Mathematical disposition of students’, teachers, and parents in distance learning: A survey

Nuhyal Ulia, Imam Kusmaryono

Abstract


This study reveals (1) the mathematical dispositions of students, teachers, and parents in distance learning, and (2) factors forming the mathematical dispositions of students, teachers, and parents in distance learning. The method used in this research is a survey-based qualitative descriptive analysis. The subjects of the study were 20 elementary school students, 20 elementary school teachers, and 20 parents who have elementary school-aged children (6 to 11 years). The research data were collected through questionnaires and interviews. The results showed that the level of students' mathematical dispositions in distance learning was at a moderate level, the parents' mathematical dispositions were at a moderate level but tended to below, while the teachers' mathematical dispositions were at a high level. There are three factors that need to be considered to determine a mathematical disposition, namely the presence or absence of a mathematical disposition, its direction, and its intensity. Meanwhile, an interactive learning atmosphere, fast feedback, the use of technology, and the right content are factors in forming mathematical dispositions. This supports the proposition that the disposition (students, teachers, parents) towards mathematics learning is influenced by rules and practices in schools, teacher-student relationships, and expectations that determine the learning climate.

Keywords


Mathematical disposition; Distance learning; Covid-19.

Full Text:

PDF

References


Adi, M., Siregar, P., & Lisma, E. (2019). The effect of disposition student mathematics learning achievement in medan state 28 junior high school. Journal of Community Service and Research, 3(1), 22–27.

Almerino, Etcuban, & De Jose. (2019). Students’ affective belief as the component in mathematical disposition. International Electronic Journal of Mathematics Education. 14(3), 475-487. https://doi.org/10.29333/iejme/5750

Arshad, M., Zaidi, S.M.I.H., & Mahmood, K. (2015). Self-Esteem and academic performance among university students, Journal of Education and Practice, 6(1), 156-162.

Barham, A.I. (2020). Exploring in-service mathematics teachers’ perceived professional development needs related to the strands of mathematical proficiency. EURASIA Journal of Mathematics, Science and Technology Education, 16(10), 1-18. https://doi.org/10.29333/ejmste/8399

Beyers, J. (2011). Development and evaluation of an instrument to assess prospective teachers ’ dispositions with respect to mathematics. International Journal of Business and Social Science, 2(16), 20–33.

Chakraborty, M., & Nafukho, F.M. (2014). Strengthening student engagement: What do students want in online courses? European Journal of Training and Development, 38(9), 782-802.

Casinillo, L. F., Palen, M. A. E., Casinillo, E. L., & Batidor, P. G. (2020). Assessing senior high student’s learning experiences in mathematics. Indonesian Journal of Educational Studies, 23(1), 44–60. https://doi.org/10.26858/ijes.v23i1.13437

Colita, M., S & Genuba, R. L. (2019). School climate and mathematical disposition of grade 10 students. International Journal of Trends in Mathematics Education Research, 2(4), 173-178.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications, Inc. 2455 Teller Road Thousand Oaks, California 91320.

Dina, Z. H., Ikhsan, M., & Hajidin, H. (2019). The Improvement of Communication and Mathematical Disposition Abilities through Discovery Learning Model in Junior High School. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 1(1), 11–22. https://doi.org/10.23917/jramathedu.v1i1.6824

Esezi Isaac, O., & Eric Chikweru, A. (2018). Test for significance of Pearson’s correlation coefficient (r). International Journal of Innovative Mathematics, Statistics & Energy Policies, 1(1), 11–23.

Facione, P.A., Giancarlo, C.A., Noreen, C., & Gainen, J. (2015). The disposition toward critical thinking. Journal of General Education, 44(1), pp. 1–17.

Feldhaus, C. A. (2014). How pre service elementary school teachers’ mathematical dispositions are influenced by school mathematics. American International Journal of Contemporary Research, 4(6), 91–97.

Ferradás, M. d M., Freire, C., Núñez, J.C, & Regueiro, B. (2020). The relationship between self-esteem and achievement goals in university students: The mediating and moderating role of defensive pessimism. Sustainability, 12(7531), 1-14 https://doi:10.3390/su12187531

Haji, S. Yumiati, & Zamzaili. (2019). Improving students’ productive disposition through realistic mathematics education with outdoor approach. Journal of Research and Advances in Mathematics Education, 4(2), 101-111.

Kusmaryono, I., Suyitno, H., Dwijanto, D., & Dwidayati, N. (2019). The effect of mathematical disposition on mathematical power formation: Review of dispositional mental functions. International Journal of Instruction, 12(1), 343-356. https://doi.org/10.29333/iji.2019.12123a

Lane-Garon, P.S., & Richardo, T. (2013). Mediator mentors: Improving school climate, nurturing student disposition. Conflict Resolution Quarterly, 21(1), 47-67.

Lin, M. H., Chen, H. C., & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564. https://doi.org/10.12973/eurasia.2017.00744a

Mazana, M.Y., Montero, C.S., & Casmir, R.O. (2019). Investigating students’ attitude towards learning mathematics. International Electronic Journal of Mathematics Education, 14(1), 207-231. https://doi.org/10.29333/iejme/3997

Miles, M. B., & Huberman, M. A. (2016). Qualitative data analysis: A resource book on new methods. In Universitas Indonesia_UI Press (11th ed., Issue 1). Universitas Indonesia (UI-Press).

Nakayama, M., Yamamoto, H., & Santiago, R. (2007). The Impact of learner characteristics on learning performance in hybrid courses among japanese students. Electronic Journal e-Learning, 5(3), 195-206.

NCTM. (1989). Principles and Standard for School Mathematics. Resto, Virginia: The National Council of Teachers of Mathematics, Inc.

Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129–132. https://doi.org/10.1177/1362168815572747

Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning Journal, 21(3), 166–190. https://doi.org/10.24059/olj.v21i3.1225

Ponto, J. (2015). Understanding and evaluating survey research. Journal of the Advanced Practitioner in Oncology, 6(2), 168–171.

Putri, I.A.S., Yasa, P.N.S., & Ningsih, N.A.P. (2020). The influence of teacher teaching and guidance of parents on student achievement with mediation of learning motivation in Santo Yoseph Denpasar. Jagadhita, 7(2), 138-147.

Rapanta, C., Botturi , L., Goodyear, P., Guàrdia, L., & Koole, M.(2020). Online university teaching during and after the covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(7), 923–945. https://doi.org/10.1007/s42438-020-00155-y

Siregar, M.A.P, & Lisman, E. (2020). The effect of disposition on student mathematics learning achievement in Medan State 28 junior high school. Journal of Community Service and Reserch, 3(1), 22-27.

Taber, K. S. (2018). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2

Tan, F.D.H., Whipp, P.R, Gagne, M., & Quaquebeke, N.V. (2018). Students’ perception of teachers’ two way feedback interactions that impact learning. Social Psychology of Education, 2(9), 1-20 https://doi.org/10.1007/s11218-018-9473-7

Zhao, F. (2003). Enhancing the quality of online higher education through measurement. Quality Assurance in Education, 11 (4), 214-221.


Article Metrics

Abstract has been read : 1214 times
PDF file viewed/downloaded: 0 times


DOI: http://doi.org/10.25273/pe.v11i1.8869

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran

Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran published by UNIVERSITAS PGRI MADIUN.

View Premiere Educandum Stats