Prospective teachers' perceptions of didactic obstacles in the online mathematics learning

Authors

  • Tatik Retno Murniasih Departement of Mathematics Education, Universitas PGRI Kanjuruhan Malang, East Java
  • Vivi Suwanti Departement of Mathematics Education, Universitas PGRI Kanjuruhan Malang, East Java
  • Syaharuddin Syaharuddin Departement of Mathematics Education, Universitas Muhammadiyah Mataram, West Nusa Tenggara
  • Rahaju Rahaju Departement of Mathematics Education, Universitas PGRI Kanjuruhan Malang, East Java
  • Nur Farida Departement of Mathematics Education, Universitas PGRI Kanjuruhan Malang, East Java

DOI:

https://doi.org/10.29408/jel.v8i2.5740

Keywords:

didactic obstacles, mathematics learning, online, prospective teachers

Abstract

The spread of the coronavirus has caused learning that was previously carried out offline to be online. It causes didactic obstacles in learning when implementing online learning. Research related to didactic obstacles has been widely studied from the perceptions of teachers and students but has not been widely studied from the point of view of prospective teachers. The purpose of this study is to investigate the didactic obstacles that arise in terms of the perceptions of prospective teachers in online mathematics learning. The method used in this research is descriptive qualitative. The research subjects were 18 prospective teachers divided into six groups, each consisting of three prospective teachers. The research locations were taken in two locations: East Java and Nusa Tenggara Timur (NTT). The instruments used include assignment sheets, field notes, field observations, and sheets for interviews with mathematics teachers in junior high schools. The triangulation technique compares the data from observations, interview recordings, and descriptions of answers. The research findings show that the biggest didactic obstacle occurs in the giving of too many assignments by the teacher to students. Giving too many assignments makes the quality of student work low. This result implies that teachers think giving students many assignments is natural so that all material is conveyed during the pandemic. It contradicts the perception of prospective teachers.

References

Akkaya, S., Ciğerci, F. M., & Kapıdere, M. (2021). Investigation of the relationship between prospective teachers’ attitudes towards mobile learning and their readiness for mobile learning. International Online Journal of Education and Teaching, 4(8), 2949–2965. https://files.eric.ed.gov/fulltext/EJ1319321.pdf

Alfansyur, A., & Maryani. (2020). Seni mengelola data: Penerapan triangulasi teknik info artikel abstrak [The art of managing data: The application of triangulation techniques for abstract article info]. Jurnal Kajian, Penelitian & Pengembangan Pendidikan Sejarah, 5(2), 146–150.

Alolaywi, Y. (2021). Teaching online during the covid-19 pandemic: Teachers’ perspectives. Journal of Language and Linguistic Studies, 17(4), 2022–2045. https://doi.org/10.52462/jlls.146

Alshumaimeri, Y. A., & Alhumud, A. M. (2021). EFL students’ perceptions of the effectiveness of virtual classrooms in enhancing communication skills. English Language Teaching, 14(11), 80–96. https://doi.org/10.5539/elt.v14n11p80

Alves, F. R. V., Silva Camilo, A. M. da, Fontenele, F. C. F., & Catarino, P. M. M. C. (2021). Didactical engineering in the conception of a teaching situation originated from Brazil´s spaece assessment with the support of the geogebra software. Acta Didactica Napocensia, 14(2), 84–98.

Apsari, R. A., Sripatmi, S., Sariyasa, S., Maulyda, M. A., & Salsabila, N. H. (2020). Pembelajaran matematika dengan media obrolan kelompok multi-arah sebagai alternatif kelas jarak jauh [Learning mathematics with multi-way group chat media as an alternative to distance classes]. Jurnal Elemen, 6(2), 318–332. https://doi.org/10.29408/jel.v6i2.2179

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 Distance Learning, 20(2), 79–95. https://doi.org/10.19173/irrodl.v20i2.4237

Brousseau, G. (1997). Theory of didactical situations in mathematics. Kluwer. https://edisciplinas.usp.br/pluginfile.php/4668614/mod_folder/content/0/Guy%20Brousseau%20-%20Theory%20of%20didactical%20situations%20in%20mathematics%20%282002%29.pdf?forcedownload=1

