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1. Shard Calculation

Query:

Response:

Calculated Shard: 35 (from laksa002)

2. Crawled Status Check

Query:

curl -X POST \
  'http://laksa035.int.ahrefs:8124/' \
  -H 'Content-Type: text/plain' \
  -H 'X-ClickHouse-Database: crawler3' \
  -H 'Authorization: Basic YXBpOg==' \
  -d 'SELECT getAhrefsURLFromUnparsed(src_unparsed) AS found_url, ifNull(toUnixTimestamp(download_stamp), 0) AS crawl_time, ifNull(toUnixTimestamp(props_url_first_seen), 0) AS first_indexed_time, download_http_code AS http_code, src_unparsed AS src_unparsed, src_root_hash AS src_root_hash, history_drop_reason AS history_drop_reason, meta_title AS meta_title, meta_descriptions AS meta_descriptions, attrs_boilerpipe_text AS attrs_boilerpipe_text, attrs_markdown AS attrs_markdown, attrs_readable_markdown AS attrs_readable_markdown, meta_canonical AS meta_canonical FROM crawler3.page_info_local FINAL PREWHERE (src_root_hash, src_unparsed) IN ((getAhrefsRootHashFromUnparsed(getAhrefsUnparsedNoserviceFromURL(\'https://ejurnal.undana.ac.id/index.php/haumeni/article/view/7397\')), getAhrefsUnparsedNoserviceFromURL(\'https://ejurnal.undana.ac.id/index.php/haumeni/article/view/7397\'))) FORMAT JSONEachRow'

Response:

{"found_url":"https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/article\/view\/7397","crawl_time":1775861795,"first_indexed_time":1655382033,"http_code":200,"src_unparsed":"id,ac,undana!ejurnal,\/index.php\/haumeni\/article\/view\/7397 s443","src_root_hash":"14834820397300455635","history_drop_reason":null,"meta_title":"Pendapat Mahasiswa Pendidikan Matematika Tentang Pembelajaran Online Dengan Menggunakan Pen Tablet Dan Aplikasi OneNote? | Haumeni Journal of Education","meta_descriptions":[],"attrs_boilerpipe_text":"Abstract\nThis study aims to determine the opinion of students of the Mathematics Education Study Program at the Nusa Cendana University about online learning using a pen tablet and the OneNote application. This is a quantitative descriptive study with a survey method. Data were collected using a Likert scale 1-5 questionnaire (strongly disagree-strongly agree) consisting of 10 positive statements as representatives of three indicators: conceptual understanding, usefulness and satisfaction, and student satisfaction in participating in the online lecture process. The data sources were one hundred and ten students of the Mathematics Education Study Program, FKIP Nusa Cendana University. Data analysis was carried out in 3 phases:  calculating the cumulative score, calculating the assessment index, then proceeding with categorization according to the criteria. The results found are as follows: first, students agree that the use of these two tools contributes positively to several aspects of understanding concepts and students' convenience in participating in the online lecture process.  Second, students strongly agree that the use of these two tools also contributes positively to several aspects of understanding concepts, convenience, and the usefulness and satisfaction of students in participating in the online lecture process when compared to online lectures without these two tools.\nReferences\nAlgoufi, R. (2016). Using Tablet on Education. World Journal of Education. 6. 10.5430\/wje.v6n3p113\nAlly, M. (2008). Foundation for educational theory for online learning. In T. Anderson (Ed.). The Theory and Practice of Online Learning, Second Edition (pp. 1-120). Edmonton, Canada: AU Press.\nArio, M., Annajmi, A.,  Isharyadi, R. (2020). Pengembangan Video Pembelajaran Kalkulus Diferensial Berbasis Pen Tablet. Jurnal Cendekia Jurnal Pendidikan Matematika 4(2), 1129-1142. doi:10.31004\/cendekia.v4i2.363\nBelawati, T. (2020). Pembelajaran Online. Banten: Penerbitan Universitas Terbuka\nBlegur, I. K. S., Oktaviani, N., & Retnowati E. (2017). Apakah strategi goal-free dapat memfasilitasi literasi matematika siswa?. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika 2011: Membudayakan Liiterasii Matematiika dii Era Digital, 359-364. Yogyakarta: Universitas Negeri Yogyakarta\nBlegur, I. K. S. (2020). Studi Fenomenologi: Problematika Mahasiswa Asing Belajar Statistika di Perguruan Tinggi. Fraktal: Jurnal Matematika Dan Pendidikan Matematika 1(1), 56-67. https:\/\/doi.org\/10.35508\/fractal.v1i1.3048\nChen, C.-H., Chiu, C.-H., Lin, C.-P., & Chou, Y.-C. (2017). Students’ attention when using touchscreens and pen tablets in a mathematics classroom. Journal of Information Technology Education: Innovations in Practice, 16, 91-106.