Perbandingan Persepsi Mahasiswa Terhadap Pembelajaran Daring dan Luring Dalam Matakuliah Teori Bilangan
DOI:
https://doi.org/10.53696/venn.v4i3.299Keywords:
pembelajaran daring, pembelajaran luring, persepsi mahasiswa, teori bilangan, blended learningAbstract
Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa terhadap pembelajaran daring dan luring dalam matakuliah Teori Bilangan, mengidentifikasi keunggulan dan kelemahan masing-masing model pembelajaran, serta mengevaluasi tingkat pemahaman dan interaksi mahasiswa. Pendekatan yang digunakan adalah mix-method dengan kombinasi kuantitatif deskriptif dan kualitatif. Instrumen penelitian berupa angket tertutup berbasis skala Likert dan skala penilaian, serta pertanyaan terbuka reflektif. Sampel penelitian terdiri dari 43 mahasiswa program studi Pendidikan Matematika. Hasil penelitian menunjukkan bahwa (1) Mahasiswa memiliki persepsi lebih positif terhadap pembelajaran luring dibandingkan daring, terutama dalam aspek pemahaman, motivasi belajar, dan interaksi. Luring dinilai lebih efektif dalam mendukung pembelajaran konsep abstrak seperti Teori Bilangan, (2) Pembelajaran luring unggul dalam interaksi langsung, diskusi aktif, dan fokus belajar, sedangkan daring menghadapi kendala interaksi dan teknis. Meski demikian, pembelajaran daring tetap unggul dalam fleksibilitas dan mendorong kemandirian belajar, dan (3) Mahasiswa memberikan penilaian lebih tinggi terhadap luring pada aspek pemahaman dan interaksi. Mayoritas memilih skala tertinggi untuk luring, menunjukkan tatap muka tetap menjadi pendekatan efektif untuk matakuliah berbasis konsep abstrak. Temuan ini merekomendasikan penerapan model blended learning untuk mengoptimalkan keunggulan dari kedua metode pembelajaran.
Downloads
References
Alammary, A. (2019). Blended learning models for introductory programming courses: A systematic review. PLOS ONE, 14(9), e0221765. https://doi.org/10.1371/JOURNAL.PONE.0221765
Amir, N. F., & Juhari, A. (2024). Analisis Komunikasi Matematis Siswa SMP Kelas VIII Pada Materi Geometri. Issues in Mathematics Education (IMED), 8(2). https://doi.org/10.35580/imed.v8i2.5372
Artino, A. R. (2009). Think, feel, act: Motivational and emotional influences on military students’ online academic success. Journal of Computing in Higher Education, 21(2), 146–166. https://doi.org/10.1007/S12528-009-9020-9/METRICS
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379–439. https://doi.org/10.3102/00346543074003379;PAGE:STRING:ARTICLE/CHAPTER
Burton, D. M. (2007). Elementary number theory (6th ed.). McGraw-Hill Education.
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Fitria, M. N., & Sukmawati, W. (2022). Analisis Perbedaan Hasil Belajar pada Pembelajaran Matematika Secara Daring dan Luring Siswa Kelas V SDN Tegal Alur 21 Petang. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 8(3), 833–840. https://doi.org/10.32884/IDEAS.V8I3.853
Graham, C. (2013). Emerging practice and research in blended learning. In Handbook of Distance Education (pp. 333–350).
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Sari, S. I., Sari, D. F., & Suwartini, I. (2021). EFEKTIVITAS PEMBELAJARAN DARING DAN LURING DI SMP NEGERI 3 PLERET. Alinea: Jurnal Bahasa, Sastra, Dan Pengajaran, 10, 145. http://jurnal.unsur.ac.id/ajbsi
Means, B., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. Teachers College Record. https://www.tcrecord.org/Content.asp?ContentID=16882
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/S10648-004-0006-X/METRICS
Rohmah, S. N. (2021). Strategi Pembelajaran Matematika. UAD Press.
Schoenfeld, A. H. (2016). Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint). Journal of Education, 196(2), 1–38. https://doi.org/10.1177/002205741619600202/ASSET/1F135AA1-7EBA-4809-89EA-7DB8C9F70143/ASSETS/002205741619600202.FP.PNG
Singh, V., & Thurman, A. (2019). How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082;PAGE:STRING:ARTICLE/CHAPTER
Tall, D. (1991). Advanced Mathematical Thinking. https://doi.org/10.1007/0-306-47203-1
Tall, D. (2013). How Humans Learn to Think Mathematically: Exploring the Three Worlds of Mathematics. How Humans Learn to Think Mathematically: Exploring the Three Worlds of Mathematics, 1–457. https://doi.org/10.1017/CBO9781139565202
Vygotsky, L. S. (1978). Mind in society: Development of Higher Psychological Processes. In Mind in Society. Harvard University Press.
Widodo, S. A., & Wahyudin. (2018). Selection of Learning Media Mathematics for Junior School Students. TOJET: The Turkish Online Journal of Educational Technology, 17(1).
Zhou, L., Wu, S., Zhou, M., & Li, F. (2020). 'School’s Out, But Class’ On’, The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control As an Example. https://doi.org/10.2139/SSRN.3555520
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Agusalim Juhari
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe on the rights of others).
- they agree to the license and copyright agreement.
All articles published are licensed under Creative Commons Attribution 4.0 International License.
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in their own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
