Using Schoology in Calculus Course

Mega Eriska Rosaria Purnomo1, Isnaeni Umi Machromah2, Christina Kartika Sari3
Mathematics Education Department, Universitas Muhammadiyah Surakarta, Indonesia

1mega.eriska@ums.ac.id, 2isnaeniumi@ums.ac.id, 3christina.k.sari@ums.ac.id

Abstract

In this digital era, calculus course by using technology offers learning experinces meaningfully for university students. One of the technologies that can be used is schoology. This technology offers opportunity for lecturer to do blended learning, combination of face-to- face learning in the classroom and online learning outside campus. Therefore, the aims of this research were to describe how the use of schoology in calculus course and the student responses about it. The data was collected by observing and interviewing subjects. The subjects were industrial engineering students in class B, Universitas Muhammadiyah Surakarta, academic year of 2017/2018. The results were the use of schoology included sharing materials, assignments from lecturer to students and collecting tasks by the students via online. The student responses showed that schoology helped them to learn the materials, do the exercises first before attending the class, and facilitated them to collect tasks. However, the use of it was not optimum because of only for few meetings. Then, explanation and confirmation from the lecturer was important part in calculus learning process.

Keywords

blended learning, calculus, schoology

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Cite this paper as:
Purnomo M E R, Machromah I U and Sari C K 2019 Using Schoology in Calculus Course Proc. Int. Conf. on Mathematical Analysis, Its Applications and Learning (15 September 2018, Yogyakarta) ed B Utomo (Yogyakarta: Sanata Dharma University Press) pp 7–12