\nCreswell, J.W. (2016). Research Design: pendekatan metode Kualitatif, Kuantitaif dan campuran (terjemahan). Yogyakarta : Pustaka Pelajar\nEbel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.). New York, NY: Prentice hall\nGable, R.,K. (1986). Instrument development in the affective domain. New York, NY: Springer\nKalyuga, S. (2009). Managing cognitive load in adaptive multimedia learning. United Kingdom: IGI Global\nMajor, L., Hassler, B. & Hennessy, S. (2017). Tablets in schools: impact, affordances and recommendations. Handbook for Digital Learning in K-12 Schools (pp. 115-128). Marcus Quinn, A. & Hourigan, T. (Eds). Springer.\nMayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226-232. doi:10.1207\/s15430421tip4104_4\nMayer, R. E., (2003). The promise of multimedia learning: using the same instructional design methods across different media, Learning and Instruction, 13(2), 125-139. https:\/\/doi.org\/10.1016\/S0959-4752(02)00016-6.\nRajiman, W., Samsinar, S. (2022). Efektivitas Penggunaan Pen Tablet Berbasis Zoom terhadap Minat Belajar Matematika Ekonomi di Masa Pandemi Covid-19 Mahasiswa Jurusan Ekonomi Pembangunan. JPMR 7 (1), 75-83\nRetnowati, E. (2008). Keterbatasan memori dan implikasinya dalam mendesain metode pembelajaran matematika. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika. Yogyakarta: Jurdik Matematika FMIPA UNY.\nRetnowati, E. (2016). Faded example as a tool to acuire and automate mathematics knowledge. International Conference on Mathematics, Science, and Education.\nSweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer\nWulandari, S., Rahmalina W., Martin S. N, Yuniarti, L. (2021).  Respon Terhadap Penggunaan Stylus Pen Dan Fitur Record Dalam Pembelajaran Matematika Online. GAUSS: Jurnal Pendidikan Matematika 4(2), 62-76.  http:\/\/dx.doi.org\/10.30656\/gauss.v4i2.3164","attrs_markdown":"[Skip to main content](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/article\/view\/7397#pkp_content_main) [Skip to main navigation menu](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/article\/view\/7397#pkp_content_nav) [Skip to site footer](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/article\/view\/7397#pkp_content_footer)\n\n[![Page Header Logo](https:\/\/ejurnal.undana.ac.id\/RujUxYuks1\/journals\/43\/pageHeaderLogoImage_en_US.jpg)](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/index)\n\n- [Home](https:\/\/ejurnal.undana.ac.id\/haumeni\/)\n- [Current](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/issue\/current)\n- [Archives](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/issue\/archive)\n- [About](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/about)\n  - [About the Journal](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/about)\n  - [Submissions](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/about\/submissions)\n  - [Editorial Team](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/about\/editorialTeam)\n  - [Privacy Statement](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/about\/privacy)\n  - [Contact](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/about\/contact)\n\n- [Register](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/user\/register)\n- [Login](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/login)\n\n1. [Home](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/index)  \/\n2. [Archives](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/issue\/archive)  \/\n3. [Vol 2 No 1 (2022): Edisi Juni 2022](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/issue\/view\/385)  \/\n4. Articles\n\n# Pendapat Mahasiswa Pendidikan Matematika Tentang Pembelajaran Online Dengan Menggunakan Pen Tablet Dan Aplikasi OneNote?\n[![](https:\/\/crossmark-cdn.crossref.org\/widget\/v2.0\/logos\/CROSSMARK_Color_horizontal.svg)]()\n\n- ![](https:\/\/i.ibb.co\/Kqz0jP3\/nursalim1.png) Irna Karlina Sensiana Blegur(1\\*)  \n   ![](https:\/\/i.ibb.co\/zS4mvYP\/115733981.jpg)  Pendidikan Matematika, FKIP, Universitas Nusa Cendana\n\nDOI:   <https:\/\/doi.org\/10.35508\/haumeni.v2i1.7397>\n\nKeywords:   Pen Tablet, OneNote\n\n### Abstract\n*This study aims to determine the opinion of students of the Mathematics Education Study Program at the Nusa Cendana University about online learning using a pen tablet and the OneNote application. This is a quantitative descriptive study with a survey method. Data were collected using a Likert scale 1-5 questionnaire (strongly disagree-strongly agree) consisting