Cabaran Pelaksanaan Pengajaran dan Pembelajaran Matematik dalam Talian: Sorotan Literatur Bersistematik
Abstract
Pembelajaran dalam talian merujuk kepada pembelajaran tanpa bersemuka yang dijalankan secara maya melalui capaian Internet. Pertukaran pengajaran dan pembelajaran (PdP) konvensional kepada PdP dalam talian telah menjadi kebiasaan dalam era pandemik COVID-19. Ini telah membawa cabaran kepada para guru dan murid. Kajian ini bertujuan untuk menjalankan tinjauan literatur bersistematik tentang trend penyelidikan PdP matematik dalam talian di samping menerokai cabaran PdP matematik dalam talian. Model PRISMA digunakan dalam kajian ini. Sebanyak 20 artikel dari tahun 2018 hingga April 2022 telah dipilih daripada Scopus dan Web of Science (WOS). Hasil kajian mendapati bahawa bilangan penerbitan artikel meningkat dari tahun 2019 hingga tahun 2021. Hal ini menunjukkan bahawa cabaran pelaksanaan PdP matematik dalam talian semakin diberi tumpuan oleh pengkaji. Selain itu, kajian adalah lebih berfokus kepada negara Eropah dan Amerika Syarikat. Majoriti kajian telah menggunakan pendekatan gabungan. Cabaran PdP matematik dalam talian yang dihadapi oleh majoriti guru adalah berkaitan dengan aspek pedagogi dan teknologi, manakala kebanyakan murid menghadapi cabaran dalam aspek perbelanjaan dan teknologi. Dapatan kajian ini dapat memberikan implikasi kepada pendidik dan penggubal dasar dalam bidang pendidikan terutamanya untuk pelaksanaan PdP matematik dalam talian. Justeru, dicadangkan kajian lanjutan boleh memberi tumpuan kepada cabaran pelaksanaan PdP dalam talian di negara Asia. Kajian lebih mendalam boleh dilakukan dengan memberi tumpuan kepada minat murid dan inovasi yang sesuai dalam PdP matematik dalam talian, serta meneroka perbezaan hasil pembelajaran dalam talian dengan pembelajaran bersemuka bagi membekalkan hasil kajian yang berguna dalam bidang pendidikan matematik.
Downloads
References
Aboagye, E., Yawson, J. A., & Appiah, K. N. (2020). COVID-19 and E-Learning: the Challenges of Students in Tertiary Institutions. Social Education Research, 2(1), 1–8.
Appiah-Otoo, I., & Song, N. (2021). The impact of ICT on economic growth-Comparing rich and poor countries. Telecommunications Policy, 45(2).
Bringula, R., Reguyal, J. J., Tan, D. D., & Ulfa, S. (2021). Mathematics self-concept and challenges of learners in an online learning environment during COVID-19 pandemic. Smart Learning Environments, 8(1). https://doi.org/10.1186/s40561-021-00168-5
Calder, N., Jafri, M., & Guo, L. (2021). Mathematics education students’ experiences during lockdown: Managing collaboration in elearning. Education Sciences, 11(4). https://doi.org/10.3390/educsci11040191
Cao, Y., Zhang, S., Chan, M. C. E., & Kang, Y. (2021). Post-pandemic reflections: lessons from Chinese mathematics teachers about online mathematics instruction. Asia Pacific Education Review, 22(2), 157–168. https://doi.org/10.1007/s12564-021-09694-w
Cassibba, R., Ferrarello, D., Mammana, M. F., Musso, P., Pennisi, M., & Taranto, E. (2020). Teaching Mathematics at Distance: A Challenge for Universities. https://doi.org/10.3390/educsci1
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
Fhloinn, E. N., & Fitzmaurice, O. (2021). How and why? Technology and practices used by university mathematics lecturers for emergency remote teaching during the COVID-19 pandemic. Teaching Mathematics and Its Applications, 40(4), 392–416. https://doi.org/10.1093/teamat/hrab018
Hayrol Azril Mohamed Shaffril, Asnarulkhadi Abu Samah, Samsul Farid Samsuddin, & Zuraina Ali. (2019). Mirror-mirror on the wall, what climate change adaptation strategies are practiced by the Asian’s fishermen of all? Journal of Cleaner Production, 232, 104–117.
Hite, R. L., Childers, G., Gottlieb, J., Velasco, R., Johnson, L., Williams, G. B., Griffith, K., & Dwyer, J. (2021). Shifts in learning assistants’ self-determination due to COVID-19 disruptions in Calculus II course delivery. International Journal of STEM Education, 8(1). https://doi.org/10.1186/s40594-021-00312-0
Jeong, J. S., & González-Gómez, D. (2021). A STEM Course Analysis During COVID-19: A Comparison Study in Performance and Affective Domain of PSTs Between F2F and F2S Flipped Classroom. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.669855
Kraus, S., Breier, M. & Dasí-Rodríguez, S. (2020). The Art Of Crafting A Systematic Literature Review In Entrepreneurship Research. International Entrepreneurship and Management Journal, 16, 1023–1042.
Krishnan, K., & Md. Yusoff Daud. (2020). Pengintegrasian Teknologi Maklumat Dan Komunikasi (TMK) Dalam Proses Pengajaran Dan Pemudahcaraan (Pdpc) Matematik Dalam Kalangan Pensyarah Di Kolej-Kolej Vokasional Negeri Sembilan. Jurnal Dunia Pendidikan, 1(3).
