Application of Information and Communication Technology in Online Learning at the Department of Mathematics Education

Heru Sukoco, Mathilda Susanti, Atmini Dhoruri, Marsigit Marsigit
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Abstract

This research focuses on applying of Information and Communication Technology (ICT) to the Department of Mathematics Educations lecture activities. Researchers identified five different groups of teaching practices: the use of the most frequently used platforms; forms of lecture and assessment activities; student activities in finding and exploring information related to lecture materials; the ability of lecturers to utilize technology for lectures; and the ability of lecturers and students to create a conducive learning atmosphere in classes at the Department of Mathematics Education, by taking the student's point of view. This research is a quantitative study. The data in this study was obtained through a questionnaire distributed online through Google Forms. Studies related to the application of ICT in implementing online learning activities are described in graphs based on the analysis carried out and associated with several research results and articles by the research objectives. The result of this study indicates that ICT is the key to the mathematics education process, especially in conducting online mathematics learning, which is a challenge in the work of lecturers in various universities.

信息与通信技术在数学教育系在线学习中的应用
本研究的重点是信息通信技术(ICT)在数学教育系讲座活动中的应用。研究人员确定了五组不同的教学实践:使用最常用的平台;讲座和评估活动的形式;学生在寻找和探索与讲座材料相关的信息方面的活动;讲师利用技术进行讲座的能力;以及教师和学生在数学教育系课堂上通过站在学生的角度创造有利学习氛围的能力。这项研究是一项定量研究。本研究的数据是通过谷歌表格在线分发的调查问卷获得的。与信息通信技术在实施在线学习活动中的应用相关的研究基于所进行的分析,并与研究目标的几项研究结果和文章相关联,以图表形式进行描述。本研究结果表明,ICT是数学教育过程的关键,特别是在进行在线数学学习方面,这是各大学讲师工作中的一个挑战。</p><div id="highlighter- hover-tools" style="display: none;">/div><div id="highlight——hover-tools" style="display: none;"/div><div id="highlight——hover-tools" style="display: none;"/div><div id="highlight——hover-tools" style="display: none;"& lt; / div>
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