Analysis of Students Perceptions on Technology-Assisted Learning During Distance Learning Viewed from Gender
Sulistiawati (a*), Yaya S. Kusumah (b)

a),b) Program Studi Doktoral Pendidikan Matematika, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154

Abstract

The background of this research is the presence of the Covid-19 pandemic that change the learning trend from face-to-face in class to distance learning. This requires both teachers and students to be able to use technological tools in learning, especially 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 of this study were students of class XI.6 and class XI.7 (majoring in Mathematics and Natural Sciences) at SMA Negeri 3 Bandung in the academic year 2020/2021. The instrument used was a questionnaire on students^ perception of technology-assisted mathematics learning that was valid and reliable (r=0,917). The instrument was compiled on the Google form platform and distributed via the WhatsApp platform to all students in two classes, but only 34 students collected it, then the result of the questionnaire was separated by gender (there were 17 male students and 17 female students). 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 learning 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 at &#945-=0.05. Data analysis was carried out based on the five previously mentioned indicators. The results of this study indicate that there are no differences in students^ perceptions of technology-assisted mathematics learning during distance learning on the 5 indicators

Keywords: students^ perception, gender, technology-assisted learning, distance learning

Topic: Mathematics Education