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All Journal Al-Jabar : Jurnal Pendidikan Matematika Journal of Teaching and Learning in Elementary Education Psychology, Evaluation, and Technology in Educational Research Pi Radian Journal
Zhou, Ying
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Indonesian students’ learning attitude towards online learning during the coronavirus pandemic Wijaya, Tommy Tanu; Zhou, Ying; Purnama, Aditya; Hermita, Neni
Psychology, Evaluation, and Technology in Educational Research Vol 3, No 1 (2020)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v3i1.56

Abstract

Now, the whole world is facing the coronavirus pandemic. In the meantime, students in China are required to do social distancing and not go to school. This coronavirus pandemic resulted in the use of online learning to teach students. In this research, we will get to know the students’ learning attitude towards online learning during the coronavirus pandemic. The sample population for this research are students in West Java, Indonesia. The data will be collected by using questionnaires and there was a total of 16 questionnaires that is collected for this research. The result of this research shows that online learning during this coronavirus pandemic is not very effective. Also, the students’ learning interest towards online learning is also very low. Based on the interview done on students and teachers, most of them stated that there are various factors that can affect online learning in China such as learning environment, internet and etc. The suggestion that is given in this research is that aside from online classes, teachers can also use video learning media that are used by developed countries so that it can solve the bad internet problem. The result of this research hopefully, can become a reference to improving a more effective learning media that can be used during the coronavirus pandemic in Indonesia.
Developing a New Teaching Model to Promote the Development of Second Graders’ Metacognitive Monitoring Ma, Yuehuan; Zhou, Ying
JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 5 No. 1 (2022): February 2022
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

This paper is an empirical one."Learning to think" is the motivation system for students to "learn mathematics well", is a kind of inner stable cognitive psychological quality, and is the "engine" for the cultivation of innovative consciousness. Guiding students to learn to think plays an important role in mathematics teaching. However, students often do not understand the connection between mathematical knowledge and real life, and do not understand how to use mathematical knowledge to solve problems. In order to let students learn to think, the researchers designed a teaching model composed of "FROM- WHAT-WITH-HOW-CHANGE-HAVE" based on the concept of metacognitive monitoring. This is a new teaching method that uses a set of closely connected problems chains to guide students in solving problems and feel the charm of mathematical knowledge. At the same time, Thirty second grade students from a primary school in Yulin, Guangxi, were selected as the research object. The lesson "designing the best route to visit the zoo" was taken as an example to inspire second grade students to think and answer through the teaching experiment. Through experiments, students’ problem-solving and reflective abilities have been greatly improved. It shows that guiding students to think through real questions can improve students learning ability. In the process of mathematics learning, we must focus on real problems and guide students to think deeply.
The effect of hawgent dynamic mathematics software on mathematics achievement: A meta-analysis Li, Xinxin; Zhou, Ying; Wijaya, Tommy Tanu
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 1 (2022): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v13i1.11711

Abstract

In recent years, ICT development has greatly affected the education sector. The development has provided many opportunities to innovate and improve the quality of education. Dynamic mathematics software is one of the learning media that is widely used in mathematics lessons. China has always wanted to be innovative by developing Hawgent Dynamic Mathematics software with more features than other dynamic mathematics software. This research aims to determine the effect of Hawgent Dynamic Mathematics software on mathematics achievement and analyze the advantages of Hawgent compared to other dynamic mathematics software. This research employed a meta-analysis approach by analyzing 28 empirical research articles published in both Chinese and foreign journals. There are 46 effect sizes with 4137 students from 2018 to 2021. Furthermore, the data was obtained using CMA software. The results showed that the effect size of Hawgent on mathematics achievement was 2.11 (P=0.00<0.1), within the very high category. Further analysis showed that the number of students did not affect Hawgent’s effect size. The effect of Hawgent at the senior high school level was greater than at the elementary and junior high school levels. Furthermore, Hawgent’s effect on geometry and algebra subjects was greater than any other subjects. This research can be useful as information on the development of dynamic mathematics software since many countries tend to use Geogebra and Geometric Sketchpad.
Preservice teachers’ perceptions of large-scale instructional units in mathematics education Xu, Jiawen; Zhou, Ying; Pang, Guoping
Pi Radian: Journal of Mathematics Education Vol. 3 No. 2 (2025): Pi Radian Journal
Publisher : CV. Pustaka Literasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63214/piradian.v3i2.pp77-88

Abstract

While Large-Scale Instructional Units in Mathematics Education benefit students’ core competencies, in-service teachers’ professional capabilities, and preservice teachers’ higher-order thinking, research on this construct remains scarce. Most preservice and in-service teachers lack in-depth understanding of these units, with some unaware underscoring the urgency of investigating Preservice Teachers’ Perceptions of Large-Scale Instructional Units in Mathematics Education, as such perceptions shape the units’ classroom implementation. This study explores preservice mathematics teachers’ perceptions of these units via a questionnaire survey, with participants from over ten universities (e.g., Guangxi Normal University, Chongqing Normal University). Using data from more than 400 valid questionnaires, it identifies their knowledge levels and internal recognition of the units, analyzes their views on the units’ learning and practical value, and synthesizes strategies for learning and disseminating the units. Key findings reveal 69% of the preservice teachers have limited knowledge of the units, while over 95% recognize their learning value. Ultimately, this study fills the research gap, strengthens their awareness of the units, and provides empirical references for subsequent mathematics teaching practices.
Co-Authors Aditya Purnama Gan, Lijuan Li, Xinxin Ma, Yuehuan Neni Hermita Pang, Guoping Shao, Yalei Wijaya, Tommy Tanu Xu, Jiawen