of 10 positive statements as representatives of three indicators: conceptual understanding, usefulness and satisfaction, and student satisfaction in participating in the online lecture process. The data sources were one hundred and ten students of the Mathematics Education Study Program, FKIP Nusa Cendana University. Data analysis was carried out in 3 phases: calculating the cumulative score, calculating the assessment index, then proceeding with categorization according to the criteria. The results found are as follows: first, students agree that the use of these two tools contributes positively to several aspects of understanding concepts and students' convenience in participating in the online lecture process. Second, students strongly agree that the use of these two tools also contributes positively to several aspects of understanding concepts, convenience, and the usefulness and satisfaction of students in participating in the online lecture process when compared to online lectures without these two tools.*\n\n### Downloads\nDownload data is not yet available.\n\n### References\nAlgoufi, R. (2016). Using Tablet on Education. World Journal of Education. 6. 10.5430\/wje.v6n3p113  \n Ally, M. (2008). Foundation for educational theory for online learning. In T. Anderson (Ed.). The Theory and Practice of Online Learning, Second Edition (pp. 1-120). Edmonton, Canada: AU Press.  \n Ario, M., Annajmi, A., Isharyadi, R. (2020). Pengembangan Video Pembelajaran Kalkulus Diferensial Berbasis Pen Tablet. Jurnal Cendekia Jurnal Pendidikan Matematika 4(2), 1129-1142. doi:10.31004\/cendekia.v4i2.363  \n Belawati, T. (2020). Pembelajaran Online. Banten: Penerbitan Universitas Terbuka   \n Blegur, I. K. S., Oktaviani, N., & Retnowati E. (2017). Apakah strategi goal-free dapat memfasilitasi literasi matematika siswa?. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika 2011: Membudayakan Liiterasii Matematiika dii Era Digital, 359-364. Yogyakarta: Universitas Negeri Yogyakarta  \n Blegur, I. K. S. (2020). Studi Fenomenologi: Problematika Mahasiswa Asing Belajar Statistika di Perguruan Tinggi. Fraktal: Jurnal Matematika Dan Pendidikan Matematika 1(1), 56-67. https:\/\/doi.org\/10.35508\/fractal.v1i1.3048  \n Chen, C.-H., Chiu, C.-H., Lin, C.-P., & Chou, Y.-C. (2017). Students’ attention when using touchscreens and pen tablets in a mathematics classroom. Journal of Information Technology Education: Innovations in Practice, 16, 91-106.  \n Creswell, J.W. (2016). Research Design: pendekatan metode Kualitatif, Kuantitaif dan campuran (terjemahan). Yogyakarta : Pustaka Pelajar  \n Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.). New York, NY: Prentice hall  \n Gable, R.,K. (1986). Instrument development in the affective domain. New York, NY: Springer  \n Kalyuga, S. (2009). Managing cognitive load in adaptive multimedia learning. United Kingdom: IGI Global  \n Major, L., Hassler, B. & Hennessy, S. (2017). Tablets in schools: impact, affordances and recommendations. Handbook for Digital Learning in K-12 Schools (pp. 115-128). Marcus Quinn, A. & Hourigan, T. (Eds). Springer.  \n Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226-232. doi:10.1207\/s15430421tip4104\\_4  \n Mayer, R. E., (2003). The promise of multimedia learning: using the same instructional design methods across different media, Learning and Instruction, 13(2), 125-139. https:\/\/doi.org\/10.1016\/S0959-4752(02)00016-6.  \n Rajiman, W., Samsinar, S. (2022). Efektivitas Penggunaan Pen Tablet Berbasis Zoom terhadap Minat Belajar Matematika Ekonomi di Masa Pandemi Covid-19 Mahasiswa Jurusan Ekonomi Pembangunan. JPMR 7 (1), 75-83  \n Retnowati, E. (2008). Keterbatasan memori dan implikasinya dalam mendesain metode pembelajaran matematika. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika. Yogyakarta: Jurdik Matematika FMIPA UNY.  \n Retnowati, E. (2016). Faded example as a tool to acuire and automate mathematics knowledge. International Conference on Mathematics, Science, and Education.  \n Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer  \n Wulandari, S., Rahmalina W., Martin S. N, Yuniarti, L. (2021). Respon Terhadap Penggunaan Stylus Pen Dan Fitur Record Dalam Pembelajaran Matematika Online. GAUSS: Jurnal Pendidikan Matematika 4(2), 62-76. http:\/\/dx.doi.org\/10.30656\/gauss.v4i2.3164\n\n[![](https:\/\/ejurnal.undana.ac.id\/RujUxYuks1\/journals\/43\/cover_issue_385_en_US.jpg)](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/issue\/view\/385)\n\n- [PDF](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/article\/view\/7397\/3811)\n## PlumX Metrics\nPublished\n\n2022-06-11\n\nHow to Cite\n\nBlegur, I. (2022). Pendapat Mahasiswa Pendidikan Matematika Tentang Pembelajaran Online Dengan Menggunakan Pen Tablet Dan Aplikasi OneNote?. *Haumeni Journal of Education*, *2*(1), 176-186. https:\/\/doi.org\/10.35508\/haumeni.v2i1.7397\n\nMore Citation Formats\n\n- [ACM](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/citationstylelanguage\/get\/acm-sig-proceedings?submissionId=7397)\n- [ACS](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/citationstylelanguage\/get\/acs-nano?submissionId=7397)\n- [APA](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/citationstylelanguage\/get\/apa?submissionId=7397)\n- [ABNT](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/citationstylelanguage\/get\/associacao-brasileira-de-normas-tecnicas?submissionId=7397)\n- [Chicago](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/citationstylelanguage\/get\/chicago-author-date?submissionId=7397)\n- 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[Dimensions](https:\/\/app.dimensions.ai\/discover\/publication?and_facet_journal=jour.1301145&and_facet_source_title=jour.1459302 \"Dimensions\")  l [ROAD](https:\/\/portal.issn.org\/resource\/ISSN\/2798-1991 \"ROAD\")\n\n[![About this Publishing System](https:\/\/ejurnal.undana.ac.id\/templates\/images\/ojs_brand.png)](https:\/\/ejurnal.undana.ac.id\/index.php\/haumeni\/about\/aboutThisPublishingSystem)","attrs_readable_markdown":"### Abstract\n*This study aims to determine the opinion of students of the Mathematics Education Study Program at the Nusa Cendana University about online learning using a pen tablet and the OneNote application. This is a quantitative descriptive study with a survey method. Data were collected using a Likert scale 1-5 questionnaire (strongly disagree-strongly agree) consisting of 10 positive statements as representatives of three indicators: conceptual understanding, usefulness and satisfaction, and student satisfaction in participating in the online lecture process. The data sources were one hundred and ten students of the Mathematics Education Study Program, FKIP Nusa Cendana University. Data analysis was carried out in 3 phases: calculating the cumulative score, calculating the assessment index, then proceeding with categorization according to the criteria. The results found are as follows: first, students agree that the use of these two tools contributes positively to several aspects of understanding concepts and students' convenience in participating in the online lecture process. Second, students strongly agree that the use of these two tools also contributes positively to several aspects of understanding concepts, convenience, and the usefulness and satisfaction of students in participating in the online lecture process when compared to online lectures without these two tools.*\n\n### References\nAlgoufi, R. (2016). Using Tablet on Education. World Journal of Education. 6. 10.5430\/wje.v6n3p113  \n Ally, M. (2008). Foundation for educational theory for online learning. In T. Anderson (Ed.). The Theory and Practice of Online Learning, Second Edition (pp. 1-120). Edmonton, Canada: AU Press.  \n Ario, M., Annajmi, A., Isharyadi, R. (2020). Pengembangan Video Pembelajaran Kalkulus Diferensial Berbasis Pen Tablet. Jurnal Cendekia Jurnal Pendidikan Matematika 4(2), 1129-1142. doi:10.31004\/cendekia.v4i2.363  \n Belawati, T. (2020). Pembelajaran Online. Banten: Penerbitan Universitas Terbuka   \n Blegur, I. K. S., Oktaviani, N., & Retnowati E. (2017). Apakah strategi goal-free dapat memfasilitasi literasi matematika siswa?. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika 2011: Membudayakan Liiterasii Matematiika dii Era Digital, 359-364. Yogyakarta: Universitas Negeri Yogyakarta  \n Blegur, I. K. S. (2020). Studi Fenomenologi: Problematika Mahasiswa Asing Belajar Statistika di Perguruan Tinggi. Fraktal: Jurnal Matematika Dan Pendidikan Matematika 1(1), 56-67. https:\/\/doi.org\/10.35508\/fractal.v1i1.3048  \n Chen, C.-H., Chiu, C.-H., Lin, C.-P., & Chou, Y.-C. (2017). Students’ attention when using touchscreens and pen tablets in a mathematics classroom. Journal of Information Technology Education: Innovations in Practice, 16, 91-106.  \n Creswell, J.W. (2016). Research Design: pendekatan metode Kualitatif, Kuantitaif dan campuran (terjemahan). Yogyakarta : Pustaka Pelajar  \n Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.). New York, NY: Prentice hall  \n Gable, R.,K. (1986). Instrument development in the affective domain. New York, NY: Springer  \n Kalyuga, S. (2009). Managing cognitive load in adaptive multimedia learning. United Kingdom: IGI Global  \n Major, L., Hassler, B. & Hennessy, S. (2017). Tablets in schools: impact, affordances and recommendations. Handbook for Digital Learning in K-12 Schools (pp. 115-128). Marcus Quinn, A. & Hourigan, T. (Eds). Springer.  \n Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226-232. doi:10.1207\/s15430421tip4104\\_4  \n Mayer, R. E., (2003). The promise of multimedia learning: using the same instructional design methods across different media, Learning and Instruction, 13(2), 125-139. https:\/\/doi.org\/10.1016\/S0959-4752(02)00016-6.  \n Rajiman, W., Samsinar, S. (2022). Efektivitas Penggunaan Pen Tablet Berbasis Zoom terhadap Minat Belajar Matematika Ekonomi di Masa Pandemi Covid-19 Mahasiswa Jurusan Ekonomi Pembangunan. JPMR 7 (1), 75-83  \n Retnowati, E. (2008). Keterbatasan memori dan implikasinya dalam mendesain metode pembelajaran matematika. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika. Yogyakarta: Jurdik Matematika FMIPA UNY.  \n Retnowati, E. (2016). Faded example as a tool to acuire and automate mathematics knowledge. International Conference on Mathematics, Science, and Education.  \n Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer  \n Wulandari, S., Rahmalina W., Martin S. N, Yuniarti, L. (2021). Respon Terhadap Penggunaan Stylus Pen Dan Fitur Record Dalam Pembelajaran Matematika Online. GAUSS: Jurnal Pendidikan Matematika 4(2), 62-76. http:\/\/dx.doi.org\/10.30656\/gauss.v4i2.3164","meta_canonical":null}

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Boilerpipe Text	Abstract This study aims to determine the opinion of students of the Mathematics Education Study Program at the Nusa Cendana University about online learning using a pen tablet and the OneNote application. This is a quantitative descriptive study with a survey method. Data were collected using a Likert scale 1-5 questionnaire (strongly disagree-strongly agree) consisting of 10 positive statements as representatives of three indicators: conceptual understanding, usefulness and satisfaction, and student satisfaction in participating in the online lecture process. The data sources were one hundred and ten students of the Mathematics Education Study Program, FKIP Nusa Cendana University. Data analysis was carried out in 3 phases: calculating the cumulative score, calculating the assessment index, then proceeding with categorization according to the criteria. The results found are as follows: first, students agree that the use of these two tools contributes positively to several aspects of understanding concepts and students' convenience in participating in the online lecture process. Second, students strongly agree that the use of these two tools also contributes positively to several aspects of understanding concepts, convenience, and the usefulness and satisfaction of students in participating in the online lecture process when compared to online lectures without these two tools. References Algoufi, R. (2016). Using Tablet on Education. World Journal of Education. 6. 10.5430/wje.v6n3p113 Ally, M. (2008). Foundation for educational theory for online learning. In T. Anderson (Ed.). The Theory and Practice of Online Learning, Second Edition (pp. 1-120). Edmonton, Canada: AU Press. Ario, M., Annajmi, A., Isharyadi, R. (2020). Pengembangan Video Pembelajaran Kalkulus Diferensial Berbasis Pen Tablet. Jurnal Cendekia Jurnal Pendidikan Matematika 4(2), 1129-1142. doi:10.31004/cendekia.v4i2.363 Belawati, T. (2020). Pembelajaran Online. Banten: Penerbitan Universitas Terbuka Blegur, I. K. S., Oktaviani, N., & Retnowati E. (2017). Apakah strategi goal-free dapat memfasilitasi literasi matematika siswa?. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika 2011: Membudayakan Liiterasii Matematiika dii Era Digital, 359-364. Yogyakarta: Universitas Negeri Yogyakarta Blegur, I. K. S. (2020). Studi Fenomenologi: Problematika Mahasiswa Asing Belajar Statistika di Perguruan Tinggi. Fraktal: Jurnal Matematika Dan Pendidikan Matematika 1(1), 56-67. https://doi.org/10.35508/fractal.v1i1.3048 Chen, C.-H., Chiu, C.-H., Lin, C.-P., & Chou, Y.