Is learning mathematics still creative and enjoyable during the COVID-19 pandemic?
Abstract
Creativity in learning is an enjoyable experience for most students who are studying mathematics. However, when the COVID-19 pandemic brought unprecedented experiences to students, learning mathematics is questionably creative and enjoyable nowadays. This study intends to measure the level of creativity and how enjoyable is learning mathematics amidst the pandemic. The study develops statistical models to capture the different factors that significantly influence the students' creativity and enjoyable experience in learning mathematics. A selected secondary data from the existing study was utilized and analyzed through some descriptive measures and a regression method as well as its diagnostics. Results revealed that the mean perception scores (scale of 1 to 10) for the level of creativity and enjoyment are 5.27 and 5.17, respectively. This implies that there is only moderate creativity and enjoyment in learning mathematics amidst the pandemic. Findings showed that the predictors of students' level of creativity in learning mathematics are "synchronous learning modality", "learning environment" and "health aspect". In addition, it is revealed that "age", "learning environment", and "health aspect" are significant predictors of students' level of enjoyment. Thus, teachers must maintain a lively and motivating learning environment for students by giving them interesting and enjoyable mathematics learning activities. Furthermore, teachers and students are advised to do physical exercise and maintain a good diet to become healthy amidst the pandemic.
References
Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary School Mathematics Teachers' Views on E-Learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7). em1860. https://files.eric.ed.gov/fulltext/EJ1272650.pdf
Alvarez, A. J. (2020). The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asian Journal of Distance Education, 15(1), 127-143. Retrieved from http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/453
Awofala, A. O., Lawal, R. F., Isiakpere, B. J., Arigbabu, A. A., & Fatade, A. O. A. O. (2020). COVID-19 pandemic in Nigeria and attitudes towards mathematics homeschooling among pre-tertiary students. Nigerian Online Journal of Educational Sciences and Technology, 1(2), 57-70. http://jepa.unilag.edu.ng/index.php/nojest/article/view/915
Bahian, M. E. V., Agapito, J. J. J., Arradaza, J. T., & Pita, C. C. (2020). Barriers to Online Learning amidst Covid-19 Pandemic'. Psychology and Education Journal, 57(9), 2252-2259.
Balkist, P. S., & Agustiani, N. (2020). Responses of students with special needs to online mathematics leaning during pandemic. In Journal of Physics: Conference Series, 1657(1), 012031. https://iopscience.iop.org/article/10.1088/1742-6596/1657/1/012031/meta
Beghetto, R. A. (2017). Creativity in teaching. In J. C. Kaufman, V. P. Glăveanu, & J. Baer (Eds.), The Cambridge handbook of creativity across domains (pp. 549–564). Cambridge University Press. https://doi.org/10.1017/9781316274385.030
Carius, A. C. (2020). Teaching practices in mathematics during COVID-19 pandemic: Challenges for technological inclusion in a rural Brazilian school. American Scientific Research Journal for Engineering, Technology, and Sciences, 72(1), 35-43.
Casinillo, L., & Aure, M. R. K. (2018). Econometric Evidence on Academic Performance in Basic Calculus of Science, Technology, Engineering and Mathematics (STEM) Senior High Students. Journal of Educational and Human Resource Development (JEHRD), 6, 238-249. Retrieved from http://www.ijterm.org/index.php/jehrd/article/view/101
Casinillo, L., & Casinillo, E. (2021). Modeling teaching experiences and its predictors among high school educators. TARAN-AWAN Journal of Educational Research and Technology Management, 2(1), 83-93. https://journal.evsu.edu.ph/index.php/tjertm/article/view/263
Casinillo, L. F., & Casinillo, E. L. (2020). Econometric modelling on happiness in learning mathematics: the case of senior high students. Indonesian Journal of Curriculum and Educational Technology Studies, 8(1), 22-31. https://doi.org/10.15294/ijcets.v8i1.38031
