Open AccessStudy of factors affecting student learning outcomes in Real Analysis lectures during the Covid-19 pandemic
Author(s) -
H Helma,
Dewi Murni
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1742/1/012039
Subject(s) - covid-19 , pandemic , psychology , mathematics education , competence (human resources) , affect (linguistics) , class (philosophy) , medical education , computer science , infectious disease (medical specialty) , medicine , social psychology , artificial intelligence , disease , communication , pathology
The competencies to be achieved in the Real Analysis course are 1) prove simple math statements with familiar concepts and 2) develop critical, creative, structured, and systematically thinking skills. This competence can be improved by using flow proof-based teaching materials and direct interaction in class between lecturers and students. During the Covid-19 pandemic, direct interaction in class was replaced with online learning. Of course, online interactions will affect student learning outcomes. What are the factors that affect student learning outcomes in real analysis lectures during the Covid-19 pandemic? By using a questionnaire, data about these factors were obtained. The factors affecting of learning outcomes during the Covid-19 pandemic are student background, learning attitude, and learning style. In particular, the indicators that influence student learning outcomes are the ease of obtaining internet access, the need for time to study that is not in accordance with the schedule, not confident in solving Real Analysis problems/exercises, not being able to understand Real Analysis material independently, and student learning styles.