Zoom Meeting vs Google Classroom: Perbedaan Hasil Belajar Matematika Berdasarkan Platform Pembelajaran Daring
Keywords:
platform pembelajaran daring, Zoom Meeting, Google Classroom, hasil belajar matematika
Abstract
Pandemi Covid mengakibatkan proses pembelajaran dilaksanakan secara daring sepenuhnya. Perubahan metode belajar memberikan dampak terhadap hasil belajar matematika siswa. Oleh karena itu, diperlukan strategi yang tepat dalam melaksanakan pembelajaran matematika secara daring, termasuk memilih platform pembelajaran daring. Di antara platform pembelajaran daring yang sering digunakan dalam pembelajaran matematika adalah Zoom Meeting dan Google Classroom. Penelitian ini bertujuan untuk membandingkan hasil belajar matematika yang menggunakan platform Zoom Meeting dan Google Classroom. Penelitian ini menggunakan desain the post-test two experimental group design dengan dua kelompok perlakuan, yaitu kelompok Zoom Meeting dan kelompok Google Classroom. Perlakuan dilakukan kepada 197 mahasiswa IAIN Samarinda yang mengambil mata kuliah matematika. Hasil belajar matematika diambil dari skor UAS dan nilai akhir. Data yang diperoleh diolah dengan statistik deskriptif dan diuji beda menggunakan statistika non parametrik. Hasil penelitian menunjukkan bahwa hasil belajar matematika mahasiswa yang menggunakan Zoom Meeting lebih baik daripada Google Classroom. Meskipun begitu, platform Zoom Meeting dan Google Classroom tergolong efektif digunakan dalam pembelajaran matematika. Oleh karena itu, mengombinasikan kedua platform tersebut dalam pembelajaran matematika diduga meningkatkan kualitas pembelajaran matematika.References
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Spence, D. J., & Usher, E. L. (2007). Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement. Journal of Educational Computing Research, 37(3), 267–288. https://doi.org/10.2190/EC.37.3.c
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Swasti, I. K. (2020). Implementasi manajemen pembelajaran daring dengan platform WA, CR, M-Z dan kepuasan mahasiswa. Jurnal Administrasi Dan Manajemen Pendidikan, 3(4), 342–351. https://doi.org/10.17977/um027v3i42020p342
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Yamagata-Lynch, L. C. (2014). Blending online asynchronous and synchronous learning. International Review of Research in Open and Distance Learning, 15(2), 189–212. https://doi.org/10.19173/irrodl.v15i2.1778
Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181–185. https://doi.org/10.1111/1467-8721.00196
Boaler, J., Dieckmann, J. A., Pérez-Núñez, G., Sun, K. L., & Williams, C. (2018). Changing Students Minds and Achievement in Mathematics: The Impact of a Free Online Student Course. Frontiers in Education, 3, 26. https://doi.org/10.3389/feduc.2018.00026
Clark, A. K., & Whetstone, P. (2014). The impact of an online tutoring program on mathematics achievement. Journal of Educational Research, 107(6), 462–466. https://doi.org/10.1080/00220671.2013.833075
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. In Research Methods in Education. https://doi.org/10.4324/9781315456539
Darlis, V., & Sari, D. K. (2021). The Effectiveness of Blended Learning: The Impact of Student’s Characteristics and Digital Literacy on Student Performance. Proceedings of the 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020), 561–566. Atlantis Press. https://doi.org/10.2991/ASSEHR.K.210202.097
Ebel, R. L., & Frisbie, D. A. (1991). Essentials of Educational Measurement ; Prentic Hall: New York, U. SA.
Hamid, A. A. (2001). e-Learning - Is it the “e” or the learning that matters? Internet and Higher Education, 4(3–4), 311–316. https://doi.org/10.1016/S1096-7516(01)00072-0
Hedges, S. (2017). Statistics student performance and anxiety: Comparisons in course delivery and student characteristics. Statistics Education Research Journal, 16(1).