Casinillo, L. F., Casinillo, E. L., Valenzona, J. V., Almonite, M. R. C., & Valenzona, D. L. (2022). How Challenging It Is to Learn Mathematics Online. Philippine Social Science Journal, 5(1), 80-89. https://doi.org/10.52006/main.v5i1.447
Che Ahmad, C. N., & Amirul, N. J. (2017). The effect of the physical learning environment on students’ health, enjoyment and learning. Jurnal Pendidikan Sains Dan Matematik Malaysia, 7(1), 47-55. https://doi.org/10.37134/jpsmm.vol7.no1.4.2017
Domingo, K. (2020). Who are identified rich, poor? Government shows income class brackets in the Philippines. Retrieved from https://news.abs-cbn.com/news/09/17/20/who-are-identified-rich-poor-govt-shows-income-class-brackets-in-ph
Dubey, P., & Pandey, D. (2020). Distance learning in higher education during a pandemic: Challenges and opportunities. The International Journal of Indian Psychology, 8(2), 43-46. https://doi.org/10.25215/0802.204
Fisher, J. R., Tran, T. D., Hammarberg, K., Sastry, J., Nguyen, H., Rowe, H., ... & Kirkman, M. (2020). Mental health of people in Australia in the first month of COVID‐19 restrictions: a national survey. Medical journal of Australia, 213(10), 458-464. https://doi.org/10.5694/mja2.50831
Flanagan, E. W., Beyl, R. A., Fearnbach, S. N., Altazan, A. D., Martin, C. K., & Redman, L. M. (2021). The impact of COVID‐19 stay‐at‐home orders on health behaviors in adults. Obesity, 29(2), 438-445. https://doi.org/10.1002/oby.23066
Fruehwirth, J. C., Biswas, S., & Perreira, K. M. (2021). The Covid-19 pandemic and mental health of first-year college students: Examining the effect of Covid-19 stressors using longitudinal data. PloS one, 16(3), e0247999. https://doi.org/10.1371/journal.pone.0247999
Goel, A., & Gupta, L. (2020). Social Media in the Times of COVID-19. Journal of clinical rheumatology : practical reports on rheumatic & musculoskeletal diseases, 26(6), 220–223. https://doi.org/10.1097/RHU.0000000000001508
Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science, 4(4), 267-282. https://eric.ed.gov/?id=EJ1271267
Huang, M. C. L., Chou, C. Y., Wu, Y. T., Shih, J. L., Yeh, C. Y., Lao, A. C., ... & Chan, T. W. (2020). Interest-driven video creation for learning mathematics. Journal of Computers in Education, 7(3), 395-433. https://link.springer.com/article/10.1007/s40692-020-00161-w
Ida, F. M., & Maksum, H. (2021). Contribution of Learning Style, Learning Creativity and Exploratory Interest to Students' Simulation and Digital Communication Learning Outcomes during the Covid-19 Pandemic. Journal of Education Technology, 4(4), 404-414. http://dx.doi.org/10.23887/jet.v4i4.29701
Irfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). Challenges during the pandemic: use of e-learning in mathematics learning in higher education. Infinity Journal, 9(2), 147-158. http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/1830
Kayumova, L. R., Gainullina, L. N., Akhmadieva, R. S., Matvienko, V. V., & Kabakhidze, E. L. (2021). Using interactive platform “Round” to organize online leisure activities for children during the pandemic. Eurasia Journal of Mathematics, Science and Technology Education, 17(10), em2016. https://doi.org/10.29333/ejmste/11182
Knopik, T., & Oszwa, U. (2021). E-cooperative problem solving as a strategy for learning mathematics during the COVID-19 pandemic. Education in the Knowledge Society (EKS), 22, e25176-e25176. https://doi.org/10.14201/eks.25176
Leikin, R. & Pitta-Pantazi, D. (2013). Creativity and mathematics education: the state of the art. ZDM, 45(2), 159–166. http://doi.org/10.1007/s11858-012-0459-1
Mann, E. L. (2006). Creativity: The essence of mathematics. Journal for the Education of the Gifted, 30(2), 236-260. https://doi.org/10.4219/jeg-2006-264
Maryanti, R. (2021). Assessment of mathematical abilities of students with intellectual disabilities during the COVID-19 pandemic. Indonesian Journal of Community and Special Needs Education, 1(2), 47-52. https://doi.org/10.17509/ijcsne.v1i2.33402
Mátyás, L., & Sevestre, P. (Eds.). (2013). The econometrics of panel data: Handbook of theory and applications (Vol. 28). Springer Science & Business Media.
