Teachers' Perception of Teaching and Learning During to Post Covid-19 Pandemic Era: A Case of Indonesian Mathematics Teachers

This study explores secondary school mathematics teachers ' perceptions of teaching and learning during to post the COVID-19 Pandemic. The Quantitative data were collected through a survey of 45 secondary school mathematics teachers (34 females and 11 males). Moreover, the qualitative data were collected through semi-structured interviews with four secondary school mathematics teachers (2 females and two males). The quantitative data were analysed statistically. Moreover, thematic analysis was used to analyse the qualitative data. The quantitative results indicate a significant connection between teachers ' difficulties in teaching and learning and their profiles: their school type, academic degree, and professional qualification. The secondary mathematics teachers ofpublic schools faced more obstacles than the teachers of private schools. The qualitative analysis showed thatfive main instructional aspects might affect teaching and learning success during the pandemic era: learning modes, learning activities, learning media, learning tools, assessment, and time consumption.

The development of module based on ARCS (attention, relevance, confidence, satisfaction) in number materials at grade VII junior high school/MTS

Every student in the school can not fully implement learning activities in pandemic Covid-19, so the students were divided into two groups to come to a school that turns day per week. This condition requires teaching materials that can teach students themselves at home. Various learning resources are very important to support learning activities during the Covid-19 pandemic, especially those that can teach students independently. Learning resources available at MTs Muhammadiyah Padang Panjang include textbooks from various publishers or teaching materials made by teachers. However, the available learning resources have not made students learn independently. This is obtained from the results of interviews with teachers in Mathematics at MTs Muhammadiyah, who said that students were still unable to understand learning materials and do assignments without teacher guidance or help from friends. In addition, students feel less confident about the tasks that have been made. Structured independent teaching material is needed to maximize student independence in learning. In addition, based on the results of the questionnaire analysis of learning difficulties in the number material, an average of 40.13% of students still have difficulty in the number material. Based on the problems above, an ARCS-based module was developed (Attention, Relevance, Confidence, Satisfaction) to facilitate students' independent learning by presenting learning materials that contain learning motivation according to the ARCS component. The development of this module aims to determine the level of validity and practicality of ARCS-based modules on the Numbers material. © 2023 Author(s).

The influence of online learning barriers and students' learning independence on the learning outcomes of class VIII students of SMPN 1 V Koto Kampung Dalam

Currently the world of education is also having an impact from the Covid-19 pandemic, so that the learning process continues, the government carries out an online learning process. There are many obstacles that occur, this is because not all students are able to follow it and have facilities that support online learning. Another factor that affects student learning outcomes in online learning is learning independence. This study was conducted to see if there is an effect of online learning barriers and student learning independence on mathematics learning outcomes for class VIII SMPN 1 V Koto Kampung Dalam students. This study uses a combination of ex fost facto research and descriptive research. The population in this study were 130 students of SMPN 1 V Koto Kampung Dalam. The sample used is 63 students. The data generated from this study were analyzed by descriptive statistics and multiple linear regression. The independent variables of this study are online learning barriers and independent learning, while the dependent variable is student learning outcomes. The results of this study indicate that there is an influence of online learning barriers and learning independence on the learning outcomes of class VIII SMPN 1 V Koto Kampung Dalam students by 48.5% and the influence from outside this study by 51.5%. © 2023 Author(s).

The influence of teachers' learning methods and teaching methods on mathematics learning achievements of class VII students of SMP Hikmah Padang Panjang

The mathematics learning outcomes of Class VII students of SMP Hikmah Padang Panjang tend to be below. It is suspected that the cause is the way students learn and the teacher's teaching methods are not good in the mathematics learning process during the covid-19 pandemic. Through this study, we want to reveal empirically, whether student learning methods and teacher teaching methods have a significant effect on mathematics learning achievement for seventh-grade students of SMP Hikmah Padang Panjang. This research uses correlation research with a quantitative approach. Many of the population in this study were 24 students of SMP Hikmah Padang Panjang. The sample used is 24 students. The data generated from this study were analyzed by descriptive statistics and multiple linear regression. The independent variables of this research are the teacher's way of learning and teaching methods, while the dependent variable is mathematics learning achievement. Variables of the learning method and teacher's teaching method contributed to students' mathematics learning achievement by 17.1% and the rest was related to other factors that were not discussed in this study. © 2023 Author(s).