MATHEMATICS LEARNING LOSS IN HIGH SCHOOL STUDENTS DARING THE COVID-19 PANDEMIC IN THE CONTENT OF COMPOSITION AND INVERSE FUNCTIONS

• Main Author: Kurnia Nurhidayat, Fajri
• Format: Theses
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/71597
• Institution: Institut Teknologi Bandung

The COVID-19 pandemic has significantly impacted education worldwide, including concerns about "learning losses" due to temporary school closures. UNICEF estimates that as many as 70% of 10-year-olds in low- and middle-income countries cannot understand written text clearly due to school closures. Researchers have found that students in grades 3 to 8 in various countries have experienced learning losses, particularly in mathematics, based on lower student learning outcomes compared to pre-pandemic years. Understanding the pandemic's impact on high school students learning loss, this researcher conducted a study using quantitative and qualitative methods. The study examined the learning outcomes of class X students in the end-of-year assessment (PAT) for the 2020-2021 and 2021-2022 academic years in the subject of compositional functions and inverse functions. The study included interviews with students and teachers, and the sample population consisted of 144 students for the 2020-2021 academic year and 128 students for the 2021-2022 academic year, with 30 students in each academic year being interviewed. The results of statistical analysis using the Welch’s t-test indicated that there was a decrease in student learning outcomes in the 2020-2021 academic year, with the mean student test scores in the final assessment for the 2020-2021 academic year being lower than those in the 2021-2022 academic year (19.097 and 36.523, respectively). The results of student interviews indicated that the greatest decrease in learning outcomes occurred in the medium-low socioeconomic status (SES) category due to a low level of student understanding of the material. This was supported by the results of teacher interviews, which indicated that students' interest in learning was lacking and that many students were not focused daring the learning process.