THE DIFFERENCE OF TRIGONOMETRY LEARNING OUTCOMES BY COMBINING THE USE OF GOOGLE CLASSROOM, WHATSAPP GROUP, AND YOUTUBE BASED ON STUDENTS PARTICIPATION DURING THE PANDEMIC OF COVID-19
DOI:
https://doi.org/10.35194/jp.v11i1.2017Kata Kunci:
Google Classroom, WhatsApp, and Youtube, learning activit, Trigonometry Learning OutcomesAbstrak
Learning during the pandemic is challenging to be conducted. This condition is caused by some factors such as facility, students’ adaptation to the learning situation, and teachers’ willingness in creating effective and efficient learning activities. This condition also happens in learning Trigonometry. Trigonometry is considered as challenging material by the students. However, the teacher should utilize any kinds of applications that could help the students to learn trigonometry effectively and efficiently. Some learning applications are easy to use by the students; Google Classroom, WhatsApp, and Youtube. This research aims to know the difference in Trigonometry learning outcomes by combining the use of those online learning applications; Google Classroom, WhatsApp, and Youtube. The learning outcomes are based on students’ participation in the learning activity during the Pandemic of Covid-19. This research used the experimental method by taking one class from the random sampling technique. This class was given a treatment of online learning by using Google Classroom, WhatsApp, and Youtube. This research reported that the students who participated actively during the online learning tended to have better learning outcomes compared to those who are less participated in the learning activity. Thus, the teacher should create effective and efficient learning in any kind of situation.Referensi
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Sudirman, S., Mellawaty, M., Yaniawati, P., & Indrawan, R. (2020). Integrating Local Wisdom Forms in Augmented Reality Application: Impact
Suryawan, I. P. P., & Permana, D. (2020). Media Pembelajaran Online Berbasis Geogebra sebagai Upaya Meningkatkan Pemahaman Konsep Matematika. Prisma, 9(1), 108. https://doi.org/10.35194/jp.v9i1.929
Yudela, S., Putra, A., & Laswadi, L. (2020). Pengembangan Media Pembelajaran Matematika Berbasis YouTube Pada Materi Perbandingan Trigonometri. Imajiner: Jurnal Matematika dan Pendidikan Matematika, 2(6), 526-539.
Yensy, N. A. (2020). Efektifitas Pembelajaran Statistika Matematika melalui Media Whatsapp Group Ditinjau dari Hasil Belajar Mahasiswa (Masa Pandemik Covid 19). Jurnal Pendidikan Matematika Raflesia, 5(2), 65-74.
Heggart, K. R., & Yoo, J. (2018). Getting The Most From Google Classroom: A Pedagogical Framework for Tertiary Educators. Australian Journal of Teacher Education, 43(3), 140–153. https://doi.org/10.14221/ajte.2018v43n3.9
Huckstadt, A., & Hayes, K. (2005). Evaluation of Interactive Online Courses for Advanced Practice Nurses. Journal of the American Academy of Nurse Practitioners, 17(3), 85–89. https://doi.org/10.1111/j.1041-2972.2005.0015.x
Inventado, P. S., Scupelli, P., Heffernan, C., & Heffernan, N. (2017). Feedback Design Patterns for Math Online Learning Systems. ACM International Conference Proceeding Series, Part F1320, 1–15. https://doi.org/10.1145/3147704.3147738
Komala, E., & Sarmini, S. (2020). Kemampuan Representasi Simbolik Matematik Siswa SMP Menggunakan Blended Learning. Prisma, 9(2), 204. https://doi.org/10.35194/jp.v9i2.1078
Kurniawati, M., Santanapurba, H., & Kusumawati, E. (2019). Penerapan Blended Learning Menggunakan Model Flipped Classroom Berbantuan Google Classroom dalam Pembelajaran Matematika SMP. EDU-MAT: Jurnal Pendidikan Matematika, 7(1).
Maskar, S., Dewi, P. S., & Puspaningtyas, N. D. (2020). Online Learning & Blended Learning: Perbandingan Hasil Belajar Metode Daring Penuh dan Terpadu. PRISMA, 9(2), 154–166. https://doi.org/10.35194/jp.v9i2.1070
Maskur, R., Sumarno, Rahmawati, Y., Pradana, K., Syazali, M., Septian, A., & Palupi, E. K. (2020). The Effectiveness of Problem Based Learning and Aptitude Treatment Interaction in Improving Mathematical Creative Thinking Skills on Curriculum 2013. European Journal of Educational Research, 9(1), 375–383.
https://doi.org/10.12973/eu-jer.9.1.375
Melani, S., Amaliyah, A., & Puspita Rini, C. (2021). Analisis Proses Pembelajaran Matematika Berbasis Daring Pada Masa Pandemi Covid-19 Siswa Kelas V SDN Sudimara 13 Ciledug Kota Tangerang. Berajah Journal, 2(1), 6–15. https://doi.org/10.47353/bj.v2i1.42
Muslik, A. (2019). Google Classroom sebagai Alternatif Digitalisasi Pembelajaran Matematika di Era Revolusi Industri 4.0. Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan, 7(2), 246-255.
