Heny Sri Astutik, Abdul Rahman, Nurwati Djam’an

Pengaruh Penerapan Pembelajaran Daring Terhadap Hasil Belajar Matematika Ditinjau Dari Kemandirian Belajar Mahasiswa

Introduction

Pengaruh penerapan pembelajaran daring terhadap hasil belajar matematika ditinjau dari kemandirian belajar mahasiswa. Meneliti pengaruh pembelajaran daring terhadap hasil belajar matematika mahasiswa, mempertimbangkan tingkat kemandirian belajar (tinggi, sedang, rendah). Studi kuasi-eksperimen untuk pendidik.

Abstract

This study aims to find out Are student mathematics learning outcomes in solving problems for students who have high learning independence better than those who have moderate learning independence, are student mathematics learning outcomes in solving questions for students who have high learning independence are better than those who have low learning independence and whether the mathematics learning outcomes of students in solving problems for students who have moderate learning independence are better than those who have low learning independence. This research is a quasi-experimental study with a 2 x 3 factorial design. The population of this research is all students of the mathematics education study program in the even semester of the 2020/2021 academic year. Samples were taken by random sampling. The instruments used in data collection were learning independence questionnaires and learning achievement tests in solving questions in the form of descriptions. Before Questionnaires and tests are used for data collection before being tested to determine validity and reliability. Hypothesis testing using anava two different cell lines, with a significance level of 5%. Previously, the average balance test and prerequisite tests were carried out involving the normality test and homogeneity test. The average balance test uses the t test while the normality test uses the Liliefors test which concerns the normality of the experimental group, control group, independence high learning, moderate learning independence and low learning independence. The homogeneity test uses the Barlett test which concerns learning strategies and learning independence

Review

This study investigates the relationship between student learning independence and mathematics learning outcomes in the context of online learning. While the title suggests an examination of the "influence of online learning," the abstract's stated aims are narrowly focused on comparing mathematics learning outcomes among students with high, moderate, and low levels of learning independence, specifically in solving problems. This presents a notable disconnect between the broader scope implied by the title and the detailed research questions presented in the abstract, which primarily focus on pairwise comparisons based on independence levels rather than the direct impact or interaction effect of online learning itself. Clarifying how online learning is conceptualized and integrated into the research questions would significantly strengthen the paper's overall coherence and relevance. The methodology employs a quasi-experimental design with a 2 x 3 factorial structure. However, the abstract does not clearly define the two factors in this design. While the '3' clearly refers to the levels of learning independence (high, moderate, low), the nature of the '2' factor, presumably related to online learning or a control group, remains ambiguous. Although random sampling for the population is mentioned, the abstract lacks details on how participants were assigned to the different conditions implied by the quasi-experimental design, which is crucial for internal validity. The use of learning independence questionnaires and achievement tests, with prior validation and reliability testing, is a commendable strength. Nevertheless, the statistical analysis description, "anava two different cell lines," is imprecise and should be replaced with standard terminology like 'Two-Way ANOVA' if that is the intended method for a 2x3 factorial design. The sudden mention of "learning strategies" in the context of the homogeneity test further adds to the methodological ambiguity, as this variable was not previously introduced as a core component of the study's design or aims. In conclusion, this study addresses a relevant topic concerning online learning and student independence, which has considerable practical implications for mathematics education. However, the abstract, as presented, suffers from a lack of clarity regarding its central research questions, the precise definition of its independent variables within the factorial design, and the specific statistical tests employed. To enhance the paper's rigor and readability, the authors are strongly encouraged to explicitly link the title's premise to the research aims, clearly define all factors within their quasi-experimental design, and use precise, standard terminology for their statistical analyses. Addressing these points would undoubtedly improve the study's impact and ensure its findings are interpreted with greater confidence.

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