A Comparative Study of First and Third Year Prospective Elementary Teachers’ Attitude Towards Technology-Based Mathematics Assessment

Desri Rahmadhani; Zetra Hainul Putra; Eddy Noviana

doi:10.35445/alishlah.v13i1.488

A Comparative Study of First and Third Year Prospective Elementary Teachers’ Attitude Towards Technology-Based Mathematics Assessment

Desri Rahmadhani, Zetra Hainul Putra, Eddy Noviana

Abstract

This study aims to determine how prospective elementary teachers' attitudes about technology-based mathematics assessment determine whether there are attitude differences between first and third-year prospective elementary teachers about technology-based mathematics assessment. This research is a comparative study with quantitative methods. The research data was conducted through an online survey, namely a questionnaire using Google Form. The populations of this study were 236 prospective elementary teachers with a sample size of 70 prospective elementary teachers. We use the proportion stratified random sampling technique to select the sample of this study. The results showed that the prospective elementary teachers have good attitudes toward technology-based mathematics assessment. This study also shows no difference between first and third-year prospective elementary teachers' attitudes towards the technology-based mathematics assessment.

Keywords

attitude; mathematics assessment; technology

Full Text:

PDF

References

Adiarta, A., & Divayana, D. G. H. (2019). Pengembangan soal test digital matakuliah asesmen dan evaluasi menggunakan aplikasi wondershare. Jurnal Pendidikan Teknologi Dan Kejuruan, 16(2), 287. https://doi.org/10.23887/jptk-undiksha.v16i2.19199

Ahmad, I. F. (2020). Asesmen alternatif dalam pembelajaran jarak jauh pada masa darurat penyebaran coronavirus disease (covid-19) di indonesia. PEDAGOGIK: Jurnal Pendidikan, 7(1), 195–222. https://doi.org/10.33650/pjp.v7i1.1136

Ananda, R., & Fadhli, M. (2018). Statistik Pendidikan. Medan: CV. Widya Puspita.

Asmana, A. T. (2018). Pengembangan Rubrik Analitik untuk Asesmen Komunikasi Matematika Tertulis dalam Pemecahan Masalah Matematika. Jurnal Elektronik Pembelajaran Matematika, 5(1), 64–77.

Astuti, E. Y., & Novianti, R. (2017). Asesmen Kesulitas Belajar Matematika di Kelas 1 SDN Sukarasa Kota Bandung. Journal of Special Education, 3(1), 31–39. https://doi.org/http://dx.doi.org/10.30999/jse.v3i1.150

Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367–389. https://doi.org/10.1080/08856250701649989

Bursal, M. (2010). Turkish preservice elementary teachers’ self-efficacy beliefs regarding mathematics and science teaching. International Journal of Science and Mathematics Education, 8(4), 649–666. https://doi.org/10.1007/s10763-009-9179-6

Chung, H. (2010). Sikap Guru Bahasa Melayu terhadap Penggunaan Teknologi Maklumat dan Komunikasi (ICT) Dalam Pengajaran di Sekolah-sekolah Rendah di Bintulu, Sarawak. Jurnal Pendidikan Malaysia, 35(1), 59–65.

Dogan, M. (2010). Primary Trainee Teachers’ Attitudes to and use of computer and Technology in Mathematics: The Case of Turkey. Educational Research and Review, 5(11), 690–702. https://doi.org/https://doi.org/10.5897/ERR.9000265

Farida, N. (2014). Pengaruh sikap kreatif terhadap prestasi belajar matematika. AKSIOMA: Journal of Mathematics Education, 3(2), 10–15. https://doi.org/10.24127/ajpm.v3i2.77

Harsa, F. S. (2016). Integrasi ICT dalam pembelajaran matematika. Journal Paedagogi, 8(2), 158–162. https://doi.org/https://doi.org/10.1234/paedagogi.v8i2.8165

Kusaeri, & Cahyan, E. D. H. (2016). Sikap, Harapan, dan Persepsi Siswa pada Matematika serta Implikasinya terhadap Kemampuan Regulasi Diri. Jurnal Pengajaran MIPA, 21(2), 114–121.

Lestari, S. (2015). Faktor-faktor yang mempengaruhi pemanfaatan TIK oleh guru. Jurnal Kwangsan, 3(2), 121. https://doi.org/10.31800/jtp.kw.v3n2.p121--134

Nurqolbiah, S. (2016). Peningkatan Kemampuan Pemecahan Masalah, Berpikir Kreatif dan Self-Confidence Siswa Melalui Model Pembelajaran Berbasis Masalah. Jurnal Penelitian Pendidikan Dan Pengajaran Matematika, 2(2), 143–158. https://doi.org/https://doi.org/10.37058/jp3m.v2i2.166

Putra, Z. H, Witri, G., & Yulita, T. (2019). Development of powerpoint-based learning media in integrated thematic instruction of elementary school. International Journal of Scientific and Technology Research, 8(10), 697–702.

Putra, Z. H. (2019). Elementary teachers’ knowledge on fraction multiplication: An anthropological theory of the didactic approach. Journal of Teaching and Learning in Elementary Education, 2(1), 47–52. https://doi.org/http://dx.doi.org/10.33578/jtlee.v2i1.6964

Rhodes, R. E., & Courneya, K. S. (2003). Investigating multiple components of attitude, subjective norm, and perceived control: An examination of the theory of planned behaviour in the exercise domain. British Journal of Social Psychology, 42(1), 129–146. https://doi.org/10.1348/014466603763276162

Sudiran. (2015). Sikap Guru dan Tingkat Penggunaan Teknologi Informasi dan Komunikasi di Kelas Sebagai Media Pembelajaran Bahasa Inggris di SMA 3 dan SMK 1 Muhammadiyah Kota Batu. Jurnal Inovasi Pembelajaran, 1(1), 98–112.

Sugiyono. (2019). Metode Penelitian Pendidikan. Bandung: Alfabeta.

Sulistyani, N., & Retnawati, H. (2015). Pengembangan perangkat pembelajaran bangun ruang di SMP dengan pendekatan problem-based learning. Jurnal Riset Pendidikan Matematika, 2(2), 197. https://doi.org/10.21831/jrpm.v2i2.7334

Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432–2440. Retrieved from https://www.learntechlib.org/p/50809/

DOI: https://doi.org/10.35445/alishlah.v13i1.488