Mathematics Curriculum Management of Distance Learning Program in Junior High School

Authors

  • Adi Syaputra Universitas Ahmad Dahlan
  • Dian Hidayati Universitas Ahmad Dahlan
  • Enung Hasanah Universitas Ahmad Dahlan

DOI:

https://doi.org/10.31980/mosharafa.v12i1.753

Keywords:

Implementasi, Kurikulum Matematika, Manajemen Kurikulum, Pembelajaran Jarak Jauh, Sekolah Menengah Pertama, Curriculum Management, Distance Learning, Implementation, Junior High School, Mathematics Curriculum

Abstract

Penerapan pembelajaran jarak jauh atau pembelajaran tatap muka di era pendidikan normal baru memiliki implikasi psikologis bagi siswa termasuk pada pelajaran matematika. Penelitian ini bertujuan untuk menemukan model konseptual implementasi manajemen kurikulum dalam pembelajaran matematika jarak jauh di SMP. Penelitian ini merupakan kualitatif dengan pendekatan deskriptif dengan data berasal dari 10 SMP, data diperoleh secara kolektif berupa wawancara dari narasumber. Data diolah dengan aplikasi atlas.ti 8 kemudian divalidasi dan melakukan triangulasi sumber sehingga muncul hasil penelitian yakni (1) strategi pelaksanaan manajemen kurikulum dalam pembelajaran matematika jarak jauh yang diterapkan di pimpin langsung oleh kepala sekolah dengan bentuk brakedown peraturan, (2) pembelajaran yang dilakukan oleh guru berdasarkan perencanaan yang telah disusun oleh guru pada awal tahun ajaran, (3) sarana prasarana untuk pelaksanaan pembelajaran sudah terpenuhi, (4) pelatihan yang diberikan pada guru sudah di program oleh kepala sekolah dengan periodik, (5) pembentukan kelas yang dilakukan berfungsi untuk mengelompokan peserta didik sesuai dengan minat dan kemampuannya, (6) kendala yang dihadapi oleh guru adalah sulit mengetahui eksperesi peserta didik saat pembelajaran, (7) kendala yang dihadapi oleh peserta didik adalah jaringan dan kuota yang dimiliki oleh peserta didik sehingga sulit memahami materi yang disampaikan oleh guru.

 

The implementation of distance learning or face-to-face learning in the new normal education era has psychologically affected the students, including in mathematics learning. This study aimed to find a conceptual model to implement curriculum management of distance learning in mathematics in junior high schools. This qualitative descriptive study collected data from 10 junior high schools. The data were obtained collectively by using interviews. The data was processed using the atlas.ti 8 application and then validated and triangulated the sources so that the results of the research emerged, namely, the implementation strategy of curriculum management of the distance learning in was directed by the school principal in the form of regulatory breakdown, learning carried out by the teacher based on the plan prepared by the teacher at the beginning of the school year, the infrastructure of the learning process was provided, the training provided to teachers was programmed by the principal periodically, the class distribution was based on the student’s interests and abilities, the obstacle faced by the teacher was that it was difficult to know the expressions of the students during learning, the obstacles faced by students was the internet quota and unstable network to such an extent that students were having difficulties to understand the materials delivered by the teacher.

References

Abdullah, T., Maimunah, M., & Roza, Y. (2021). Analisis Kelengkapan RPP Matematika pada Guru SMAN 5 Tapung. Mosharafa: Jurnal Pendidikan Matematika, 10(3), 391-400. https://doi.org/10.31980/mosharafa.v10i3.975

Abid, N., Shahzad, M., Malik, M. I., Schwanecke, U., Ulges, A., Kovács, G., & Shafait, F. (2021). UCL: Unsupervised Curriculum Learning for water body classification from remote sensing imagery. International Journal of Applied Earth Observation and Geoinformation, 105. https://doi.org/10.1016/j.jag.2021.102568

Al-Mawee, W., Kwayu, K. M., & Gharaibeh, T. (2021). Student’s perspective on distance learning during COVID-19 pandemic: A case study of Western Michigan University, United States. International Journal of Educational Research Open, 2(September), 100080. https://doi.org/10.1016/j.ijedro.2021.100080

Allen, M. (2017). Cramér’s V. The SAGE encyclopedia of communication research methods. SAGE Publications. https://doi.org/https://dx.doi.org/10.4135/9781483381411.n107

Burns, B. (2013). Students’ perceptions of online courses in a graduate adolescence education program. MERLOT Journal of Online Learning and Teaching, 9(1).

Cankaya, S., & Yunkul, E. (2018). Learner views about cooperative learning in social learn ing networks. International Education Studies, 11(1). https://doi.org/5539/ies.v11n1p52

El Firdoussi, S., Lachgar, M., Kabaili, H., Rochdi, A., Goujdami, D., & El Firdoussi, L. (2020). Assessing Distance Learning in Higher Education during the COVID-19 Pandemic. Education Research International.

https://doi.org/10.1155/2020/8890633

Fauzi, M. A. (2022). E-learning in higher education institutions during COVID-19 pandemic : current and future trends through bibliometric analysis. Heliyon, 8(December), e09433. https://doi.org/10.1016/j.heliyon.2022.e09433

