Dadang Juandi
@upi.edu
Department of Mathematics Education, Faculty of Teacher Training and Education
Universitas Pendidikan Indonesia Bandung
RESEARCH INTERESTS
Meta Analysis, mathematics education and statistics research
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Sulistiawati, Yaya Sukjaya Kusumah, Jarnawi Afgani Dahlan, and Dadang Juandi
AIP Publishing
. The backgroundof this research is the presence of the Covid-19 pandemic that change the learning trend from face-to-face in class to distance learning requires both teachers and students to be able to use technological tools in mathematics learning. The purpose of this study was to determine the difference in students’ perceptions of technology-assisted mathematics learning during distance learning based on gender. This study uses a quantitative method with a two-group between-subject design. The sample were students of class XI Math-Sci.6 and XI Math-Sci.7 of SMA Negeri 3 Bandung in the academic year 2020/2021 separated based on gender (there were 17 male and 17 female students). This study used a questionnaire on students’ perception of technology-assisted mathematics learning that was valid and reliable which compiled on the Google form platform and distributed via the WhatsApp platform. The questionnaire instrument was arranged based on the indicators: 1) the view about mathematics learning using technology, 2) the view about distance learning, 3) the view about technology-assisted interactive mathematics le arning in terms of its advantages, disadvantages, and uses 4) the view on the use of technology-assisted interactive mathematics learning in engaging students, and 5) a view of students’ experience in using technology-assisted interactive mathematics learning apps. The data analysis technique used is the independent-sample t-test because the data are normal and homogeneous. The results of this study indicate that there are no differences in students’ perceptions of technology-assisted mathematics learning during distance learning on the five indicators. The male and female students’ perception level is good satisfacory.
Lukman Hakim Muhaimin, Yaya Sukjaya Kusumah, Dadang Juandi, Agus Hendriyanto, and Sani Sahara
AIP Publishing
Dadang Juandi, Maximus Tamur, and Suparman
AIP Publishing
Asri Ode Samura, Darhim, Dadang Juandi, Arwan M. Said, Alfian, and Maximus Tamur
AIP Publishing
Maximus Tamur, Dadang Juandi, and Subaryo
AIP Publishing
Siti Maryam Rohimah, Darhim, and Dadang Juandi
AIP Publishing
H. Hunaifi and Dadang Juandi
AIP Publishing
Thesa Kandaga, Rizky Rosjanuardi, and Dadang Juandi
AIP Publishing
Faizah Nurwita, Yaya S. Kusumah, and Dadang Juandi
AIP Publishing
Suci Tawaldi, Elah Nurlaelah, Dadang Juandi, and Suparman
AIP Publishing
Khairunnisa, Darhim, Nanang Priatna, and Dadang Juandi
AIP Publishing
Sulistiawati, Dadang Juandi, Yaya S. Kusumah, Ricki Yuliardi, and Samsul Arifin
AIP Publishing
N. Nurhayati, Y. S. Kusumah, and D. Juandi
AIP Publishing
Endang Istikomah and Dadang Juandi
AIP Publishing
Nia Kania and Dadang Juandi
Institute of Advanced Engineering and Science
Students who study at home certainly affect their self-concept. Their study found that knowledge of distance learning affects the perceived usefulness of this process. This study described self-concept has an influence on learning achievement in mathematics. The type of research used in this study was descriptive quantitative research to determine the relationship between students’ self-concept and learning achievement in mathematics. This research was conducted in class 8 of State Junior High School (SMPN) 1 Palasah, Indonesia with 151 students as respondents. The self-concept data was obtained from a study questionnaire that had previously estimated its validity and reliability. This analysis is used to explain the data in the form of standard deviation, average, and low score. Self-concept is categorized into three categories (high, medium, and low). Self-concept is categorized into two kinds, namely positive self-concept, and negative self-concept. Categorization of self-concept can also be divided into three kinds. A high self-concept is also called a more positive self-concept, a moderate self-concept is also called a positive self-concept, and a low self-concept is also called a negative self-concept. Therefore, when students have a positive self-concept, it affects learning achievement positively as students needhaveaves to have a self-concept in learning mathematics.
Arifin Riadi, Turmudi, and Dadang Juandi
AIP Publishing
Ardhi Prabowo, Didi Suryadi, Dadan Dasari, and Dadang Juandi
AIP Publishing
Thesa Kandaga, Rizky Rosjanuardi, and Dadang Juandi
AIP Publishing
Yullys Helsa, , Suparman Suparman, Dadang Juandi, Turmudi Turmudi, Munirah Binti Ghazali, , , , and
Modestum Ltd
Yullys Helsa, , Turmudi, and Dadang Juandi
EJournal Publishing
The previous studies regarding hybrid learning and mathematics concept showed that there is an inconsistent effect of hybrid learning on students’ conceptual understanding skills in mathematics. The purpose of this study is to approximate and examine the effect of hybrid learning on students’ mathematical conceptual understanding skills and some moderating factors predicted in affecting students’ heterogeneous mathematics concept. Meta-analysis was employed to conduct this study by selecting random effect model. The process of literature search and selection established 39 documents published in 2011 – 2021. Hedges’ equation was used to measure the effect size. Data analysis employed Z test and Q Cochrane test supported by the Comprehensive Meta-Analysis (CMA) software. The results showed that hybrid learning had a moderate positive effect (g = 0.867; p < 0.05) on students’ conceptual understanding skills in mathematics. This study indicates that hybrid learning is effective in enhancing students’ mathematical conceptual understanding skills. Furthermore, educational level, geographical location and group size of intervention were not the significant moderating factors. It means that students’ heterogeneous mathematics concept in hybrid learning process were not affected by the moderating factors. This study suggests mathematics teacher and lecturer to implement hybrid learning as an alternative mathematics learning in enhancing students’ mathematics concept.