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All Journal Tarbawi : Jurnal Ilmu Pendidikan Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini International Journal of Didactic Mathematics in Distance Education
Samah, Norazrena Abu
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Education Mathematics Social Sciences Other

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Post-pandemic online learning in Indonesian Mathematics Education: The perception-achievement relationship Djam'an, Nurwati; Samah, Norazrena Abu; Nasrullah, Nasrullah
International Journal of Didactic Mathematics in Distance Education Vol. 3 No. 1 (2026): ijdmde (in Progress)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v3i1.13088

Abstract

The COVID-19 pandemic accelerated online learning adoption in higher education, yet its longitudinal impact on mathematics education remains underexplored. This study investigated how mathematics education students' perceptions of online learning evolved between pandemic and post-pandemic periods and examined the relationship between these perceptions and academic achievement. Using an ex post facto quantitative design, we surveyed 157 undergraduate students at the Department of Mathematics, Universitas Negeri Makassar, Indonesia. Participants were stratified into two cohorts: during-pandemic and post-pandemic learners. We assessed four dimensions—resilience, infrastructure support, learning activities, and instructor competence—using structured questionnaires, complemented by semi-structured interviews for depth. Independent t-tests and linear regression analyses were conducted. Results revealed significantly more favorable perceptions among post-pandemic students, particularly regarding confidence, infrastructure adequacy, and interactive engagement. Students valued flexibility, access to materials, and opportunities for self-regulated learning. However, persistent challenges included comprehension difficulties and concerns about assessment fairness. Linear regression analysis indicated a statistically significant but weak positive relationship between perceptions and GPA (R²=.05), suggesting that while perception influences academic performance, it explains only 5% of achievement variance. These findings highlight that improvements in digital infrastructure and instructor competence enhanced student engagement, yet pedagogical strategies for conceptual understanding and authentic assessment require further development. The study contributes to understanding the evolution of online learning effectiveness beyond crisis contexts and underscores the importance of sustained investment in blended learning environments for mathematics education.
Microlearning-Oriented Explainer Videos (MOEV) to Improve Students' Digital Skills in Developing Print Media for Early Childhood Yafie, Evania; Samah, Norazrena Abu; Kustiawan, Usep; Sutama, I Wayan; Iriyanto, Tomas
Tarbawi : Jurnal Ilmu Pendidikan Vol. 21 No. 1 (2025): Tarbawi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v21i1.4997

Abstract

This research was conducted to produce Microlearning-Oriented Explainer Videos (MOEV) as a learning resource for the development of students' digital competence through early childhood print media. In this study, a Research and Development (R&D) design is used in the development paradigm of ADDIE, which stands for Analysis, Design, Development, Implementation, and Evaluation. The data analysis method used was descriptive percentage analysis. The results of the expert validity test indicated that MOEV was eligible for use as the average validation score achieved by media experts was 97%, material experts was 91%, and learning design experts was 93%. Results of the practicality test showed that the practicality reached a score of 92%. The results show that MOEV is a tremendous and innovative interactive learning medium that students can explore independently to understand in depth using visual and audio materials. Further empirical validation of this research is needed to determine the long-term viability and potential scalability of MOEV to other courses.
Developing and Piloting the DEEP-ECE Model for Early Childhood Educators: A Professional Development Framework for Reflective Practice and Pedagogical Competence Yafie, Evania; Atmoko, Adi; Sari, Zihan Novita; Ashari, Rahayu; Samah, Norazrena Abu
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.112-05

Abstract

This study developed and piloted the DEEP-ECE model, or Deep Learning Based Curriculum Empowerment for Early Childhood Educators, as a professional development framework for supporting early childhood teachers in implementing pedagogical deep learning within Indonesia’s Merdeka Curriculum. The model was designed in response to a common problem in teacher professional development: training is often brief, fragmented, and insufficiently connected to classroom practice. Using a research and development design based on the ADDIE model, this study involved 15 kindergarten teachers from UM Laboratory Kindergarten. Data were collected through needs assessment questionnaires, semi-structured interviews, expert validation, practicality questionnaires, and pretest and posttest competence assessments. Quantitative data were analyzed using descriptive statistics, normality testing, paired sample t-tests, and correlation analysis, while qualitative feedback was used to clarify teachers’ needs and responses to the model. The results showed that DEEP-ECE was rated highly valid by experts and practical by participating teachers. Teachers’ professional competence increased significantly after the intervention, with a mean difference of 10.53 points, t = -9.471, p < .001, while pedagogical competence increased by 14.20 points, t = -15.072, p < .001. Pretest and posttest scores were also strongly correlated, indicating consistency in the competence measures rather than causal evidence of effectiveness. These findings suggest that DEEP-ECE has preliminary promise as a structured, reflective, and classroom based professional development model. Its broader contribution lies in offering a transferable design logic for early childhood teacher development in curriculum reform contexts where teachers are expected to enact meaningful, child centered, and reflective pedagogy. Further studies with larger samples, comparison groups, classroom observations, and longitudinal follow up are needed to examine the model’s effectiveness and sustainability.
Co-Authors Adi Atmoko Ashari, Rahayu Djam'an, Nurwati Evania Yafie I Wayan Sutama Nasrullah Nasrullah Tomas Iriyanto Usep Kustiawan Zihan Novita Sari