Abstract
The purpose of this research was to find how the first online learning implementation in the Department of Mathematics Education in The Islamic State Institute of Bengkulu during the Covid-19 pandemic. This research was qualitative research which was conducted in July as an evaluation of the first online learning from March until July. 90 students were chosen by purposive sampling and then given an online questionnaire. The results showed that there were some mathematical courses students took in the Even Semester 2019/2020. The platforms used by lecturers while teaching Mathematics were 39.6% WhatsApp Group, 22% Google Classroom, 13.2% Cisco Webex, and 25.2 % others. Platforms that were felt effective as online learning applications were 52.7% Cisco Webex, 26.4 % WhatsApp Group, 9.9% Zoom meeting, 5.5% Google Classroom, and 5.5% others. This is felt to be effective because it does not consume a lot of data packages, has a strong signal, and can be accessed at any time (WhatsApp Group and Google Classroom). In addition, this platform can be used for live conferencing / video calls using whiteboards which are deemed effective for teaching math material (Cisco Webex). However, several obstacles were found during the implementation of online learning, namely difficulties in obtaining sufficient internet data packages; limited network; difficult assignments and assessments; less effective teaching methods; and use of multiple applications.
Highlights
At the end of 2019, the world was intensified by the presence of an unknown pneumonia disease in a city in China, Wuhan (Sharma, 2020)
Based on the results of the questionnaire on Google Form, it was found that during online learning in the even semester 2019/2020, several courses were mathematical subjects taken by Mathematical Students such as Trigonometry, Middle School Mathematics, Linear Algebra, Basic Statistics; Calculus 2, Analytical Geometry, Algebraic Structures, Algorithms and Programming, Operations Research; and Mathematics for High School Specialization, Real Analysis, Vector Analysis, Transformation Geometry, Ordinary Differential Equations
The platforms used by lecturers while teaching Mathematics were 39.6% WhatsApp Group, 22% were Google Classroom, 13.2% Cisco Webex, and 25.2% others
Summary
At the end of 2019, the world was intensified by the presence of an unknown pneumonia disease in a city in China, Wuhan (Sharma, 2020). Within a few months of the incident, almost all countries around the world were affected by the outbreak which became known as Covid-19. Several colleges or universities such as the Open University (UT) have conducted online tutorials long before this pandemic, UT is still preparing for webinar tutorial technology as a substitute for face-to-face tutorials (Khasanah et al ., 2020). This shows that universities that have already implemented online / online/virtual learning still have to prepare a lot of things to deal with a full learning policy at home, especially universities that will implement online learning for the first time. There need to be adaptations and adjustments in each unit and educational element involved in online learning that is carried out to keep the learning wheels running (Herliandry et al, 2020)
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