I Nyoman Gede Wardana. (2021). Effectiveness Of Blended Learning In Human Anatomy Courses. Jurnal Pendidikan Indonesia, 2(2), 209–219. https://doi.org/10.36418/japendi.v2i2.102
Irfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). Challenges during the pandemic: Use of e-learning in mathematics learning in higher education. Infinity: Journal of Mathematics Education, 9(2), 147–158. https://doi.org/10.22460/infinity.v9i2.p147-158
Juhari, A., & Muthahharah, I. (2020). Implementation of Problem Based Learning Model with Problem Posing-Solving Approach in Mathematics Learning during Covid-19 Pandemic. Proceeding of International Conference on Science and Advanced Technology (ICSAT), 0(0). Retrieved from https://ojs.unm.ac.id/icsat/article/view/17892
Klimova, B. (2021). Blended Learning as an Effective Approach to English Language Teaching at the Institutions of Higher Learning—A Case Study. In J. J. Park, V. Loia, Y. Pan, & Y. Sung (Eds.), Advanced Multimedia and Ubiquitous Engineering (Vol. 716, pp. 115–120). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-981-15-9309-3_17
Kosko, K. W. (2012). Student Enrolment in Classes with Frequent Mathematical Discussion and Its Longitudinal Effect on Mathematics Achievement. The Mathematics Enthusiast, 9(1). Retrieved from https://scholarworks.umt.edu/tme/vol9/iss1/6
Kosko, K. W., & Miyazaki, Y. (2012). The effect of student discussion frequency on fifth-grade students mathematics achievement in U.S. schools. Journal of Experimental Education, 80(2), 173–195. https://doi.org/10.1080/00220973.2011.566588
Kusuma, J. W., & Hamidah, H. (2020). Perbandingan hasil belajar matematika dengan penggunaan platform WhatsApp Group dan Webinar Zoom dalam pembelajaran jarak jauh pada masa pandemik Covid 19. Jurnal Ilmiah Pendidikan Matematika, 5(1), 97–106. https://doi.org/10.26877/jipmat.v5i1.5942
Lestari, K. P., & Benardi, A. I. (2020). Perbedaan Hasil Belajar Siswa dengan Model Pembelajaran Blended Learning Berbasis Edmodo dan Model Pembelajaran di Kelas Reguler Pada Mata Pelajaran Geografi SMA Negeri 1 Pamotan Tahun Ajaran 2019/2020. Edu Geography, 8(3), 232–237. Retrieved from http://journal.unnes.ac.id/sju/index.php/edugeo
Li, L., Finley, J., Pitts, J., & Guo, R. (n.d.). Which is a better choice for student-faculty interaction: synchronous or asynchronous communication? Journal of Technology Research.
Liu, Z.-Y., Liu, Z.-Y., Lomovtseva, N., & Korobeynikova, E. (2020). Online Learning Platforms: Reconstructing Modern Higher Education. International Journal of Emerging Technologies in Learning (IJET), 15(13), 4–21.
Lo, C. K., & Hew, K. F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464–481. https://doi.org/10.1080/10494820.2018.1541910
Martin, F., Stamper, B., & Flowers, C. (2020). Examining student perception of readiness for online learning: Importance and confidence. Online Learning Journal, 24(2), 38–58. https://doi.org/10.24059/olj.v24i2.2053
Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspective. The International Journal of Indian Psychology, 8(2), 783–793. https://doi.org/10.25215/0802.094
Ningsih, S. (2020). Persepsi Mahasiswa Terhadap Pembelajaran Daring Pada Masa Pandemi Covid-19. JINOTEP (Jurnal Inovasi Dan Teknologi Pembelajaran): Kajian Dan Riset Dalam Teknologi Pembelajaran, 7(2), 124–132. https://doi.org/10.17977/um031v7i22020p124
Noah, Oyarinde, O., & Gbemisola, Komolafe, O. (2020). Impact of google classroom as an online learning delivery during COVID-19 pandemic: The case of a secondary school in Nigeria. Journal of Education, Society and Behavioural Science, 33(9), 53–61. https://doi.org/10.9734/jesbs/2020/v33i930259
Pei, L., & Wu, H. (2019). Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Medical Education Online, 24(1), 1666538. https://doi.org/10.1080/10872981.2019.1666538
Rockinson-Szapkiw, A. J., Wendt, J., Wighting, M., & Nisbet, D. (2016). The predictive relationship among the community of inquiry framework, perceived learning and online, and graduate students’ course grades in online synchronous and asynchronous courses. International Review of Research in Open and Distance Learning, 17(3), 18–35. https://doi.org/10.19173/irrodl.v17i3.2203
Silaban, F. D., Elindra, R., & Harahap, M. S. (2021). Peningkatan kemampuan pemecahan masalah matematis siswa melalui penggunaan model pembelajaran blended learning berbasis Youtube di SMPN 8 Padangsidimpuan. Mathematic Education Journal (MathEdu), 4(1), 18–24. Retrieved from http://journal.ipts.ac.id/index.php/
Singh, S., Rylander, D. H., & Mims, T. C. (2012). Efficiency of Online vs. Offline Learning: A Comparison of Inputs and Outcomes. International Journal of Business, Hukmanities and Technology, 2(1), 93–98. Retrieved from www.ijbhtnet.com
Spence, D. J., & Usher, E. L. (2007). Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement. Journal of Educational Computing Research, 37(3), 267–288. https://doi.org/10.2190/EC.37.3.c
Sustiningsih, S. (2021). Penerapan pendekatan kontekstual melalui Zoom Cloud Meeting untuk meningkatkan pemahaman konsep matematis. JIRA: Jurnal Inovasi Dan Riset Akademik, 2(2), 236–241. https://doi.org/10.47387/jira.v2i2.64
Swasti, I. K. (2020). Implementasi manajemen pembelajaran daring dengan platform WA, CR, M-Z dan kepuasan mahasiswa. Jurnal Administrasi Dan Manajemen Pendidikan, 3(4), 342–351. https://doi.org/10.17977/um027v3i42020p342
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323. https://doi.org/10.1080/01587919.2013.835779
Yamagata-Lynch, L. C. (2014). Blending online asynchronous and synchronous learning. International Review of Research in Open and Distance Learning, 15(2), 189–212. https://doi.org/10.19173/irrodl.v15i2.1778
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