Lambert, R., & Schuck, R. (2021). “The Wall Now Between Us”: Teaching Math to Students with Disabilities During the COVID Spring of 2020. Asia-Pacific Education Researcher, 30(3), 289–298. https://doi.org/10.1007/s40299-021-00568-8
Ling, T. J., & Mohd Effendi. (2020). Kesediaan Guru dan Pelajar Terhadap Pembelajaran Mobil dalam Pembelajaran dan Pemudahcaraan (PdPc): Sorotan Literatur Bersistematik. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(10), 83–94. https://doi.org/10.47405/mjssh.v5i10.513
Lishchynska, M., Palmer, C., & Cregan, V. (2021). Online mathematics supports in lieu of university tutorials during COVID-19: Student and lecturer perspectives. Teaching Mathematics and Its Applications, 40(4), 417–435. https://doi.org/10.1093/teamat/hrab015
Maarif, S., Umam, K., Soebagyo, J., & Pradipta, T. R. (2022). Critical review on mathematics virtual classroom practice in private university. International Journal of Nonlinear Analysis and Applications, 13(1), 975–982. https://doi.org/10.22075/ijnaa.2022.5616
Moradi, M., Liu, L., Luchies, C., Patterson, M. M., & Darban, B. (2018). Enhancing teaching-learning effectiveness by creating online interactive instructional modules for fundamental concepts of physics and mathematics. Education Sciences, 8(3). https://doi.org/10.3390/educsci8030109
Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492–505.
Msomi, A. M., & Bansilal, S. (2018). The experiences of first-year students in mathematics in using an e-learning platform at a university of technology. South African Journal of Higher Education, 32(5). https://doi.org/10.20853/32-5-2507
Mukuka, A., Shumba, O., & Mulenga, H. M. (2021). Students’ experiences with remote learning during the COVID-19 school closure: implications for mathematics education. Heliyon, 7(7). https://doi.org/10.1016/j.heliyon.2021.e07523
Mullen, C., Pettigrew, J., Cronin, A., Rylands, L., & Shearman, D. (2022). The rapid move to online mathematics support: changes in pedagogy and social interaction. International Journal of Mathematical Education in Science and Technology, 53(1), 64–91. https://doi.org/10.1080/0020739X.2021.1962555
Naidoo, J. (2020). Postgraduate mathematics education students’ experiences of using digital platforms for learning within the COVID-19 pandemic era. Pythagoras, 41(1), 1–11. https://doi.org/10.4102/PYTHAGORAS.V41I1.568
Noor Khairunnisa Hasmuddin, & Siti Mistima Maat. (2020). Impak Dan Cabaran Pelaksanaan E-Pembelajaran Matematik Sorotan Literatur Bersistematik. Jurnal Dunia Pendidikan, 2(3), 188–201.
Nur Hazirah Hairia’an, & Masayu Dzainudin. (2020). Pengajaran dan pemudahcaraan dalam talian semasa perintah kawalan pergerakan. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 9, 18–28.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 Statement: An Updated Guideline For Reporting Systematic Reviews. BMJ, 372.
Pranckutė, R. (2021). Web of Science (WoS) and Scopus: The Titans of Bibliographic Information in Today’s Academic World. Publications, 9(1).
Putri, R. S., Purwanto, A. J., Pramono, R., Asbari, M., Wijayanti, L. M., & Hyun, C. C. (2020). Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology , 29(5), 4809–4818.
Radha, R., Mahalakshmi, K., Sathish, V., & Saravanakumar, A. R. (2020). E-learning during lockdown of Covid-19 pandemic: A Global Perspective. International Journal of Control and Automation, 13(4), 1088–1099.
Radmehr, F., & Goodchild, S. (2022). Switching to Fully Online Teaching and Learning of Mathematics: The Case of Norwegian Mathematics Lecturers and University Students During the Covid-19 Pandemic. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-021-00162-9
Reju, C. O., & Jita, L. C. (2018). Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria. International Review of Research in Open and Distributed Learning, 19(2).
Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus, 12(4).
Sedaghatjou, M., Hughes, J., Liu, M., Ferrara, F., Howard, J., & Mammana, M. F. (2021). Teaching STEM online at the tertiary level during the COVID-19 pandemic. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2021.1954251
Sierra-Correa, P. C., & Kintz, J. R. C. (2015). Ecosystem-based adaptation for improving coastal planning for sea-level rise: A systematic review for mangrove coasts. Marine Policy, 51, 385–393.
Thompson, V. L., & McDowell, Y. L. (2019). A case study comparing student experiences and success in an undergraduate mathematics course offered through online, blended, and face-to-face instruction. International Journal of Education in Mathematics, Science and Technology, 7(2), 116–136. https://doi.org/10.18404/ijemst.552411
Wang, L., Huang, Y., & Omar, M. K. (2020). Analysis of Blended Learning Model Application Using Text Mining Method. International Journal of Emerging Technologies in Learning, 16(1), 172–187. https://doi.org/10.3991/IJET.V16I01.19823
Windhiyana, E. (2020). Dampak COVID-19 terhadap kegiatan pembelajaran online di perguruan tinggi Kristen di Indonesia. Perspektif Ilmu Pendidikan, 34(1).
