Mathematics Teachers’ Perceptions of Using the Internet for Online Learning

Abstract

This study aims to determine the mapping and teacher reasons regarding the use of the Internet in online mathematics learning. Retrieval of research data through a questionnaire Google Form. Interviews with mathematics teachers in Yogyakarta as many as 34 respondents. The results of the study were mapped based on gender, high school / junior high school units, and equivalent, 0-10 years of teaching and 21-30 years. Shows the same result, namely the use of the Internet for learning mathematics as an addition and a complement. Meanwhile, the results of teacher perceptions based on a junior high school level and teaching length of 11-20 years are only as an addition. The teacher’s reason can be concluded that the source of learning can be from anywhere, and the Internet is one of the additional learning resources for students, but to use the Internet must be supervised. The Internet can also complement mathematics learning by utilizing existing applications, but online mathematics learning cannot be equated with direct learning. Mathematics learning cannot be done entirely using online learning because interaction and delivery of material to students is limited and not optimal. Still, because of this pandemic, online learning for learning mathematics is needed.