Published: 2024-07-04
Problematika Siswa dalam Pembelajaran Matematika Secara Daring di Era Pandemi Covid-19
DOI: 10.35870/ljit.v2i2.2819
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Abstract
Pandemi COVID-19 telah membawa perubahan signifikan dalam sistem pendidikan, termasuk berani belajar matematika. Dalam metode adaptasi ini, siswa menghadapi berbagai permasalahan. Pertama, kendala terbesar adalah terbatasnya ketersediaan teknologi, dimana tidak semua siswa memiliki teknologi atau akses internet yang memadai. Kedua, komunikasi tatap muka dengan guru dan teman sekelas mengurangi efisiensi pembelajaran, karena siswa sulit menerima penjelasan langsung dan jawaban cepat atas pertanyaan. Ketiga, motivasi belajar dilemahkan oleh lingkungan belajar yang kurang baik di rumah, campur tangan anggota keluarga atau suasana yang tidak mendukung. Keempat, baik guru maupun siswa mengalami kesulitan dalam menggunakan platform pembelajaran Dare yang baru dan asing, yang sering kali mengakibatkan terbuangnya waktu mengajar untuk memecahkan masalah teknis. Kelima, keterbatasan metode penilaian dan blak-blakan penilaian membuat pemahaman siswa terhadap penilaian menjadi kurang tepat. Secara keseluruhan, berbagai permasalahan tersebut memerlukan adaptasi dan dukungan lebih dari semua pihak agar pembelajaran matematika lebih efisien dan efektif di masa pandemi.
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Article Information
This article has been peer-reviewed and published in the LANCAH: Jurnal Inovasi dan Tren. The content is available under the terms of the Creative Commons Attribution 4.0 International License.
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Issue: Vol. 2 No. 2 (2024)
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Section: Articles
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Published: %750 %e, %2024
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License: CC BY 4.0
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Copyright: © 2024 Authors
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DOI: 10.35870/ljit.v2i2.2819
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Mira Utari
Fakultas Tarbiyah dan Ilmu Keguruan, UIN SYAHADA Padangsidimpuan, Padangsidimpuan
Ade Safitri
Fakultas Tarbiyah dan Ilmu Keguruan, UIN SYAHADA Padangsidimpuan, Padangsidimpuan, Sumatera Utara, Indonesia
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Arnidha, Yunni, Norma Yunaini, Reni Oktarina, and Riskiya Pertiwi. 2021. “Tantangan Dan Strategi Pembelajaran Matematika Di Masa Adaptasi Kebiasaan Baru Covid-19.” Journal Of Elementary School Education (JOuESE) 1(2): 77–85.
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