INTRODUCTION
According
to Onno W. Purbo (Rusman & Cepi, 2012), e-learning is a term
used to support student learning efforts via the internet. Because the Covid-19
pandemic has hit all countries in the world, including Indonesia. According to
the latest data from the World Health Organization (WHO) on April 24, 2020, as
many as 213 countries have been infected with Covid-19, of which 2,631,839 were
confirmed positive and 182,100 died. Covid-19 is an infectious disease, which means
it can spread, either directly or indirectly, from one person to another.
Therefore, in learning mathematics, students must also be able to develop in
the context of e-learning (Albano, 2012). One way to break the
chain of the spread of Covid-19 is to limit public interaction, which is
applied by the term physical distancing. However, the physical distancing
policy can hamper the rate of growth in various fields of life, both in the economic,
social, and of course education fields. The government's decision to dismiss
students, transfer the teaching and learning process at school becomes at home
by implementing the Work from Home (WFH) policy,
which makes
many parties nervous. (Yuliana, 2020).
However,
the implementation of the online learning process has several obstacles. One of
the toughest obstacles in online learning is teaching mathematics. The current
problem is that there are still many students who consider mathematics a
difficult subject. As (Auliya, 2016) argues, mathematics
is considered a difficult subject because of the characteristics of mathematics
that are abstract, logical, systematic, and full of confusing symbols and
formulas. The difficulties that exist in mathematics subjects require the
creativity of mathematics subject teachers to develop their learning, both in
terms of methods and media used.
About
learning outcomes, distance learning such as the WhatsApp Group media is still
a polemic among stakeholders and the community (Amaniyah, Rahmawati, & Lailiyah, 2021). This is
because distance learning is still considered no better than conventional
direct learning, especially in learning mathematics. This is because in
studying mathematics people have to think so that they can understand the
mathematical concepts being studied and can use these concepts appropriately
when they have to find answers to various math problems (Widada, 2015), while the thinking
process cannot be obtained from distance learning (Fuady, 2017).
This
problem arises not only because of the lack of students' learning abilities and
motivation, but when researchers survey the extent to which WhatsApp media is
used or how often teachers use media during learning. And it could be from the
experience of students at home or at school, or it could be from the influence
of television which could be the inhibiting factor (NURDIANTORO, 2018).
In
this case, the effectiveness of teachers in managing learning has a very large
influence on improving student learning outcomes. especially in Mathematics,
which is mathematics, can be obtained by way of thinking (reasoning) (Solikhah, 2019)
The
researcher also asked the teacher in question Mr. Supadi.S.Pd about the extent
to which teachers use Whatsapp media when teaching and how the student learning
outcomes have been so far. Because everyone will be held accountable for what
they have done. (Adhe, 2021).
The
teacher said that it is not always good to use WhatsApp media or when teaching
in class. Because children who cannot learn properly due to obstacles or
disturbances will experience difficulties (Milfa Nurdiana, 2019). Therefore, every
teacher needs the right strategy in learning so that the results do not
disappoint. (Ilahiyah, Yandari, & Pamungkas, 2019).
The
unsatisfactory results obtained by students can be triggered by several problems,
such as the number of students who often underestimate or consider it difficult
and difficult to learn mathematics, the learning process that takes place is
less interesting so students will quickly feel bored, and the lack of student
activity in learning mathematics. They even ask questions and even get the
material and answer the questions given and are reluctant to ask even though
there is a lot of material that they may not understand, and many students do
not pay attention to the teacher's explanation. However, learning difficulties
can be classified into 2, namely development learning disabilities and academic
learning (Abdurrahman, 2012). (Abdurrahman, 2012).
Or
maybe it could happen because students' understanding of online learning is
still low and not maximized (AYU, 2021) Because basically,
students who have learned to use e-Learning will be more effective than others (Muharto, Hasan, & Ambarita, 2017). The
purpose of this study was to determine (1) mathematics learning outcomes, (2)
the influence of WhatsApp media on students' mathematics learning outcomes. As
previously explained, this thesis takes the title "The Effect of Online
Learning Through WhatsApp Group Media on the Learning Outcomes of Class VII
Students of BuluChinese Private Junior High School".
METHOD
This research was
conducted at the BuluCina Private School, which is located at Jalan Limo
MirihBuluCina, Kec. Hamparian Perak Kab. Deli Serdang, North Sumatra Province.
This study uses a
design in the form of quantitative research, which is a systematic scientific
study of the parts and phenomena and the quality of their relationships. The
purpose of quantitative research is to develop and use mathematical models,
theories, and/or hypotheses related to natural phenomena. The measurement process
is a central part of quantitative research because it provides a fundamental
link between empirical observations and the mathematical expression of
quantitative relationships.
The data sources of
this research are tests and questionnaires in the form of a questionnaire about
the learning difficulties of the students of BuluCinaSwadaya Junior High
School. The number of tests given is 3 tests. And the number of questionnaire
statements totaled 28. The instrument used in this study was questionnaire data
collection, the data were analyzed using statistical description analysis
through the following steps: (1) data reduction, (2) data presentation, and (4)
conclusions.
