EFEKTIVITAS PEMBELAJARAN MATEMATIKA SECARA DARING DITINJAU DARI SELF-DETERMINATION

Authors

DOI:

https://doi.org/10.22460/jpmi.v5i2.10244

Keywords:

Teacher Capacity, Digital-Pedagogical, Digital Competence

Abstract

Online mathematics learning is able to facilitate curriculum demands in the Covid-19 pandemic, but the impact on student motivation is always ignored. This study aims to examine the relationship between student self-determination in the teacher's perspective and teacher self-determination towards online learning, either partially or simultaneously. A descriptive-correlational survey design was used in this study, with five mathematics teachers in Junior High Schools in Bandung as subjects, which were taken by convenience sampling. Questionnaires and unstructured interviews were used in this study. The questionnaire used to collect self-determination data was adopted from The American Institutes for Research Self Determination Questionnaire, while the online learning quality questionnaire was adopted from Alarcón et al. (2020). The results showed that there was a positive relationship: between student self-determination in the teacher's perspective and teacher self-determination towards online learning either partially or simultaneously, between aspects of teacher capacity in self-determination on teacher's digital-pedagogical abilities and digital resources, between aspects of student capacity in the teacher's perspective on student empowerment and student digital competence, between student capacity and teacher capacity for the implementation of online learning. Furthermore, the perception of mathematics teachers towards online learning are key elements in the effectiveness of online mathematics learning.

References

Alarcón, R., del Pilar Jiménez, E., & de Vicente-Yagüe, M. I. (2020). Development and validation of the DIGIGLO, a tool for assessing the digital competence of educators. British Journal of Educational Technology, 51(6), 2407–2421. https://doi.org/10.1111/bjet.12919

Bergdahl, N., Nouri, J., Fors, U., & Knutsson, O. (2020). Engagement, disengagement and performance when learning with technologies in upper secondary school. Computers and Education, 149, 103783. https://doi.org/10.1016/j.compedu.2019.103783

Chieu, V. M., & Herbst, P. (2016). A study of the quality of interaction among participants in online animation-based conversations about mathematics teaching. Teaching and Teacher Education, 57, 139–149. https://doi.org/10.1016/j.tate.2016.03.010

Chiu, T. K. F. (2021). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 0(0), 1–17. https://doi.org/10.1080/15391523.2021.1891998

Corkin, D. M., Ekmekci, A., & Parr, R. (2018). The effects of the school-work environment on mathematics teachers’ motivation for teaching: A self-determination theoretical perspective. Australian Journal of Teacher Education, 43(6), 50–66. https://doi.org/10.14221/ajte.2018v43n6.4

Cuoco, A., Paul Goldenberg, E., & Mark, J. (1996). Habits of mind: An organizing principle for mathematics curricula. Journal of Mathematical Behavior, 15(4), 375–402. https://doi.org/10.1016/S0732-3123(96)90023-1

Du Boulay, B., & Luckin, R. (2016). Modelling human teaching tactics and strategies for tutoring systems: 14 Years on. International Journal of Artificial Intelligence in Education, 26(1), 393–404. https://doi.org/10.1007/s40593-015-0053-0

Dunlosky, J. (2013). Strengthening the Student toolbox. American Educator, 37(3), 12–21.

Fan, Y., Matcha, W., Uzir, A., & Wang, Q. (2021). Learning analytics to reveal links between learning design and self-regulated learning. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-021-00249-z

Freiman, V., Polotskaia, E., & Savard, A. (2017). Using a computer-based learning task to promote work on mathematical relationships in the context of word problems in early grades. ZDM - Mathematics Education, 49(6), 835–849. https://doi.org/10.1007/s11858-017-0883-3

Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43(1), 167–178. https://doi.org/10.1016/j.paid.2006.11.017

Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts’ views on digital competence: Commonalities and differences. Computers and Education, 68, 473–481. https://doi.org/10.1016/j.compedu.2013.06.008

Joubert, M. (2013). Using digital technologies in mathematics teaching: Developing an understanding of the landscape using three “grand challenge†themes. Educational Studies in Mathematics, 82(3), 341–359. https://doi.org/10.1007/s10649-012-9430-x

Jovanović, J., Gašević, D., Brooks, C., Devedžić, V., Hatala, M., Eap, T., & Richards, G. (2008). LOCO-Analyst: semantic web technologies in learning content usage analysis. Int. J. Cont. Engineering Education and Lifelong Learning, 18(1), 54–76.

León, J., Núñez, J. L., & Liew, J. (2014). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156–163. https://doi.org/10.1016/j.lindif.2015.08.017

Lietaert, S., Roorda, D., Laevers, F., Verschueren, K., & De Fraine, B. (2015). The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement. British Journal of Educational Psychology, 85(4), 498–518. https://doi.org/10.1111/bjep.12095

López-Meneses, E., Sirignano, F. M., Vázquez-Cano, E., & Ramírez-Hurtado, J. M. (2020). University students’ digital competence in three areas of the DigCom 2.1 model: A comparative study at three European universities. Australasian Journal of Educational Technology, 36(3), 69–88. https://doi.org/10.14742/AJET.5583

Muir, T. (2021). Self-determination theory and the flipped classroom: a case study of a senior secondary mathematics class. Mathematics Education Research Journal, 33(3), 569–587. https://doi.org/10.1007/s13394-020-00320-3

Rifa’ie, M. (2020). Fleksibilitas Pembelajaran Daring Pada Masa Pandemi Covid-19 Flexibility of Online Learning During Covid-19 Pandemic. Jurnal Pendidikan Dan Kebudayaan, 5, 197–205.

Romero, P., du Boulay, B., Cox, R., Lutz, R., & Bryant, S. (2007). Debugging strategies and tactics in a multi-representation software environment. International Journal of Human Computer Studies, 65(12), 992–1009. https://doi.org/10.1016/j.ijhcs.2007.07.005

Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95–103. https://doi.org/10.1016/j.learninstruc.2016.01.004

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61(xxxx), 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic? Journal of Educational Psychology, 100(4), 765–781. https://doi.org/10.1037/a0012840

Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97(3), 468–483. https://doi.org/10.1037/0022-0663.97.3.468

Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education, 39(3), 309–328. https://doi.org/10.1080/15391523.2007.10782485

Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 291–318). New York: Routledge. https://doi.org/10.4324/9781410602350-19

Winne, P. H., Jamieson-Noel, D., & Muis, K. (2002). Methodological issues and advances in researching tactics, strategies, and self-regulated learning. In P. R. Pintrich & M. L. Maehr (Eds.), New Directions in Measures and Methods (pp. 121–155). Bingley, West Yorkshire, England: Emerald Group Publishing.

Xie, K., & Ke, F. (2011). The role of students’ motivation in peer-moderated asynchronous online discussions. British Journal of Educational Technology, 42(6), 916–930. https://doi.org/10.1111/j.1467-8535.2010.01140.x

Downloads

Published

2022-03-08

Issue

Vol. 5 No. 2 (2022): JPMI

Section

Articles

License

The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.

Article Metrics

Abstract view : 350 times
PDF - 1640 times