Advances in Social Science, Education and Humanities Research, volume 640

Proceedings of the 5th International Conference on Current Issues in Education (ICCIE 2021)

Digitizing Mathematics and Science Learning:

What Do We Need to Prepare?
Hasan Djidu1,2*, Heri Retnawati1
1
Universitas Negeri Yogyakarta, Indonesia
2
Universitas Sembilanbelas November Kolaka, Indonesia
*
Corresponding author. Email: hasandjidu.2021@student.uny.ac.id, : hasandjidu@gmail.com;

ABSTRACT
Massive disruption in a short time has occurred due to the Global Pandemic of Covid-19. Digitization of learning has
been inevitable at all levels of education after the pandemic forced us to close all educational institutions. This
qualitative study aimed to describe perception and experience of teachers in secondary schools related to the
digitization of education in aspects of learning implementation. Data were collected using an open-ended
questionnaire which was completed online by 61 teachers in the fields of science and mathematics at the secondary
schools. The data were analysed by conducting data reduction, verification and drawing conclusion. The results show
that the teachers share their positive perception of the digitization of learning. Availability of devices and support
system to digitized learning, such as curriculum, learning management system, internet connection, and electricity
sources was the main obstacle to digitize learning so that it must be prepared immediately. Furthermore, knowledge
about digital learning and strengthening of character education also needs to be prepared for educators and students in
order to digitize math and science learning.

Keywords: digitizing learning, global pandemic, mathematic learning, science learning

1. INTRODUCTION Technically digitalization is related to the technology

used in a process that includes: cloud computing [3], big
Disruption, digitization, and transformation of data [4], advanced analytic [5], social software [6], and
learning have been a discourse among educators for two IoT (Internet of Things) [7][8].
decades at the beginning of the 21st Century. Experts
have predicted a massive disruption that has an impact The types of services in the education sector that
on education in schools and universities caused by the have utilized this digital platform cover various aspects,
Industrial Revolution (IR) 4.0. The government ranging from information and communication services,
responded to this situation by enacting various new correspondence and administration, testing, and
education policies to anticipate and adapt to the learning. The simplest form of digitization is the
situation faced now and in the future. One form of utilization of digital media to disseminate information
response to disruption in the IR 4.0 era is the and communication. This can be done separately,
digitization of education. independently and not require too much cost. More
complex than disseminating information, digitization of
Digitization of education is an effort to transform correspondence and administrative services (such as
education by utilizing digital platforms (both online and accreditation services, financial accountability reports,
offline) as a medium to provide services in the activity documentation, and student enrollment) requires
educational sector. Digitization is more than using an integrated system (at least regionally) and real-time
digital technologies to transfer data and perform for users to get fast, efficient service.
computations and tasks [1]. Digitalization involves two
aspects, namely the connection between people and Meanwhile, more complex digitization is carried out
things and the fusion of real and virtual worlds. [2]. in aspects of testing (such as Computer-Based National
Examination (CBNE) at secondary education level,

