Distance Learning During COVID-19: Lived Experiences of Struggling Students in Mathematics

JPP (Jurnal Pendidikan Progresif) Pub Date : 2023-01-01 DOI:10.23960/jpp.v13.i2.202349

Christine Dionglay Marasigan, Nicole Velasco Pontanoza, Rose Reyes Andrade, Mike Allen Dimaligaya Religioso

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Abstract

Distance Learning During COVID-19: Lived Experiences of Struggling Students in Mathematics. Objectives: The research looked at the experiences of struggling students in mathematics during distance learning amidst the pandemic. Methods: Semi-structured interviews were utilized as part of the study’s phenomenological interpretive research design. Non-probability sampling technique was used to select six students to interview for the collection of raw data. Thematic analysis was used to record and examine transcripts. Findings: Four developing themes that were summed up into CLAS (Content, structure, assessment of self-learning modules and instructional materials, Learning environment, Accessibility of modality, and Support system) were recognized which describe the struggling students experiences in time of pandemic. Conclusion: According to one conclusion, problems with operationalization and learning delivery continue to be barriers, and modular distance learning is not appropriate for all types of students due to a number of factors. Keywords: modular distance learning, mathematics learning, phenomenological research. Abstrak: Pembelajaran Jarak Jauh Selama COVID-19: Pengalaman Hidup Siswa yang Berjuang di Bidang Matematika. Tujuan: Penelitian ini melihat pengalaman siswa yang bergelut di bidang matematika selama pembelajaran jarak jauh di tengah pandemi. Metode: Wawancara semi-terstruktur digunakan sebagai bagian dari desain penelitian interpretatif fenomenologis studi. Teknik non-probability sampling digunakan untuk memilih enam siswa yang akan diwawancarai untuk pengumpulan data mentah. Analisis tematik digunakan untuk merekam dan memeriksa transkrip. Temuan: Empat tema pengembangan yang diringkas menjadi CLAS (Isi, struktur, penilaian modul dan bahan ajar mandiri, Lingkungan belajar, Aksesibilitas modalitas, dan Sistem pendukung) diakui yang menggambarkan pengalaman siswa berjuang di masa pandemi. Kesimpulan: masalah operasionalisasi dan penyampaian pembelajaran terus menjadi hambatan, dan pembelajaran jarak jauh modular tidak sesuai untuk semua jenis siswa karena sejumlah faktor. Kata kunci: pembelajaran jarak jauh modular, pembelajaran matematika, penelitian fenomenologi. Kata kunci: pembelajaran jarak jauh modular, pembelajaran matematika, penelitian fenomenologi. DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202349

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2019冠状病毒病期间的远程学习:数学学习困难学生的亲身经历

2019冠状病毒病期间的远程学习:数学学习困难学生的亲身经历。目的:该研究着眼于疫情期间远程学习数学困难学生的经历。方法:采用半结构化访谈作为研究现象学解释研究设计的一部分。采用非概率抽样技术，选取6名学生进行访谈，收集原始数据。主题分析用于记录和检查转录本。结果:本研究总结了四个发展主题(内容、结构、自主学习模块和教材的评估、学习环境、模式的可及性和支持系统)，这些主题描述了疫情时期挣扎学生的经历。结论:根据一个结论，操作化和学习交付方面的问题仍然是障碍，由于许多因素，模块化远程学习并不适合所有类型的学生。关键词:模块化远程教育，数学学习，现象学研究。摘要:新冠肺炎疫情:Pengalaman Hidup Siswa yang Berjuang di Bidang Matematika。图胡安:Penelitian ini melihat pengalaman siswa yang bergelut di bidang matematika selama pembelajaran jarak jauh di tengah流行病。方法:对瓦万卡拉半结构结构进行解释现象学研究。技术的非概率抽样研究，研究了非概率抽样研究，研究了非概率抽样研究和非概率抽样研究。分析方法:从记忆的角度分析。Temuan: Empat tema pengembangan yang diringkas menjadi CLAS (Isi, strucktur, penaiaian module dan bahan ajar mandiri, Lingkungan belajar, Aksesibilitas modalitas, dan system pendukung) diakui yang menggambarkan pengalaman siswa berjuang di masa流行病。kespulan: masalah operonalisasi dan penyampaian pembelajaran terus menjadi hambatan, dan pembelajaran jarak jauh模块化tidak sesuai untuk semua jenis sisana sejumlah factor。Kata kunci: pembelajaran jarak jauh模块，pembelajaran matematika, penelitian现象学。Kata kunci: pembelajaran jarak jauh模块，pembelajaran matematika, penelitian现象学。DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202349

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