Learning Mathematics with Plickers as an Assessment Tool in Rural Secondary School

Abstract

Most Indonesian schools have to close immediately because of the COVID-19 pandemic, and there will be a quick transition to distance learning, requiring the usage of digital interventions. But the country's digital education infrastructure, particularly in rural schools, is not sufficiently developed to maintain and enhance students’ learning outcomes. To address these problems Plickers (students response system) offers students an opportunity for a high-quality education while potentially reducing the cost of technology resources. This study enhanced integrated Plickers for learning mathematics in rural secondary schools. A quantitative and qualitative approach was used to examine how students participated in the learning and their perception, preferences, and motivation for using Plickers. The study involved 50 seventh graders, and 15 of them volunteered to participate in interviews. A paired samples t-test revealed a significant difference between learning engagement on paper-based tests and learning engagement on Plickers-based tests. The majority of students also had positive opinions of Plickers, noting its usability, capacity to make learning more enjoyable, increase engagement in problem-solving, promote comprehension of the subject, and help students maintain their interest during class. While some students struggled to focus and thought Plickers was just a quiz tool that couldn't motivate them to learn.