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Computer-Based College Entrance Selection (CBCES), learning? and (3) What needs to be prepared in the
and Computer-Based Teacher Competency Test framework of digitalization of learning.
(CBTCT) for educators at primary and secondary
education level) that require a nationally integrated 2. METHODS
system, and a higher level of data security. Furthermore,
digitization in learning is taken by developing a 2.1. Research Design
Learning Management System (LMS) that is integrated
online to support the learning process. The complexity The study uses a phenomenological approach to
of the digitization of learning is almost the same as obtain information related to the experiences of math
digitization in the testing process because it requires an and science teachers related to the digitization of math
integrated system and, of course, a large database and science learning in secondary schools.
because it involves all learners and is accessed
simultaneously by many users. 2.2. Respondent
In terms of information and communication, Data were collected using an online open
correspondence and administration, as well as testing, questionnaire which 61 educators filled out in the fields
digitization has been carried out for the past few years. of science and mathematics at the secondary schools
A number of studies such as Retnawati et al [9], Alifiani who were selected based on their educational level and
et al. [10], have reported how the constraints and teaching experience (see Table 1). Because the purpose
efficacy of digitization of education on these aspects. of the study was to define teachers' perceptions of
However, digitization in the aspect of learning is still digitalization of learning, researchers selected
not popularly implemented both at the higher education respondents from those who were relatively young, and
level, especially in primary and secondary education. the teaching experience was no more than ten years.
Many colleges already have their own LMS. A number Participants were selected from secondary schools in
of secondary schools have also had it to support the Java (n=23), Kalimantan (n=22), and Sulawesi (n=16).
learning process, but have not been utilized optimally. The researchers did not display the identities of all
In early 2020, the world was shocked by the Global respondents (anonymously) and were replaced with
Covid-19 pandemic that caused massive disruption in all codes T1, T2, T3, and soon. Researchers and
sectors of human life. UNESCO reports that more than respondents had no relationship to avoid bias in data
1.5 million schools in the world have been forced to collection or interpretation.
close due to the global pandemic. As a result, learning
cannot be done in school, and alternatively learning is 2.3. Data Collection
carried out online with various digital platforms.
Various studies have reported efforts to maintain the Respondents were asked to fill out a questionnaire
continuity of the learning process even remotely, such containing open-ended questions online. The question
as the development of learning models, the application asked in the questionnaire aims to get information about
of online tests, and various other digital transformations. three things, namely (1) has the teacher digitized
On the positive side of the pandemic is the acceleration learning? (2) how is the teacher's perception regarding
of the process of digital transformation of education. the digitization of learning? and (3) What needs to be
However, a number of studies show that higher prepared in the framework of digitization of learning.
education is not ready. [11]–[15]. The responses of 61 teachers to these questions were
This study aimed to describe the perception and analysed qualitatively by reducing and verifying and
experience of teachers in secondary schools related to making conclusions from qualitative data obtained. [16].
the digitization of education in aspects of learning From these three questions, researchers are conducting
implementation. This research will answer three main in-depth interviews to get more in-depth information
questions related to math and science learning, namely related to the digitization of mathematics and science
1) has the teacher digitized learning? (2) What is learning.
teachers' perception related to the digitization of

Table 1. Participants’ Characteristics

Gender Educ. Level Teaching Experience (years)
Subj.
M F S1 S2 <5 5-10 10-20 >20
Math. 21 24 40 5 24 16 4 1
Science 5 11 12 4 2 8 3 3
Total 26 35 52 9 26 24 7 4
S1 = Bachelor; S2= Master

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In-depth interviews are conducted by selecting 3.1. Have teachers digitized learning?
respondents using snowball techniques. The question
asked is the deepening of the three above, which relates The results of the data analysis showed that all
to (1) digital tools that have been used; (2) how the use respondents had used digital media in learning, although
of digital tools; (3) reasons for the use of digital tools; it was still quite varied, with an average of 41% of the
(4) the usefulness of digital tools; (5) the obstacles total learning time in one semester (teacher response
faced; and (6) anything that needs to be prepared to face was obtained before the pandemic). From these results,
the digitization of mathematics and science learning in researchers conducted in-depth interviews with 20
secondary schools. teachers.
The results of the deepening obtained information
After interviews with ten math teachers and ten about two things. First, information related to digital
science teachers, the information obtained was saturated media is often utilized by teachers in learning
so that the selection of respondents for interviews was mathematics and science. Second, the form of utilization
stopped. The data analysis is then forwarded to the final of digital media in the learning of mathematics and
conclusion to answer the research question. Conclusions science. The data analysis obtained information that
obtained from the results of the analysis are confirmed digital media laptops and projectors are the most used.
back to the respondents before publication. 16 out of 20 teachers have used it frequently in learning.
Meanwhile, only 3 out of 20 people use smartphones as
2.4. Data Analysis a digital medium.
As outlined above that data analysis in this study is
The utilization of digital media that teachers have
done during and after the data collection process. The
done includes preparing, processing, and sharing
data is analyzed using the stages presented by Miles,
information/materials/learning resources, both offline
Huberman, and Saldana [16]: (1) data collection, (2)
and online (see Table 2). Preparing activities are carried
data display, and (3) verification/conclusions. The
out offline and online, including finding
stages of analysis can be seen in Figure 1.
materials/learning resources (online/offline), preparing a
learning plan, and storing data. Processing activities use
digital media to process information, both in the form of
Data Collection Data Display
mathematical data and science processes through digital
media. Here is an example of the response of
mathematics and science teachers related to the use of
Data Reduction Verification/Conclusion
digital media in learning.
Sometimes I use software like GeoGebra on a laptop and it
Figure 1 Data Analysis Procedure [16] is displayed through a projector to help with the
mathematical process [T4 – math teacher]
3. RESULT AND DISCUSSION For example, in the material, unit conversion can use
android applications. [T15 - science teacher]
Data analysis produces information about the
I sometimes use virtual laboratory software to display
perception and experience of mathematics and science science processes in front of the class through projector
teachers in secondary schools related to the digitization [T13 – science teacher]
of learning. The following will outline the data analysis
results to answer this research question.