-C. (2017). Students’ attention when using touchscreens and pen tablets in a mathematics classroom. Journal of Information Technology Education: Innovations in Practice, 16, 91-106. Creswell, J.W. (2016). Research Design: pendekatan metode Kualitatif, Kuantitaif dan campuran (terjemahan). Yogyakarta : Pustaka Pelajar Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.). New York, NY: Prentice hall Gable, R.,K. (1986). Instrument development in the affective domain. New York, NY: Springer Kalyuga, S. (2009). Managing cognitive load in adaptive multimedia learning. United Kingdom: IGI Global Major, L., Hassler, B. & Hennessy, S. (2017). Tablets in schools: impact, affordances and recommendations. Handbook for Digital Learning in K-12 Schools (pp. 115-128). Marcus Quinn, A. & Hourigan, T. (Eds). Springer. Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226-232. doi:10.1207/s15430421tip4104_4 Mayer, R. E., (2003). The promise of multimedia learning: using the same instructional design methods across different media, Learning and Instruction, 13(2), 125-139. https://doi.org/10.1016/S0959-4752(02)00016-6. Rajiman, W., Samsinar, S. (2022). Efektivitas Penggunaan Pen Tablet Berbasis Zoom terhadap Minat Belajar Matematika Ekonomi di Masa Pandemi Covid-19 Mahasiswa Jurusan Ekonomi Pembangunan. JPMR 7 (1), 75-83 Retnowati, E. (2008). Keterbatasan memori dan implikasinya dalam mendesain metode pembelajaran matematika. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika. Yogyakarta: Jurdik Matematika FMIPA UNY. Retnowati, E. (2016). Faded example as a tool to acuire and automate mathematics knowledge. International Conference on Mathematics, Science, and Education. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer Wulandari, S., Rahmalina W., Martin S. N, Yuniarti, L. (2021). Respon Terhadap Penggunaan Stylus Pen Dan Fitur Record Dalam Pembelajaran Matematika Online. GAUSS: Jurnal Pendidikan Matematika 4(2), 62-76. http://dx.doi.org/10.30656/gauss.v4i2.3164
Markdown	[Skip to main content](https://ejurnal.undana.ac.id/index.php/haumeni/article/view/7397#pkp_content_main) [Skip to main navigation menu](https://ejurnal.undana.ac.id/index.php/haumeni/article/view/7397#pkp_content_nav) [Skip to site footer](https://ejurnal.undana.ac.id/index.php/haumeni/article/view/7397#pkp_content_footer) [![Page Header Logo](https://ejurnal.undana.ac.id/RujUxYuks1/journals/43/pageHeaderLogoImage_en_US.jpg)](https://ejurnal.undana.ac.id/index.php/haumeni/index) - [Home](https://ejurnal.undana.ac.id/haumeni/) - [Current](https://ejurnal.undana.ac.id/index.php/haumeni/issue/current) - [Archives](https://ejurnal.undana.ac.id/index.php/haumeni/issue/archive) - [About](https://ejurnal.undana.ac.id/index.php/haumeni/about) - [About the Journal](https://ejurnal.undana.ac.id/index.php/haumeni/about) - [Submissions](https://ejurnal.undana.ac.id/index.php/haumeni/about/submissions) - [Editorial Team](https://ejurnal.undana.ac.id/index.php/haumeni/about/editorialTeam) - [Privacy Statement](https://ejurnal.undana.ac.id/index.php/haumeni/about/privacy) - [Contact](https://ejurnal.undana.ac.id/index.php/haumeni/about/contact) - [Register](https://ejurnal.undana.ac.id/index.php/haumeni/user/register) - [Login](https://ejurnal.undana.ac.id/index.php/haumeni/login) 1. [Home](https://ejurnal.undana.ac.id/index.php/haumeni/index) / 2. [Archives](https://ejurnal.undana.ac.id/index.php/haumeni/issue/archive) / 3. [Vol 2 No 1 (2022): Edisi Juni 2022](https://ejurnal.undana.ac.id/index.php/haumeni/issue/view/385) / 4. Articles # Pendapat Mahasiswa Pendidikan Matematika Tentang Pembelajaran Online Dengan Menggunakan Pen Tablet Dan Aplikasi OneNote? [![](https://crossmark-cdn.crossref.org/widget/v2.0/logos/CROSSMARK_Color_horizontal.svg)]() - ![](https://i.ibb.co/Kqz0jP3/nursalim1.png) Irna Karlina Sensiana Blegur(1\) ![](https://i.ibb.co/zS4mvYP/115733981.jpg) Pendidikan Matematika, FKIP, Universitas Nusa Cendana DOI: <https://doi.org/10.35508/haumeni.v2i1.7397> Keywords: Pen Tablet, OneNote ### Abstract This study aims to determine the opinion of students of the Mathematics Education Study Program at the Nusa Cendana University about online learning using a pen tablet and the OneNote application. This is a quantitative descriptive study with a survey method. Data were collected using a Likert scale 1-5 questionnaire (strongly disagree-strongly agree) consisting of 10 positive statements as representatives of three indicators: conceptual understanding, usefulness and satisfaction, and student satisfaction in participating in the online lecture process. The data sources were one hundred and ten students of the Mathematics Education Study Program, FKIP Nusa