Buda, A. (2020). Stumbling blocks and barriers to the use of ICT in schools: A case study of a Hungarian town. Informatics in Education, 19(2), 159–179. https://doi.org/10.15388/infedu.2020.08

El Khuluqo, I., Ghani, A. R. A., & Fatayan, A. (2021). Postgraduate students’ perspective on supporting “learning from home” to solve the covid-19 pandemic. International Journal of Evaluation and Research in Education, 10(2), 615–623. https://doi.org/10.11591/ijere.v10i2.21240

Ferretti, F., Santi, G. R. P., Zozzo, A. Del, Garzetti, M., & Bolondi, G. (2021). Assessment practices and beliefs: Teachers’ perspectives on assessment during long distance learning. Education Sciences, 11(6), 1–17. https://doi.org/10.3390/educsci11060264

Fuadiah, N. F., Suryadi, D., & Turmudi, T. (2019). Teaching and learning activities in classroom and their impact on student misunderstanding: A case study on negative integers. International Journal of Instruction, 12(1), 407–424. https://doi.org/10.29333/iji.2019.12127a

Hobbs, H. T., Singer-Freeman, K. E., & Robinson, C. (2013). Considering the effects of assignment choices on equity gaps. Research & Practice in Assessment, 8(Summer), 13–26. https://doi.org/10.14689/ejer.2018.77.6

Hoesny, M. U., & Darmayanti, R. (2021). permasalahan dan solusi untuk meningkatkan kompetensi dan kualitas guru : Sebuah kajian pustaka. Pendidikan, 11(2), 123–132. https://ejournal.uksw.edu/scholaria/article/view/3595

Hosseini, H. M., & Mehraein, S. (2022). Learning styles and task preferences in online language courses: Match or mismatch? Cypriot Journal of Educational Sciences, 17(1), 81–94. https://doi.org/10.18844/cjes.v17i1.6683

Khairat, N. N., & Junaidi, J. (2022). Peran ganda ibu dalam pendidikan anak di saat pandemi covid-19 [The dual role of mothers in children's education during the COVID-19 pandemic]. Naradidik: Journal of Education & Pedagogy, 1(1), 38–46. https://doi.org/10.24036/nara.v1i1.5

Kibici, V. B., & Sarıkaya, M. (2021). Readiness levels of music teachers for online learning during the covid 19 pandemic. International Journal of Technology in Education, 4(3), 501–515. https://doi.org/10.46328/ijte.192

Murniasih, T. R., Suwanti, V., Hima, L. R., Palayukan, H., & Sirajuddin, S. (2021). The development of a learning media using motion paths in the circle learning material. Journal of Physics: Conference Series, 1882(1), 012076. https://doi.org/10.1088/1742-6596/1882/1/012076

Murniasih, T. R. (2018). Peningkatan pemahaman konsep siswa pada materi lingkaran dengan menggunakan media manipulatif [Increasing Student’s concept understanding on the subject about circle using manipulative media]. JIPM (Jurnal Ilmiah Pendidikan Matematika), 6(2), 91–98. http://doi.org/10.25273/jipm.v6i2.2049

Murniasih, T. R., Sa’dijah, C., Muksar, M., & Susiswo, S. (2020). Fraction sense : An analysis of preservice mathematics teachers’ cognitive obstacles. Center for Educational Policy Studies Journal, 10(2), 27–47. https://doi.org/10.26529/cepsj.742

Mustika, A. M., Budiyono, B., & Riyadi, R. (2018). Learning obstacle analysis of indonesian primary students on rectangular concept and its altenative solutions. Jurnal Pendidikan Progresif, 8(1), 18–28. https://doi.org/10.23960/jpp.v8.i1.201803

Novainda, D., & Turmudi, T. (2021). Analisis hambatan belajar (learning obstacles) dalam pembelajaran geometri: Literatur review [Analysis of learning obstacles in geometry learning: Literature review]. Jurnal Gantang, 6(2), 133–139. https://doi.org/10.31629/jg.v6i2.2866

Nurjanah, & Juliana, A. (2020). Hambatan didaktis siswa SMP dalam penyelesaian masalah geometri berdasarkan kemampuan persepsi ruang [Junior high school students' didactic barriers in solving geometric problems based on spatial perception skills]. Kreano, Jurnal Matematika Kreatif-Inovatif, 11(2), 236–244. https://doi.org/10.15294/kreano.v11i2.26752

Poroçani, N., & Zaçellari, M. L. (2022). Challenges of distance didactics (data and recommendations). Journal of Language and Linguistic Studies, 18(1), 299–312.

