How chinese students learn mathematics during the coronavirus pandemic

Tommy Tanu Wijaya

doi:10.46661/ijeri.4950

Authors

Tommy Tanu Wijaya Guangxi Normal University

DOI:

https://doi.org/10.46661/ijeri.4950

Keywords:

covid-19, Hawgent dynamic mathematics software, Teaching and Learning, Video Learning

Abstract

The Covid-19 pandemic has become a world problem now. The pandemic has affeected a lot of core sectors including the education sector. Students are not able to go to school to study and have to do a social distancing by staying at home. What the government did so that students will still be able to study at home is by developing a long-distance learning media. In this research, we will get to know more about how students in China learn mathematics at home and their learning attitude towards the learning video. This research will use a qualitative and quantitative research method. The researchers gave out questionnaires to 408 students in Guangxi province, China. The researchers also did an interview on the parents and students to know the advantages and disadvantages of using the learning video during this covid-19 pandemic. The research result shows that there is a good student learning attidude towards the learning video. Students feel that the learning video is very interesting yet effective as they were able to understand the concept taught.

Downloads

Download data is not yet available.

References

Al-Mashaqbeh, I. F. (2016). IPad in elementary school math learning setting. International Journal of Emerging Technologies in Learning, 11(2), 48–52. https://doi.org/10.3991/ijet.v11i02.5053

Arum, D. P., Kusmayadi, T. A., & Pramudya, I. (2018). Students’ difficulties in probabilistic problem-solving. Journal of Physics: Conference Series, 983(1). https://doi.org/10.1088/1742-6596/983/1/012098

Ashokka, B., Ong, S. Y., Tay, K. H., Hooi, N., Loh, W., Gee, F., & Samarasekera, D. D. (2020). Coordinated responses of academic medical centres to pandemics : Sustaining medical education during COVID-19 Coordinated responses of academic medical centres to pandemics : Sustaining medical education during COVID-19. Medical Teacher, 0(0), 1–10. https://doi.org/10.1080/0142159X.2020.1757634

Badraeni, N., Pamungkas, R. A., Hidayat, W., Rohaeti, E. E., Wijaya, T. T., Sudirman, J. J., & Barat, J. (2020). Analisis kesulitan siswa berdasarkan kemampuan pemahaman matematik dalam mengerjakan soal pada materi bangun ruang sisi datar. 04(01), 247–253.

Bernard, M., & Chotimah, S. (2018). Improve student mathematical reasoning ability with open-ended approach using VBA for powerpoint. AIP Conference Proceedings, 2014(September). https://doi.org/10.1063/1.5054417

Brezovszky, B., McMullen, J., Veermans, K., Hannula-Sormunen, M. M., Rodríguez-Aflecht, G., Pongsakdi, N., … Lehtinen, E. (2019). Effects of a mathematics game-based learning environment on primary school students’ adaptive number knowledge. Computers and Education, 128(August 2018), 63–74. https://doi.org/10.1016/j.compedu.2018.09.011

Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287(March), 112934. https://doi.org/10.1016/j.psychres.2020.112934

Chatmaneerungcharoen, S. (2019). Improving Thai Science Teachers’ TPACK through an Innovative Continuing Professional Development Program. Journal of Physics: Conference Series, 1340(1). https://doi.org/10.1088/1742-6596/1340/1/012017

Chotimah, S., Bernard, M., & Wulandari, S. M. (2018). Contextual approach using VBA learning media to improve students’ mathematical displacement and disposition ability. Journal of Physics: Conference Series, 948(1). https://doi.org/10.1088/1742-6596/948/1/012025

Cunhua, L., Ying, Z., Qunzhuang, O., & Wijaya, T. T. (2019). MATHEMATICS COURSE DESIGN BASED ON SIX QUESTIONS COGNITIVE THEORY USING HAWGENT DYNAMIC MATHEMATIC. Journal On Education, 02(01), 36–44.

Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, (0123456789). https://doi.org/10.1007/s11125-020-09464-3

Fachrudin, A. D., Ekawati, R., Kohar, A. W., Widadah, S., Kusumawati, I. B., & Setianingsih, R. (2019). Ancient China history-based task to support students’ geometrical reasoning and mathematical literacy in learning Pythagoras. Journal of Physics: Conference Series, 1417(1). https://doi.org/10.1088/1742-6596/1417/1/012042

Fitri, N. L., & Prahmana, R. C. I. (2019). Misconception in fraction for seventh-grade students. Journal of Physics: Conference Series, 1188(1). https://doi.org/10.1088/1742-6596/1188/1/012031

Hernawati, K., & Jailani. (2019). Mathematics mobile learning with TPACK framework. Journal of Physics: Conference Series, 1321(2). https://doi.org/10.1088/1742-6596/1321/2/022126

Hutajulu, M., Wijaya, T. T., & Hidayat, W. (2019). the Effect of Mathematical Disposition and Learning Motivation on Problem Solving: an Analysis. Infinity Journal, 8(2), 229.

https://doi.org/10.22460/infinity.v8i2.p229-238

Kay, R., & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers and Education, 59(2), 619–627. https://doi.org/10.1016/j.compedu.2012.03.007

Kerres, M. (2020). Against All Odds : Education in Germany Coping with Covid-19.