Gonzales, A. L., Calarco, J. M., & Lynch, T. (2018). nology Problems and Student Achievement Gaps: A Validation and Extension of the Technology Main tenance Construct. Sage Journal, 47(5), 750–770. https://doi.org/Https://Doi.Org/10.1177/0093650218796366. 10.1177/0093650218796366

Hibbi, F. Z., Otman, A., & Khatir, E. H. (2021). Coronavirus pandemic in Morocco: Measuring the impact of containment and improving the learning process in higher education. International Journal of Information and Education Technology, 11(1), 30–34. https://doi.org/10.18178/ijiet.2021.11.1.1485

Jebbour, M. (2022). The unexpected transition to distance learning at Moroccan universities amid COVID-19: A qualitative study on faculty experience. Social Sciences & Humanities Open, 5(1), 100253. https://doi.org/10.1016/j.ssaho.2022.100253

Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via distance in pre-registration nursing education: a scoping review. Nurse Educ, 44.

https://doi.org/10.1016/j.nepr.2020.102775

Khaoula, B., & Jalal, A. (2021). The Impact of Covid-19 on Higher Education: A Review on the Moroccan Case. International Journal of Innovation and Economic Development, 7(5), 17–26. https://doi.org/10.18775/ijied.1849-7551-7020.2015.75.2002

Maatuk, A. M., Elberkawi, E. K., & Aljawarneh, S. (2021). The COVID-19 pandemic and E learning: challenges and opportunities from the perspective of students and instructors. J. Comput. High Educ.

Masfufah, R., & Afriansyah, E. A. (2022). Analisis Kemampuan Literasi Matematis Ditinjau dari Gaya Belajar Siswa SMP pada Pembelajaran Daring. Jurnal PERISAI: Jurnal Pendidikan dan Riset Ilmu Sains, 1(1), 1-13.

Mudrikah, S., Pahleviannur, M. R., Surur, M., Rahmah, N., Siahaan, M. N., Wahyuni, F. S., Zakaria, Widyaningrum, R., Saputra, D., Prihastari, E. B., Ramadani, S. D., & Nurhayati, R. (2021). Perencanaan Pembelajaran di Sekolah. Gastronomía ecuatoriana y turismo local, 1(69).

Nurhasanah, A., Syafari, R., & Nurfaidah, A. R. (2022). Kesesuaian Buku Teks Matematika Berdasarkan Kurikulum 2013. Mosharafa: Jurnal Pendidikan Matematika, 11(2), 227-236. https://doi.org/10.31980/mosharafa.v11i2.1327

Onye, U. U., & Du, Y. (2016). Digital natives and digital divide: Analysing perspective for emerging pedagogy. Proceedings of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2016, 324–328.

Owusu-Ansah, S. (2018). Adoption of information communication technology (ICT) in distance education: A retrospective analysis. International Journal on E-Learning, 17(4), 527–550.

Paepe, L., De, Z. C., & Depryck, K. (2017). Online Dutch L2 learning in adult education: Educators’ and providers’ viewpoints on needs. Advantages and Disadvantages, 33(1), 18–33. https://doi.org/Https://Doi.Org/10.1080/02680513.2017.1414586

Pearce, A. P., Naumann, D. N., & O’Reilly, D. (2020). Mission command: applying principles of military leadership to the SARS-CoV-2 (COVID-19) Crisis. National Library of Medicine, 167(1), 3–4.

Permatasari, R. P. D., & Afriansyah, E. A. (2022). Kendala orang tua dalam mendampingi siswa ditinjau dari hasil belajar matematika secara online. Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu, 1(1), 27-36. https://doi.org/10.31980/powermathedu.v1i1.1913

Putrianingsih, S., Muchasan, A., & Syarif, M. (2021). Peran Perencanaan Pembelajaran Terhadap Kualitas Pengajaran. Inovatif, 7(1), 206–231.

Saitya, I. (2022). Pentingnya Perencanaan Pembelajaran Pada Pelajaran Pendidikan Jasmani Olahraga Dan Kesehatan. PIOR: Jurnal Pendidikan Olahraga, 1(1), 9–13.

Sarumaha, Y. A., & Kurniasih, A. (2022). Pemanfaatan Alat Peraga untuk Melatih Pemahaman Peserta Didik terhadap Operasi Aljabar. Plusminus: Jurnal Pendidikan Matematika, 2(3), 369-380. https://doi.org/10.31980/plusminus.v2i3.2220

Seah, B., Ang, E. N. K., Liaw, S. Y., Lau, S. T., & Wang, W. (2021). Curriculum changes for pre-registration nursing education in times of COVID-19: For the better or worse? Nurse Education Today, 98(November). https://doi.org/10.1016/j.nedt.2020.104743

White, C. (2003). Language learning in distance education. Cambridge University Press.

https://doi.org/https://doi.org/10.1017/CBO9780511667312

Xu, D., & Jaggars, S. (2014). Performance gaps between online and face-to-face courses: differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633–659. https://doi.org/10.1353/JHE.2014.0028.

Downloads

Published

2023-01-31

How to Cite

Syaputra, A., Hidayati, D., & Hasanah, E. (2023). Mathematics Curriculum Management of Distance Learning Program in Junior High School. Mosharafa: Jurnal Pendidikan Matematika, 12(1), 71–80. https://doi.org/10.31980/mosharafa.v12i1.753

Issue

Section

Articles