Flipped Classroom Assisted Autograph in Calculus Learning for Engineering Students: A Rasch Measurement Study

This project aims to investigate the Flipped Classroom Model Assisted Autograph can help engineering students improve their math skills. Many researchers have discussed how the Flipped Classroom Model has been proven successful for online learning usage, particularly during remote learning because of the Covid-19 pandemic's effects. However, the flipped classroom concept has yet to be implemented in conjunction with other supporting learning media. As a result, this project will combine the flipped classroom concept with Autograph media in calculus instruction. This study is an experimental study using a one-group pretest-posttest design. The data was gathered using essay test instruments and motivation questionnaires that were both valid and reliable. Rasch Model Measurement (Stacking Analysis) was employed as part of the data analysis, aided by the Winstep tool. The change in the logit value in each engineering student test results shows that engineering students' mathematics learning achievement improved. The result indicated that students gave positive feedback on the use of Autograph for mathematics after experiencing Flipped Classroom Model. Based on these findings, a Flipped Classroom Model based on Autograph can improve engineering students' mathematics learning achievement. © Mathematics Teaching-Research Journal 2022.

Undergraduate Students' Difficulties in Following Distance Learning in Mathematics Based on E-Learning During the Covid-19 Pandemic

The success of implementing e-learning depends on students' perceptions regarding this learning, the ability to use IT, to the online learning process carried out in mathematics courses. This paper describes how students experienced difficulties in following mathematics learning based on e-learning during the Covid-19 as seen from the research variables developed. This research subject were 500 students who came from various undergraduate study programs. The research data were collected through online questionnaires and analyzed using structural equation modeling. The results showed that students' views and the ability to use IT affected online learning that was undertaken during the Covid-19.