Abstract
The aim of this research to describe the learning difficulties of Mathematic Student on Real Analysis with an Online System. The results of this study expected to be considered making policies to overcome learning difficulties. This research used a descriptive method with a qualitative approach. The researcher used questioner and interview to collect the data. The result of this research showed that the learning difficulties of Mathematic Student on Real Analysis with an Online System were influenced by two factors, they are an internal factor (from the students themselves) and an external factor (from outside of students). The first internal factor that causes learning difficulties is the interesting aspect with a percentage of 64.05% in quite hinder category, and this is because the student chooses real analysis learning, which is actually done face to face. The second internal factor is the motivation aspect, with a percentage of 70.71% in quite hinder category. This is because the student lacks the effort to learn real analysis. The third and fourth internal factors are the talent aspect with a percentage of 50.71% in a hinder category and the philosophical aspect with a percentage of 53.21% in a hinder category. This is because the student assumes that real analysis difficult subjects because the material is in the form of theorems and proofs. The first external factor that caused the learning difficulties is the infrastructure from the family, with a percentage of 64.64% in quite hinder category. This is because students don't have the complete infrastructure to support online learning. The second external factor is the lecturer quality aspect, with a percentage of 71.43% in quite hinder category. This is caused by the speed lecturer delivering learning material. The third external factor is the lecturers' learning method aspect, with a percentage of 58.92% in the hinder category. This is because, in learning, lecturers only use WhatsApp. The fourth external factor is the university facilities aspect, with a percentage of 59.29% in the hinder category. This is because subsidy pulse/quota given to students only a hundred thousand and must be used for 4-5 months of online learning.
Highlights
Covid-19 pandemic is a tragic disaster for all inhabitants of the earth
Based on a survey that was filled in by 21 Mathematic students taking analysis Real courses in the even semester in the academic year 2019/2020, the result is that 57.1% of students are less interested in taking real analysis learning with an online system, 71.4% students have problems with internet signals when participating in real analysis learning with an online system, 57.1% students do not get an understanding of the learning material which is conduct with an online system, 95.2% students are supposed that real analysis is a difficult subject
The exposure to the research results shows that the learning difficulties of mathematic students on real analysis courses with an online system are caused by internal factors and external factors
Summary
Covid-19 pandemic is a tragic disaster for all inhabitants of the earth. All segments of life on earth are disturbed, without exception education. Many countries have decided to close schools, colleges, and universities, including Indonesia (Aji, 2020: 396). Excerpted from Upoalkpajor (2020: 25), the Covid-19 epidemic has affected education globally, leading to closures of schools, colleges, and universities. Indonesia as one of the countries affected by the Covid-19 pandemic through a circulated letter from the ministry of education and culture (Kemendikbud) Directorate of Higher Education No. the year 2020 about prevention of CITATION FORMATS: Sari, E. Learning difficulties analysis of mathematics students on real analysis courses with online system. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 7(1), 1-12.
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