes have a significant role in their behavioral intention to use e-comic in learning mathematics. This research implies that e-comics has the potential to be used as a media in mathematics learning, especially on material that is considered difficult so that it can attract students' attention.
Students experienced difficulty in studying the topic of fraction during the covid-19 pandemic resulted in incomplete learning so remedial learning was necessary. So far, remedial learning has not ...been optimally implemented. Therefore, to achieve optimal remedial learning objectives, e-learning based remedial learning is needed. The aims of this study were 1) to find out the effect of e-learning-based remedial learning on the topic of fraction on learning outcomes in junior high schools in Banda Aceh, 2) to examine the improvement in student learning outcomes through e-learning based remedial learning on the topic of fraction on learning outcomes in junior high schools in Banda Aceh. This experimental study used quantitative approach. This study was designed following the pre-experimental design using one-group pretest-posttest. One-group pretest-posttest is a design that includes a pretest followed by treatment and a posttest for one group. The population of this study was all eighth grade students in Banda Aceh. The sample was randomly selected. They were the eighth grade students at four junior high schools whose pretest scores had not yet reached the KKM score of 60. The instruments used were diagnostic test questions and remedial questions on the topic of fraction. Diagnostic and remedial test results data were analyzed with SPSS. The results shows that there is a significant effect of e-learning based remedial learning on the topic of fraction on learning outcomes in junior high schools in Banda Aceh, 2) e-learning based remedial learning on the topic of fraction improves the students’ learning outcomes. The implication of this research is that teachers can implement the remedial learning based on e-learning on other learning topics, so that they has alternative solutions to the problem of implementing remedial learning outside of mathematics learning.
Kemampuan yang didapat siswa setelah mempelajari matematika disebut hasil belajar matematika, salah satunya ialah kemampuan kognitif. Rendahnya kemampuan kognitif mempengaruhi hasil belajar siswa dan ...permasalahan tersebut harus diatasi guru. Tujuan penelitian ini untuk melihat variasi peningkatan hasil belajar matematika antara siswa yang diterapkan model flipped classroom dan yang tidak diterapkan model tersebut. Pendekatan yang dipakai yaitu Kuantitatif dengan jenis rancangan Quasi-experiment dan desain Non-equivalent (pre-test and post-test) control group. Populasi yaitu siswa kelas VIII dari sebuah SMP Negeri di Aceh, Indonesia. Sampel yang dipilih yaitu VIII-2 (kelas eksperimen) dan VIII-6 (kelas kontrol) secara simple random sampling. Instrumen penelitian melibatkan Instrumen utama berupa soal tes Teorema Pythagoras, sedangkan perangkat pembelajaran yang di gunakan adalah Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Siswa (LKS) dan video pembelajaran. Teknik pengumpulan data memanfaatkan dua tes (pre-test dan post-test). Teknik analisis data dilakukan uji-t pada taraf signifikansi 5% dari nilai N-Gain untuk mengamati adanya perbedaan peningkatan hasil belajar matematika siswa di dua kelas, sesudah prasyarat pengujian terpenuhi. Hasil penelitian: 1) Meningkatnya hasil belajar matematika siswa lebih baik saat diterapkan model flipped classroom daripada tidak diterapkan model tersebut; 2) Hasil belajar kelas eksperimen mendapat peningkatan di kategori tinggi sedangkan kelas kontrol di kategori sedang.
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