Difficulty of Mathematics Teacher Competence in Applying Curriculum Online

Lumbantoruan, Jitu Halomoan (2022) Difficulty of Mathematics Teacher Competence in Applying Curriculum Online. ASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, 1 (1). pp. 44-54. ISSN 2829-9337

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Abstract

The research is to 1) find out the four teacher competency readiness online, 2) find out where the difficulties of teacher competency in the online process are, 3) find out the assessment method used. The survey conducted by the Ministry of Education and UNICEF in 2020 noted that out of 100% surveyed, 58% thought the learning process was not effective, 38% lacked guidance from teachers, 35% had poor communication. Assistance, 62% need smooth internet access and 59.5% expect no work from home (PR). Qualitative methods with survey and interview techniques. The technique used is to distribute instruments to students, then conduct an interview session. The survey data were harmonized with the results of the interviews. Data analysis by presenting data, reducing and drawing conclusions. Conclusions are interpreted into sentences. Results, 1) The material provided is not in accordance with the initial ability standard, the book provided does not make it easier for students, the teacher has difficulty in writing symbols. Professional competency assessment 62%, pedagogic, teacher does not have a module, difficulty writing integral symbols, logarithms, matrices and mathematical induction online. 2) Difficulty operating the media, difficulty proving, difficulty correcting homework, difficulty in applying the method, there are 45% disagree with the pedagogy, 3) 60% of students disagree with the assessment method, the material tested is more difficult than what is taught, and learning outcomes not as expected. In conclusion, students expect a module and, appropriate methods, strategies and make assessment indicators in the module. Curriculum readiness; Master teacher difficulty

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