Table 2. Forms of Utilization of Digital Media by Teachers

Responses Reduction Results Verification/Conclusion
● Prepare and store teaching materials and lesson plans Digital media are used to prepare,
● View learning materials/videos in the classroom through store, and display learning
a projector resources/materials in the Forms of digital media
classroom utilization in learning
● Using math/science software Digital media are used in the include preparing,
● Using educational games in class processing of mathematical data as processing, and sharing
● Visualize mathematical/science objects well as science processes. information / materials /
● Share videos via smartphone learning resources online
● Download learning resources from internet Digital media are used to find and and offline but still
● Finding the meaning of difficult terms through the share learning resources through partially.
internet online media.
● Delivering tasks and learning materials

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The utilization of digital media is no less important reason for efficiency can be obtained by using digital
than the media sharing of materials and learning media. Third, the reason for the ministry or efforts to
resources. Unfortunately, most take partial use of digital increase students' interest in learning. Fourth, alignment
media. Only 3 out of 20 respondents have used digital with the demands of the times (see Table 3).
media ranging from preparing, processing, and sharing.
Digital media offers a variety of tools that can help
The time use of digital media at the processing stage is
teachers and students perform various tasks. With
also very short compared to the utilization of
digital media, it is easy for a teacher to present concrete
conventional media (e.g., props, marker-whiteboard,
objects/objects that are difficult to carry directly in the
and worksheet).
classroom or visually display mathematical / science
objects that are difficult to describe through traditional
3.2. What is the teacher's perception of marker-whiteboard media.
digitalization of learning?
The results of the analysis of teacher perceptions
The reduction and verification of teacher perception about the usefulness of digital media provided that more
data related to the digitization of learning concluded that than 60 percent of teachers agreed that digital media is
all respondents agreed that digitization of mathematics very useful and helps facilitate the learning process.
and science learning could be done. The utilization of However, the teacher also noted that digital media
devices such as laptops and smartphones need to be would be more useful if it is in accordance with the
improved the learning quality. Here are some examples material. That is, teachers are carried out intensive
of teacher responses to the second question in the study. preparation or assessment related to the suitability of
On smartphones, many mathematical applications can be digital media selection and how the media is used.
used to facilitate the understanding of mathematics, for Digital media accelerates in the delivery of materials while
example, the GeoGebra application. But unfortunately, at helping visualization for certain materials, although in
school, we are not allowed to bring a smartphone [T7 – addition conventional media (whiteboards) for mathematical
math teacher] learning still go hand in hand with their use. [T7 - math
It could be that they (students) use smartphones as long as teacher
the smartphone only contains learning materials - children Digital media is very helpful in the learning process to be
in secondary school are very prone to more effective with a note of need for clear direction [T9 –
become perpetrators /victims of technology abuse. [T11 - science teacher]
science teacher]
The teacher's response shows that the teacher's
The digitization of learning by utilizing smartphones
central role in learning is very important, however
still depends on school rules, and security guarantees its
sophisticated the technology used. Conformity with the
use to students. According to the teacher, these two
material that students will learn should be the teacher's
things are important issues to consider in the future.
main concern. In this second section, we also get the
Data reduction concluded that math and science idea that from the point of view of teachers, the
teachers have four reasons for using digital media in digitization of learning should not negate the role of
math and science learning. First, the practicality of the teachers or the role of other conventional media.
practicalities offered by digital media. Second, the

Table 3. The Reason Teachers Utilize Digital Media in Math and Science Learning
Response Reduction Results Verification/Conclusion
● Help me in delivering learning materials Reasons for
● Many tasks become easy to do. practicality
● Easily visualize abstract objects
● Saves time, effort, and cost Reasons for The use of digital media
● Speed up the calculation/verification process efficiency in learning mathematics
● No need to waste time drawing abstract objects and science is for reasons
● Attracting the attention of students Reason for of practicality, efficiency,
● Motivate students especially those audio-visual learning styles attractiveness attractiveness, and
● Students don't get bored easily. awareness of the demands
● Learning becomes fun of the times.
● Students are more focused on learning.
● In accordance with the demands of the times
● Train students using digital media Reason for
● Introducing students to technology alignment with
● Aligned with 21st Century competence technological
● Support the development of students' digital literacy development
● Students are used to using digital media in everyday life.