Muslimin, A. I., & Harintama, F. (2020). Online learning during pandemic: Students' motivation, challenges, and alternatives. Loquen: English Studies Journal, 13(2), 60-68. http://dx.doi.org/10.32678/loquen.v13i2.3558
Ofori-Kusi, D., & Tachie, S. (2022). Learning Mathematics through WhatsApp Groups in University Preparatory Program during the COVID-19 Pandemic. Research in Social Sciences and Technology, 7(1), 56-68. https://doi.org/10.46303/ressat.2022.1
Palmer, L. E., Pagoto, S. L., Workman, D., Lewis, K. A., Rudin, L., De Luna, N., ... & Waring, M. E. (2021). Health and education concerns about returning to campus and online learning during the COVID-19 pandemic among US undergraduate STEM majors. Journal of American College Health, 1-8. https://doi.org/10.1080/07448481.2021.1979009
Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn't creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational psychologist, 39(2), 83-96. https://doi.org/10.1207/s15326985ep3902_1
Putra, Z. H., Witri, G., & Sari, I. K. (2020). Prospective elementary teachers’ perspectives on online mathematics learning during coronavirus outbreak. In Journal of Physics: Conference Series, 1655(1), 012057. https://iopscience.iop.org/article/10.1088/1742-6596/1655/1/012057/meta
Rafique, G. M., Mahmood, K., Warraich, N. F., & Rehman, S. U. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. The Journal of Academic Librarianship, 47(3), 102346.https://doi.org/10.1016/j.acalib.2021.102346
Russo, J., Bobis, J., Sullivan, P., Downton, A., Livy, S., McCormick, M., & Hughes, S. (2020). Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers. Teaching and Teacher Education, 88, 102983. https://doi.org/10.1016/j.tate.2019.102983
Salta, K., Paschalidou, K., Tsetseri, M., & Koulougliotis, D. (2022). Shift from a traditional to a distance learning environment during the COVID-19 pandemic. Science & Education, 31(1), 93-122. https://link.springer.com/article/10.1007/s11191-021-00234-x
Savitsky, B., Findling, Y., Ereli, A., & Hendel, T. (2020). Anxiety and coping strategies among nursing students during the covid-19 pandemic. Nurse Education in Practice, 46, 102809. https://doi.org/10.1016/j.nepr.2020.102809
Sholikhah, B. U., & Cahyono, A. N. (2021). Augmented reality student worksheets for learning mathematics during the COVID-19 pandemic. In Journal of Physics: Conference Series, 1918(4), 042063. https://iopscience.iop.org/article/10.1088/1742-6596/1918/4/042063/meta
Stevanović, A., Božić, R., & Radović, S. (2021). Higher education students' experiences and opinion about distance learning during the Covid‐19 pandemic. Journal of Computer Assisted Learning, 37(6), 1682-1693. https://doi.org/10.1111/jcal.12613
Tulis, M., & Ainley, M. (2011). Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics. Educational Psychology, 31(7), 779-807. https://doi.org/10.1080/01443410.2011.608524
Vetter, M., O’Connor, H., O’Dwyer, N., & Orr, R. (2018). Learning “math on the move”: effectiveness of a combined numeracy and physical activity program for primary school children. Journal of Physical Activity and Health, 15(7), 492-498. https://doi.org/10.1123/jpah.2017-0234
Wahyuningrum, A. S., & Latifah, T. (2020). Investigating mathematical conversation in remote learning of mathematics during the covid-19 pandemic. Jurnal Riset Pendidikan Matematika, 7(2), 148-162. https://doi.org/10.21831/jrpm.v7i2.34841
Waluya, S. B. (2020). Analysis of mathematical creativity in mathematics learning is open ended. In Journal of Physics: Conference Series, 1511(1), 012102). https://iopscience.iop.org/article/10.1088/1742-6596/1511/1/012102/meta
Wijaya, T. T., Zhou, Y., Purnama, A., & Hermita, N. (2020). Indonesian students’ learning attitude towards online learning during the coronavirus pandemic. Psychology, Evaluation, and Technology in Educational Research, 3(1), 17-25. https://doi.org/10.33292/petier.v3i1.56
Yekefallah, L., Namdar, P., Panahi, R., & Dehghankar, L. (2021). Factors related to students' satisfaction with holding e-learning during the Covid-19 pandemic based on the dimensions of e-learning. Heliyon, 7(7), e07628. https://doi.org/10.1016/j.heliyon.2021.e07628
Zhai, Y., & Du, X. (2020). Addressing collegiate mental health amid COVID-19 pandemic. Psychiatry research, 288, 113003.https://doi.org/10.1016/j.psychres.2020.113003
Copyright (c) 2022 Indonesian Journal of Social Research (IJSR)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright publishing of the article shall be assigned/transferred to Indonesian Journal of Social Research (IJSR) Universitas Djuanda as Publisher of the journal. Upon acceptance of an article, authors will be asked to complete a 'Copyright Transfer Agreement'. An e-mail will be sent to the corresponding author confirming receipt of the manuscript together with a 'Copyright Transfer Agreement' form by online version of this agreement.
Indonesian Journal of Social Research (IJSR) Universitas Djuanda, the Editors and the Editorial Board make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal. In any way, the contents of the articles and advertisements published in the Indonesian Journal of Social Research (IJSR) Universitas Djuanda are sole and exclusive responsibility of their respective authors and advertisers.
Remember, even though we ask for a transfer of copyright, our journal authors retain (or are granted back) significant scholarly rights as mention before.
The Copyright Transfer Agreement (CTA) Form can be downloaded here: Copyright Transfer Agreement-IJSR 2020
The copyright form should be signed electronically and send to the Editorial Office e-mail below:
Dr. Rasmitadila, M.Pd (Editor-in-Chief)
Universitas Djuanda
Jl. Tol Jagorawi No.1, Ciawi, Kec. Ciawi, Bogor, Jawa Barat 16720
Website: http://journal.unida.ac.id/index.php/IJSR/index
Email: ijsr@unida.ac.id
4.png)