Cendana University. Data analysis was carried out in 3 phases: calculating the cumulative score, calculating the assessment index, then proceeding with categorization according to the criteria. The results found are as follows: first, students agree that the use of these two tools contributes positively to several aspects of understanding concepts and students' convenience in participating in the online lecture process. Second, students strongly agree that the use of these two tools also contributes positively to several aspects of understanding concepts, convenience, and the usefulness and satisfaction of students in participating in the online lecture process when compared to online lectures without these two tools.* ### Downloads Download data is not yet available. ### References Algoufi, R. (2016). Using Tablet on Education. World Journal of Education. 6. 10.5430/wje.v6n3p113 Ally, M. (2008). Foundation for educational theory for online learning. In T. Anderson (Ed.). The Theory and Practice of Online Learning, Second Edition (pp. 1-120). Edmonton, Canada: AU Press. Ario, M., Annajmi, A., Isharyadi, R. (2020). Pengembangan Video Pembelajaran Kalkulus Diferensial Berbasis Pen Tablet. Jurnal Cendekia Jurnal Pendidikan Matematika 4(2), 1129-1142. doi:10.31004/cendekia.v4i2.363 Belawati, T. (2020). Pembelajaran Online. Banten: Penerbitan Universitas Terbuka Blegur, I. K. S., Oktaviani, N., & Retnowati E. (2017). Apakah strategi goal-free dapat memfasilitasi literasi matematika siswa?. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika 2011: Membudayakan Liiterasii Matematiika dii Era Digital, 359-364. Yogyakarta: Universitas Negeri Yogyakarta Blegur, I. K. S. (2020). Studi Fenomenologi: Problematika Mahasiswa Asing Belajar Statistika di Perguruan Tinggi. Fraktal: Jurnal Matematika Dan Pendidikan Matematika 1(1), 56-67. https://doi.org/10.35508/fractal.v1i1.3048 Chen, C.-H., Chiu, C.-H., Lin, C.-P., & Chou, Y.-C. (2017). Students’ attention when using touchscreens and pen tablets in a mathematics classroom. Journal of Information Technology Education: Innovations in Practice, 16, 91-106. Creswell, J.W. (2016). Research Design: pendekatan metode Kualitatif, Kuantitaif dan campuran (terjemahan). Yogyakarta : Pustaka Pelajar Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.). New York, NY: Prentice hall Gable, R.,K. (1986). Instrument development in the affective domain. New York, NY: Springer Kalyuga, S. (2009). Managing cognitive load in adaptive multimedia learning. United Kingdom: IGI Global Major, L., Hassler, B. & Hennessy, S. (2017). Tablets in schools: impact, affordances and recommendations. Handbook for Digital Learning in K-12 Schools (pp. 115-128). Marcus Quinn, A. & Hourigan, T. (Eds). Springer. Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226-232. doi:10.1207/s15430421tip4104\_4 Mayer, R. E., (2003). The promise of multimedia learning: using the same instructional design methods across different media, Learning and Instruction, 13(2), 125-139. https://doi.org/10.1016/S0959-4752(02)00016-6. Rajiman, W., Samsinar, S. (2022). Efektivitas Penggunaan Pen Tablet Berbasis Zoom terhadap Minat Belajar Matematika Ekonomi di Masa Pandemi Covid-19 Mahasiswa Jurusan Ekonomi Pembangunan. JPMR 7 (1), 75-83 Retnowati, E. (2008). Keterbatasan memori dan implikasinya dalam mendesain metode pembelajaran matematika. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika. Yogyakarta: Jurdik Matematika FMIPA UNY. Retnowati, E. (2016). Faded example as a tool to acuire and automate mathematics knowledge. International Conference on Mathematics, Science, and Education. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer Wulandari, S., Rahmalina W., Martin S. N, Yuniarti, L. (2021). Respon Terhadap Penggunaan Stylus Pen Dan Fitur Record Dalam Pembelajaran Matematika Online. GAUSS: Jurnal Pendidikan Matematika 4(2), 62-76. http://dx.doi.org/10.30656/gauss.v4i2.3164 [![](https://ejurnal.undana.ac.id/RujUxYuks1/journals/43/cover_issue_385_en_US.jpg)](https://ejurnal.undana.ac.id/index.php/haumeni/issue/view/385) - [PDF](https://ejurnal.undana.ac.id/index.php/haumeni/article/view/7397/3811) ## PlumX Metrics Published 2022-06-11 How to Cite Blegur, I. (2022). Pendapat Mahasiswa Pendidikan Matematika Tentang Pembelajaran Online Dengan Menggunakan Pen Tablet Dan Aplikasi OneNote?. 