Khatimah, H., & Sugiman, S. (2019). The effect of problem solving approach to mathematics problem solving ability in fifth grade. Journal of Physics: Conference Series, 1157(4). https://doi.org/10.1088/1742-6596/1157/4/042104

Khotimah, K., Yuwono, I., Rahardjo, S., Universitas, P. M., & Malang, N. (2016). Penerapan Pembelajaran Inkuiri untuk Meningkatkan Hasil Belajar Trigonometri pada Siswa Kelas X. Jurnal Pendidikan, 1(11), 2158–2162.

Miguel-Revilla, D., Martínez-Ferreira, J. M., & Sánchez-Agustí, M. (2020). Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model. Australasian Journal of Educational Technology, 36(2), 1–12. https://doi.org/10.14742/ajet.5281

Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 0(0), 1–14. https://doi.org/10.1080/13523260.2020.1761749

Mushipe, M., & Ogbonnaya, U. I. (2019). Geogebra and Grade 9 learners’ achievement in linear functions. International Journal of Emerging Technologies in Learning, 14(8), 206–219. https://doi.org/10.3991/ijet.v14i08.9581

Nizarwati, N., Hartono, Y., & Aisyah, N. (2013). Pengembangan Perangkat Pembelajaran Berorientasi Konstruktivisme Untuk Mengajarkan Konsep Perbandingan Trigonometri Siswa Kelas X Sma. Jurnal Pendidikan Matematika, 3(2). https://doi.org/10.22342/jpm.3.2.328

Oner, D. (2020). A virtual internship for developing technological pedagogical content knowledge. Australasian Journal of Educational Technology, 36(2), 27–42. https://doi.org/10.14742/ajet.5192

Peters, M. A., Wang, H., Ogunniran, M. O., Huang, Y., Green, B., & Chunga, J. O. (2020). China’ s Internationalized Higher Education During Covid-19 : Collective Student Autoethnography. Postdigital Science and Education. https://doi.org/10.1007/s42438-020- 00128-1

Redmond, P., & Lock, J. (2019). Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think? Australasian Journal of Educational Technology, 35(3), 45–54. https://doi.org/10.14742/ajet.4214

Rohaeti, E. E., Bernard, M., & Primandhika, R. B. (2019). Developing interactive learning media for school level mathematics through open-ended approach aided by visual basic application for excel. Journal on Mathematics Education, 10(1), 59–68. https://doi.org/10.22342/jme.10.1.5391.59-68

Sofyadin, R. T. (2019). Implementation The Problem Based Learning Models To Improve Learning Outcomes Of XI Iis 1 Class 2 State High School Students Baubau Southeast Sulawesi. LA GEOGRAFIA, 17(3).

Suan, L., Ying, Z., & Wijaya, T. T. (2020). Using hawgent dynamic mathematics software in teaching arithmetic operation. International Journal of Education and Learning, 2(1), 25–31. https://doi.org/10.31763/ijele.v2i1.97

Sukaesih, S., Ridlo, S., & Saptono, S. (2019). Development of biology teaching management textbooks based on competency and conservation to maximize Pedagogical and Content Knowledge (PCK) the prospective teachers. Journal of Physics: Conference Series, 1321(3). https://doi.org/10.1088/1742-6596/1321/3/032114

Tezer, M., & Karasel, N. (2010). Attitudes of primary school 2nd and 3rd grade students towards mathematics course. Procedia - Social and Behavioral Sciences, 2(2), 5808–5812. https://doi.org/10.1016/j.sbspro.2010.03.947

Tossavainen, T., & Faarinen, E.-C. (2019). Swedish Fifth and Sixth Graders’ Motivational Values and the Use of ICT in Mathematics Education. Eurasia Journal of Mathematics, Science and Technology Education, 15(12). https://doi.org/10.29333/ejmste/108533

Wijaya, T. T., Purnama, A., & Tanuwijaya, H. (2020). Pengembangan Media Pembelajaran Berdasarkan Konsep Tpack pada Materi Garis dan Sudut Menggunakan Hawgent Dynamic Mathematics Software. JPMI – Jurnal Pembelajaran Matematika Inovatif, 3(3), 205–214. https://doi.org/10.22460/jpmi.v1i3.205-214

Wijaya, T. T., Ying, Z., & Purnama, A. (2020a). The empirical research of hawgent dynamic mathematics technology integrated into teaching. Journal Cendekia: Jurnal Pendidikan Matematika, 04(01), 144–150.

Wijaya, T. T., Ying, Z., & Purnama, A. (2020b). Using Hawgent Dynamic Mathematics Software in Teaching Trigonometry. International Journal of Emerging Technologies in Learning, 15(10), 215–222. https://doi.org/10.3991/ijet.v15i10.13099

Wijaya, T. T., Ying, Z., & Suan, L. (2020). Gender and Self-regulated Learning During COVID-19 Pandemic in Indonesia. Jurnal Basicedu, 4(3), 725–732. https://doi.org/10.31004/basicedu.v4i3.422

Yuliani, T. W., Fuad, Y., & Ekawati, R. (2019). Student’s Multiple Representation in Solving Addition and Subtraction of Fraction Problem. Journal of Physics: Conference Series, 1417(1). https://doi.org/10.1088/1742-6596/1417/1/012050

Zhu, X., & Liu, J. (2020). Education in and After Covid-19: Immediate Responses and Long-Term Visions. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00126-3