Moghavvemi, S., Sulaiman, A., Jaafar, N. I., & Kasem, N. (2018). Social Media as a Complementary Learning Tool for Teaching and Learning: The Case of Youtube. International Journal of Management Education, 16(1), 37–42. https://doi.org/10.1016/j.ijme.2017.12.001
Parlina, M., Septian, A., & Inayah, S. (2021). Students’ Mathematical Problem Solving Ability Using the Kaizala Application Assisted E-Learning Learning Model. Jurnal Padegogik, 4(2), 23–31. https://doi.org/https://doi.org/10.35974/jpd.v4i2.2528
Rasilah, R, Dahlan, J. A, Sudirman, S. (2020). Pembelajaran Matematika Berbasis Google Clasroom Saat Pademi Covid 19 dan Dampaknya Terhadap Partisipasi Peserta Didik. Gema Wiralodra, 11(2), 171-181.
Rosenberg, H., & Asterhan, C. S. C. (2018). “Whatsapp, Teacher?” - Student Perspectives on Teacher-Student Whatsapp Interactions in Secondary Schools. Journal of Information Technology Education: Research, 17, 205–226. https://doi.org/10.28945/4081
Setiyana, F. N., & Kusuma, A. B. (2021). Potensi Pemanfaatan Youtube dalam Pembelajaran Matematika. EduMatSains: Jurnal Pendidikan, Matematika dan Sains, 6(1), 71-90.
Septian, A., & Gustiana, M. (2022). Pengembangan Lembar Kerja Siswa pada Materi Sistem Persamaan Linear Dua Variabel Berbasis E-Learning. UNION : Jurnal Ilmiah Pendidikan Matematika, 10(1), 81–92.
Septian, A., Komala, E., & Komara, K. A. (2019). Pembelajaran dengan Model Creative Problem Solving (CPS) untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis Siswa. Jurnal Prisma Universitas Suryakancana.
Septian, A., & Rahayu, S. (2021). Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa melalui Pendekatan Problem Posing dengan Edmodo. PRISMA, 10(2), 170–181. https://doi.org/10.35194/jp.v10i2.1813
Shaharanee, I. N. M., Jamil, J. M., & Rodzi, S. S. M. (2016). The Application of Google Classroom as a Tool for Teaching and Learning. Journal of Telecommunication, Electronic and Computer Engineering, 8(10), 8–11.
Sirri, E. L., & Lestari, P. (2020). Implementasi edpuzzle berbantuan whatsapp group sebagai alternatif pembelajaran daring pada era pandemi. JPMI (Jurnal Pendidikan Matematika Indonesia), 5(2), 67-72.
Slamet, S. S. (2020). Hubungan Strategi Umpan Balik (Feedback), Motivasi Berprestasi dan Hasil Belajar Dalam Pembelajaran PPKn di SMK. PINUS: Jurnal Penelitian Inovasi Pembelajaran, 5(2).
Sudirman, S, Mellawaty, M, Yaniawati, P., & Indrawan, R. (2021, February). Augmented Reality Application: What are The Constraints and Perceptions of The Students During The Covid 19 Pendemic's 3D Geometry Learning Process?. In Journal of Physics: Conference Series (Vol. 1783, No. 1, p. 012007). IOP Publishing.
Sudirman, S., Mellawaty, M., Yaniawati, P., & Indrawan, R. (2020). Integrating Local Wisdom Forms in Augmented Reality Application: Impact
Suryawan, I. P. P., & Permana, D. (2020). Media Pembelajaran Online Berbasis Geogebra sebagai Upaya Meningkatkan Pemahaman Konsep Matematika. Prisma, 9(1), 108. https://doi.org/10.35194/jp.v9i1.929
Yudela, S., Putra, A., & Laswadi, L. (2020). Pengembangan Media Pembelajaran Matematika Berbasis YouTube Pada Materi Perbandingan Trigonometri. Imajiner: Jurnal Matematika dan Pendidikan Matematika, 2(6), 526-539.
Yensy, N. A. (2020). Efektifitas Pembelajaran Statistika Matematika melalui Media Whatsapp Group Ditinjau dari Hasil Belajar Mahasiswa (Masa Pandemik Covid 19). Jurnal Pendidikan Matematika Raflesia, 5(2), 65-74.
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