Data reduction is
selecting data that is needed and less important. Furthermore, relevant data is
classified based on its type and less relevant data is removed. After the data
is reduced and classified, the data collected through documentation is
presented by the number of questionnaire scores. Presentation of data is a
collection of conclusions and taking action. By presenting the data, it will be
easier to understand what happened and plan the next action.
The method used to
collect the data needed in research to answer the formulation of the research
problem is called data collection techniques. In this study the data collection
techniques used include:
1. Questionnaire
Questioner
The
questionnaire is a data collection technique that is carried out by giving a
set of questions or statements that will be given to respondents to be answered.
The results of the questionnaire in this study serve to provide information to
readers related to the answers from respondents, and the use of this
questionnaire to obtain data about the use of learning media.
The
data collected in this study is related to the effect of using media in
learning. The type of questionnaire used in this study is a direct
questionnaire, which is in the form of a Likert scale with closed questions,
namely the answers to the questions asked are available.
2. Test
The
test is a measuring instrument for data collection that is used to measure
something with certain rules. The test is used to determine student learning
outcomes before and after the implementation of learning through WhatsApp
media. The test was given twice, namely the ability test for learning outcomes
in pre-test I and testability for learning outcomes II in post-test II, each
test numbered 3. In this study, the test used was a written test. The test used
in this study is an essay test.
RESULTS AND DISCUSSION
In this study, conclusions are drawn based on
the indicators of success that have been achieved until action II, namely: a. A
total of 36 students are said to have completed their studies because these
students have reached the KKM score of 75 from the material being taught. b.
Class VII of BuluCina Private Junior High School is said to have finished
studying classically because the class reached 85 % of the total number of
students who got an average grade with a KKM of 75. Learning is said to have
been effective because of the results of learning observations included in the
very good or good category.
Student response data regarding the use of
WhatsApp Group media on learning outcomes is known from the distribution of
questionnaires and tests. The student response questionnaire to learning
difficulties consists of 28 statements developed from the indicators as listed
in the instrument grid. Student response questionnaires were given to the
experimental class after expert validation. Data collection was taken from the
experimental class, which consisted of 36 students. The student response
questionnaire data obtained is variable X data. The purpose of the description
of the data regarding responses regarding the use of WhatsApp group media on
learning outcomes is to find out how the influence of online learning in mathematics
on the subject of the set. The author calculates student response
questionnaires in several ways.
First, the authors calculated the results of
the student response questionnaire scores on learning difficulties in
mathematics obtained by all seventh-grade students using Ms. Excel. The results
of the questionnaire scores on student responses to the learning difficulties
questionnaire from numbers 1 to 28 can be seen in the table. Second, the student
response questionnaire score data on learning difficulties obtained were then
processed and analyzed using SPSS 16.00 assistance.
Based on
table 4.4 that the value of Sig. (2-tailed) which is 0.006, and looking at the
test criteria <0.05, it is found that the results of the t-test reject H0
and accept Ha, meaning that there is an effect of online learning through
WhatsApp Group media on the learning outcomes of Class VII students of
BuluCinaSwadaya Junior High School. This study showed that the experimental
class got an average pretest score of 67.53, while the post-test was 83.50. and
the lowest score in the pre-test class was 50, while the post-test was 75.
It means
that it can be concluded that learning using WhatsApp media has fairly good
effectiveness than learning without using media.
This can be
shown from the results of the calculation of the average post-test value in the
experimental
class which is higher at 83.50. The results of the paired t-test, obtained are
sig.2 tailed of 0.006 <0.05 which means that there is a the significant
effect between the average value before treatment (pre-test) and the average
value after treatment (post-test).
WhatsApp
teaching media will open up opportunities for students to learn according to
their own pace and way. Therefore, they use different techniques in solving problems
with their respective background knowledge and habits. With WhatsApp media,
students are expected to be able to practice independently, dare to express
opinions, and learn to develop logical thinking and reasoning.
A teaching
process can be said to be successful if the lesson can generate an effective
learning process. In addition, WhatsApp media makes students clearer in
understanding the material because the material presented in it is short and
clear.
CONCLUSION
Based on the results
of research and discussion, it can be concluded that learning using media in
mathematics is more effective and can improve learning outcomes. Thus, the
proposed action hypothesis can be accepted. These results in detail can be
stated as follows: 1). In the experimental class, namely class VII SMP, the average
pretest score was 67.53, while the post-test was 83.50 higher than before using
WhatsApp media. 2). There is an Influence of Online Learning Through WhatsApp
Group Media on the Learning Outcomes of Class VII Students of BuluCina Private
Junior High School.
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The
Effect of Online Learning on Mathematics
Value of Seventh Class
Students in Bulu China Swadaya SMPS