Purwadi, P., Saputra, W. N. E., Wahyudi, A., Supriyanto, A., Muyana, S., Rohmadheny, P. S., Ariyanto, R. D., & Kurniawan, S. J. (2021). Student perceptions of online learning during the covid-19 pandemic in Indonesia: A study of phenomenology. European Journal of Educational Research, 10(3), 1515–1528. https://doi.org/10.12973/eu-jer.10.3.1515

Queiros, D. R., & de Villiers, M. R. R. (2016). Online learning in a South African higher education institution: Determining the right connections for the student. International Review of Research in Open and Distance Learning, 17(5), 165–185. https://doi.org/10.19173/irrodl.v17i5.2552

Retanal, F., Johnston, N. B., Di Lonardo Burr, S. M., Storozuk, A., Distefano, M., & Maloney, E. A. (2021). Controlling-supportive homework help partially explains the relation between parents’ math anxiety and children’s math achievement. Education Sciences, 11(10), 1–16. https://doi.org/10.3390/educsci11100620

Sholeh, B., Yuangga, K. D., & Firmansyah, A. (2018). Hambatan-hambatan praktik pengalaman lapangan mahasiswa program studi pendidikan ekonomi universitas Pamulang di SMPN 1 Rumpin tahun akademik 2018/2019. Jurnal Pendidikan, Hukum, dan Bisnis, 3(2), 43–51. https://doi.org/10.32493/pekobis.v4i2.P57-67.4306

Sousa, A. N. (2021). Dialogue in online learning spaces: How transitioning to online learning during a pandemic impacts critical classroom dialogue and inclusivity. Journal of Teaching and Learning with Technology, 10(1), 229–237. https://doi.org/10.14434/jotlt.v10i1.31383

Sukirno, S., & Ramadhani, D. (2016). Analisis learning obstacle dalam pembelajaran pemecahan masalah penjumlahan pecahan pada siswa kelas [Analysis of learning obstacles in learning to solve the problem of adding fractions to class students]. Jurnal Seuneubok Lada, 3(2), 77–83. https://ejurnalunsam.id/index.php/jsnbl/article/view/637/480

Susanto, E., Sasongko, R. N., Kristiawan, M., Nipriansyah, N., & Purdiyanto, P. (2021). Constraints of online learning using google classroom during covid-19. Education Quarterly Reviews, 4(2). https://doi.org/10.31014/aior.1993.04.02.201

Tauhidah, D., Jayanti, U. N. A. D., Rahmasiwi, A., Pamungkas, R., & Saifulloh, A. (2021). Utilization of e-learning platforms by lecturers during the covid-19 pandemic in Indonesia. JPBI (Jurnal Pendidikan Biologi Indonesia), 7(3), 198–207. https://doi.org/10.22219/jpbi.v7i3.16816

Van, D. T. H., & Thi, H. H. Q. (2021). Student obstacles to prospects of online learning in Vietnam in the context of covid-19 pandemic. Turkish Online Journal of Distance Education, 22(3), 1–16. https://doi.org/10.17718/tojde.961824

Wafiroh, H., & Harun, H. (2022). The obstacles in the implementation of mathematics learning for slow learner during the covid-19. Jurnal Elemen, 8(1), 144–160. https://doi.org/10.29408/jel.v8i1.4525

Downloads

Published

01-07-2022

How to Cite

Murniasih, T. R., Suwanti, V., Syaharuddin, S., Rahaju, R., & Farida, N. (2022). Prospective teachers’ perceptions of didactic obstacles in the online mathematics learning. Jurnal Elemen, 8(2), 619–630. https://doi.org/10.29408/jel.v8i2.5740

Issue

Section

Articles

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.