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Table 4. Perception of Mathematics and Science Teacher Related to The Use of Digital Media in Learning
Response Reduction Verification/Conclusion
Results
● Digital media works well when adapted to the material. It needs to be
● Digital media is very useful to get information on the development of aligned with the Utilization of digital
science such as diseases, the environment. learning media must go through
● Not all materials can use digital media. material careful planning related to
● Digital media is good as long as there are guidelines on how to use it. The role of the preparation,
● Digital media still needs an explanation from the teacher. teachers is still implementation, and
● Digital media reduce the use of paper, but teachers still need to direct needed in the monitoring of the student
students utilization of learning process.
● Learning steps should be well planned. digital media

3.3. What needs to be prepared in order to “Digital learning media is good, but it needs the
cooperation of teachers, and parents in supervising
digitize learning? children in using it.” [T7- Math Teacher]
In this subsection, the results of data analysis from “Digitization of learning mathematics, science, and other
teacher responses to research questions related to fields of study must be in line with strengthening character
education. Character education, in my opinion, is a
matters that need to be prepared to face the digitization fortress for our children, because we (teachers and
of mathematics and science learning. The results show parents) cannot supervise them 24 hours a week.” [T11 –
four main things that need to be prepared to deal with Science teacher]
the digitization of learning. Firstly, students and Information obtained from this subsection can be
teachers need the availability of digital devices to carry used as one of the references to carry out research that
out the learning process and complete tasks. These focuses on factors that affect the digitalization of
support devices include laptops/tablets/smartphones. learning.
In line with the results of this research, Piskurich
“Parents of students who complain because it is difficult to
buy mobile phones to take online classes” [T7- Math [17] outlines some of the things teachers must do to
Teacher] digitize learning. First, prepare students to become
independent learners who can direct themselves to study
Secondly, availability of support system such as [18]. Second, identify and support students ready to
curriculum, learning management system, internet follow the digitated learning [19]. Third, provide the
connection, electricity. This support system is a need for guideline for the implementation of learning [20].
schools to organize learning digitally. The absence of Fourth, prepare a learning model in learning [21]. In
support system according to teachers inhibits the addition, there also needs to be readiness from the
implementation of digitalization of learning. education unit (institution).

“We (teachers) want to innovate with digital media, but it 4. CONCLUSION

is impossible for us (teachers) to provide the support
system” [T11 - science teacher]
Math and science teachers have a positive perception
In this subsection, the results of data analysis from of the digitization of learning, although they have not
teacher responses to research questions related to been able to apply it to the fullest. The necessary
matters that need to be prepared to face the digitization preparation for the digitization of learning is (1)
of mathematics and science learning. The results show preparing supporting facilities (digital tools, (2) support
four main things that need to be prepared to deal with system to organize digital learning (curriculum, internet
the digitization of learning. Firstly, students and connections, and electricity), (3) preparation of
teachers need the availability of digital devices to carry knowledge on how to use digital media for teachers and
out the learning process and complete tasks. These students; and (4) strengthening of character education to
support devices include laptops/tablets/smartphones. avoid misuse of digital media.
“There are still students and even teachers who are unable This research provides recommendations for the
to use digital media. This should be a concern before
digitization of mathematics and science learning in the
digitizing learning.” [T13 – science teacher]
future. First, it needs policy and program support to
Fourthly, the character education is especially ensure the readiness of support systems for the
related to ethics in using digital media. This is digitization of learning. Second, training programs,
particularly emphasized on digital media that is based mentoring, and tutorials related to digital media
online to prevent negative things that may occur due to utilization need to be prepared by the government and
media abuse. Some teachers mentioned their concerns if researchers. In addition, there also needs to be a
the use of online-based digital media was released program to strengthen knowledge and character for
without strict supervision. students related to ethics using digital media.

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