Research Article
Implementation of Mathematics Curriculum Management in Distance Learning in Private Junior High Schools
@INPROCEEDINGS{10.4108/eai.1-11-2022.2326228, author={Adi Syaputra and Dian Hidayati and Wulan Ndari}, title={Implementation of Mathematics Curriculum Management in Distance Learning in Private Junior High Schools}, proceedings={Proceedings of the 4th International Conference on Science and Technology Applications, ICoSTA 2022, 1-2 November 2022, Medan, North Sumatera Province, Indonesia}, publisher={EAI}, proceedings_a={ICOSTA}, year={2023}, month={1}, keywords={distance learning implementation mathematics curriculum muhammadiyah junior high school curriculum management}, doi={10.4108/eai.1-11-2022.2326228} }- Adi Syaputra
Dian Hidayati
Wulan Ndari
Year: 2023
Implementation of Mathematics Curriculum Management in Distance Learning in Private Junior High Schools
ICOSTA
EAI
DOI: 10.4108/eai.1-11-2022.2326228
Abstract
In the new normal education era, distance learning or face-to-face learning has psychological implications for students, including mathematics. This study, therefore, aims to find a conceptual model for implementing mathematics curriculum management in distance learning in Muhammadiyah private junior high schools in Yogyakarta City. This qualitative research used a descriptive approach, with data from ten Muhammadiyah private junior high schools in Yogyakarta City. The study results revealed that (1) the strategy for implementing mathematics curriculum management in distance learning was led directly by the principal in the form of a breakdown of regulations. (2) The learning carried out by the teachers was based on the plan they prepared at the beginning of the school year. (3) The success factor of the implementation carried out by the teachers was the selection of media and learning platforms. The teachers performed (4) Assessment in implementation at the end of each lesson. (5) The infrastructure for the learning implementation had been fulfilled. (6) The training provided to teachers had been programmed by the principal periodically. (7) Class formation was conducted to group students according to their interests and abilities. (8) The obstacle faced by the teachers was challenging to know the students' expressions during learning. Meanwhile,
