Abstract
UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN MATHEMATICS LEARNING. The aims of this study are (1) to explain the definition of Information and Communication Technology (ICT); (2) to explain the importance of ICT used in Mathematics Learning; (3) to describe how much ICT used in Mathematics Learning in indoensia; (4) to elaborate the positive and negative effects of implementing ICT used in Mathematics learning. The methods used are literature review and description of interviews to educators and learners in the field of mathematics education. Information and Communication Technology is an electronic equipment consisting of hardware and software as well as any activities related to processing, manipulation, management, and transfer of information between media. It has has a function to produce quality and communicative information. In Indonesia, the use of Information and Communication Technology is still in integrating level, shown by the use of technology in learning. The utilization of information technology, in addition to efforts to overcome the technical problems of learning as a learning medium, as well as an effort to answer the substantial problem of learning as a source of teaching and encourage computer literacy acceleration in Indonesian society.
Highlights
explain the importance of Information and Communication Technology (ICT) used in Mathematics Learning
how much ICT used in Mathematics Learning in indoensia
negative effects of implementing ICT used in Mathematics learning
Summary
Matematika adalah mata pelajaran pokok yang diajarkan di semua jenjang pendidikan di Indonesia. Hal tersebut dilakukan untuk membekali peserta didik dengan kemampuan berpikir logis, analitis, sistematis, kreatif sehingga mampu menyelesaikan masalah-masalah yang dihadapinya. John Locke (Attridge, N., & Inglis, M., 2013) menyatakan bahwa matematika diajarkan kepada semua orang yang memiliki waktu dan kesempatan, untuk membuat mereka menjadi makhluk yang berakal (berpikir). Matematika seringkali dianggap sebagai mata pelajaran yang menakutkan, karena sulit, terlalu banyak istilah, simbol, dan rumus yang harus di pahami dan dihafalkan, sehingga beberapa dari mereka menghindari matematika. Melalui penggunaan TIK dalam pembelajarannya, diyakini bahwa proses pembelajaran lebih aktif, produktif, dan menyenangkan. TIK mendorong terjadinya perubahan dalam kurikulum, yaitu perubahan tujuan dan isi, aktivitas belajar, latihan, penilaian,dan hasil belajar. Penggunaan TIK dalam proses pembelajaran di kelas merubah cara guru mengajar dan bagaimana siswa belajar (Fitriyadi, 2013). Perubahan peran guru disajikan dalam Tabel 1, sedangkan perubahan peran siswa disajikan dalam Tabel 2
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