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Readable Markdown	### Abstract This study aims to determine the opinion of students of the Mathematics Education Study Program at the Nusa Cendana University about online learning using a pen tablet and the OneNote application. This is a quantitative descriptive study with a survey method. Data were collected using a Likert scale 1-5 questionnaire (strongly disagree-strongly agree) consisting of 10 positive statements as representatives of three indicators: conceptual understanding, usefulness and satisfaction, and student satisfaction in participating in the online lecture process. The data sources were one hundred and ten students of the Mathematics Education Study Program, FKIP Nusa Cendana University. Data analysis was carried out in 3 phases: calculating the cumulative score, calculating the assessment index, then proceeding with categorization according to the criteria. The results found are as follows: first, students agree that the use of these two tools contributes positively to several aspects of understanding concepts and students' convenience in participating in the online lecture process. Second, students strongly agree that the use of these two tools also contributes positively to several aspects of understanding concepts, convenience, and the usefulness and satisfaction of students in participating in the online lecture process when compared to online lectures without these two tools. ### References Algoufi, R. (2016). Using Tablet on Education. World Journal of Education. 6. 10.5430/wje.v6n3p113 Ally, M. (2008). Foundation for educational theory for online learning. In T. Anderson (Ed.). The Theory and Practice of Online Learning, Second Edition (pp. 1-120). Edmonton, Canada: AU Press. Ario, M., Annajmi, A., Isharyadi, R. (2020). Pengembangan Video Pembelajaran Kalkulus Diferensial Berbasis Pen Tablet. Jurnal Cendekia Jurnal Pendidikan Matematika 4(2), 1129-1142. doi:10.31004/cendekia.v4i2.363 Belawati, T. (2020). Pembelajaran Online. Banten: Penerbitan Universitas Terbuka Blegur, I. K. S., Oktaviani, N., & Retnowati E. (2017). Apakah strategi goal-free dapat memfasilitasi literasi matematika siswa?. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika 2011: Membudayakan Liiterasii Matematiika dii Era Digital, 359-364. Yogyakarta: Universitas Negeri Yogyakarta Blegur, I. K. S. (2020). Studi Fenomenologi: Problematika Mahasiswa Asing Belajar Statistika di Perguruan Tinggi. Fraktal: Jurnal Matematika Dan Pendidikan Matematika 1(1), 56-67. https://doi.org/10.35508/fractal.v1i1.3048 Chen, C.-H., Chiu, C.-H., Lin, C.-P., & Chou, Y.-C. (2017). Students’ attention when using touchscreens and pen tablets in a mathematics classroom. Journal of Information Technology Education: Innovations in Practice, 16, 91-106. Creswell, J.W. (2016). Research Design: pendekatan metode Kualitatif, Kuantitaif dan campuran (terjemahan). Yogyakarta : Pustaka Pelajar Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.). New York, NY: Prentice hall Gable, R.,K. (1986). Instrument development in the affective domain. New York, NY: Springer Kalyuga, S. (2009). Managing cognitive load in adaptive multimedia learning. United Kingdom: IGI Global Major, L., Hassler, B. & Hennessy, S. (2017). Tablets in schools: impact, affordances and recommendations. Handbook for Digital Learning in K-12 Schools (pp. 115-128). Marcus Quinn, A. & Hourigan, T. (Eds). Springer. Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226-232. doi:10.1207/s15430421tip4104\_4 Mayer, R. E., (2003). The promise of multimedia learning: using the same instructional design methods across different media, Learning and Instruction, 13(2), 125-139. https://doi.org/10.1016/S0959-4752(02)00016-6. Rajiman, W., Samsinar, S. (2022). Efektivitas Penggunaan Pen Tablet Berbasis Zoom terhadap Minat Belajar Matematika Ekonomi di Masa Pandemi Covid-19 Mahasiswa Jurusan Ekonomi Pembangunan. JPMR 7 (1), 75-83 Retnowati, E. (2008). Keterbatasan memori dan implikasinya dalam mendesain metode pembelajaran matematika. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika. Yogyakarta: Jurdik Matematika FMIPA UNY. Retnowati, E. (2016). Faded example as a tool to acuire and automate mathematics knowledge. International Conference on Mathematics, Science, and Education. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer Wulandari, S., Rahmalina W., Martin S. N, Yuniarti, L. (2021). Respon Terhadap Penggunaan Stylus Pen Dan Fitur Record Dalam Pembelajaran Matematika Online. GAUSS: Jurnal Pendidikan Matematika 4(2), 62-76. http://dx.doi.org/10.30656/gauss.v4i2.3164
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