Analisis Pembelajaran Daring Berdasarkan Technology Readiness Index 2.0 Mahasiswa Pendidikan Matematika Universitas Ivet
Main Article Content
Abstract
Kesiapan teknologi menjadi penting dalam pelaksanaan pembelajaran daring. Penelitian ini berfokus khususnya pada bagaimana kesiapan teknologi berperan dalam hasil pembelajaran daring selama masa pandemi covid-19. Tujuan utama dari penelitian ini adalah untuk mendeskripsikan kesiapan teknologi dari empat aspek yaitu optimisme, inovatif, insecurity dan discomfort serta pengaruhnya terhadap indeks prestasi mahasiswa. Penelitian ini dilakukan pada 34 mahasiswa Program Studi Pendidikan Matematika Universitas Ivet dengan menggunakan instrumen kuesioner Technology readiness index 2.0. Hasilnya menunjukkan bahwa Berdasarkan Indeks Kesiapan Teknologi (TRI) berpengaruh secara positif dan signifikan terhadap Indeks Prestasi Komulatif (IPK) mahasiswa Universitas Ivet dengan skor Pearson Correlation sebesar 0,517. TRI mempengaruhi IPK mahasiswa Universitas Ivet sebesar 26,8%, sedangkan sisanya dipengaruhi oleh faktor lain yang tidak terukur dalam penelitian ini. Diperoleh persamaan regresi artinya setiap penambahan variabel TRI sebesar satu satuan, maka variabel IPK bertambah sebesar 0.03 satuan. Kesiapan teknologi dalam pembelajaran online membuat proses pembelajaran menjadi tidak terikat, terkesan lebih santai dan fleksibel. Penelitian lebih lanjut diperlukan untuk meningkatkan kesiapan teknologi mahasiswa menuju era pembelajaran online.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
RANGE: Jurnal Pendidikan Matematika
References
Ally, M., & Stauffer, K. (2008, March). Enhancing Mobile Learning Delivery through Exploration of the Learner Experience. In Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education (wmute 2008) (pp. 128-132). IEEE.
Ariani, A. F., Napitupulu, D., Jati, R. K., Kadar, J. A., & Syafrullah, M. (2018, April). Testing of Technology Readiness Index Model Based on Exploratory Factor Analysis Approach. In Journal of Physics: Conference Series (Vol. 1007, No. 1, p. 012043). IOP Publishing.
Arikunto, S. (2006). Pendekatan, Prosedur Penelitian Suatu Praktek. Jakarta: Rineka Cipta.
Attard, C., & Holmes, K. (2020). An exploration of Teacher and Student Perceptions of Blended Learning in Four Secondary Mathematics Classrooms. Mathematics Education Research Journal, 1–22
Azwar, S. (1999). Penyusunan Skala Psikologi. Pustaka Pelajar.
Badri, M., Al Rashedi, A., & Mohaidat, J. (2013, March). School Teachers’ Technology Readiness–An Empirical study Applying Readiness Factors and Teacher Type Categorization. In Proceedings of the 2013 International Conference on Information, Business and Education Technology (ICIBET 2013). Atlantis Press.
Badri, M., Al Rashedi, A., Yang, G., Mohaidat, J., & Al Hammadi, A. (2014). Technology Readiness of School Teachers: An Empirical Study of Measurement and Segmentation. Journal of Information Technology Education, 13.
Belawati, T. (2019). Pembelajaran Online. Jakarta, Universitas Terbuka.
Colby, C. L., & Parasuraman, A. (2001). Techno-Ready Marketing: How and Why Customers Adopt Technology. Simon and Schuster.
Dunwill, E. (2016). Teaching Principles Transferred to Online Courses: Strategies to Use E-Learning Best Practices.
Engelbrecht, J., Borba, M. C., Llinares, S., & Kaiser, G. (2020). Will 2020 be Remembered as the Year in which Education was Changed? Springer.
Gilbert, B. (2015). Online Learning Revealing the Benefits and Challenges.
Green, J. K., Burrow, M. S., & Carvalho, L. (2020). Designing for Transition: Supporting Teachers and Students Cope with Emergency Remote Education. Postdigital Science and Education, 2(3), 906–922
Gulek, J. C., & Demirtas, H. (2005). Learning with Technology: The Impact of Laptop Use on Student Achievement. Journal of Technology, Learning, and Assessment, 3(2)
Hao, Q., Wright, E., Barnes, B., & Branch, R. M. (2016). What are the Most Important Predictors of Computer Science Students' Online Help-seeking Behaviors?. Computers in Human Behavior, 62, 467-474.
Hrastinski, S. (2008). Asynchronous and Synchronous E-learning. Educause Quarterly, 31(4), 51-55.
Kamanetz, A. (2020). Panic-gogy: Teaching Online Classes During the Coronavirus Pandemic. NPR (19 March).
Kaushik, M. K., & Agrawal, D. (2021). Influence of Technology Readiness in Adoption of E-learning. International Journal of Educational Management.
Moftakhari, M. M. (2013). Evaluating E-learning Readiness of Faculty of Letters of Hacettepe.
Parasuraman, A. (2000). Technology Readiness Index (TRI) a Multiple-Item Scale to Measure Readiness to Embrace New Technologies. Journal of Service Research, 2(4), 307-320.
Parasuraman, A., & Colby, C. L. (2015). An Updated and Streamlined Technology Readiness Index: TRI 2.0. Journal of Service Research, 18(1), 59-74.
Penz, D., Amorim, B. C., do Nascimento, S., & Rossetto, C. R. (2017). The Influence of Technology Readiness Index in Entrepreneurial Orientation: A Study with Brazilian Entrepreneurs in the United States of America. International Journal of Innovation: IJI Journal, 5(1), 66-76.
Piskurich, G. M., & Piskurich, J. F. (2003). Utilizing a Classroom Approach to Prepare Learners for E-Learning. Preparing Learners for E-Learning, 45-72.
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 2: Do They Really Think Differently?. On the Horizon.
Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop Multitasking Hinders Classroom Learning for Both Users and Nearby Peers. Computers & Education, 62, 24e31
Shouping, H., & Kuh, G. D. (2001). Computing Experience and Good Practices in Undergraduate Education: Does the Degree.of Campus" Wiredness" Matter?. Education Policy Analysis Archives, 9(49).
You, J. W., & Kang, M. (2014). The Role of Academic Emotions in the Relationship Between Perceived Academic Control and Self-Regulated Learning in Online Learning. Computers & Education, 77, 125-133.