Sri Suryanti, Toto Nusantara, S. Subanji, Agung Putra Wijaya
Many universities use online learning strategies to accommodate technological advancements, improve learning accessibility, and address the challenges of limited resources. However, the implementation of online learning may neglect to pay attention to students' perspectives throughout the learning process. We discuss how students believe we, as educators, can engage students in online learning through problem-based tasks in this paper. A survey of 125 students in a mathematics education program at a private university in East Java, Indonesia, was used to assess their involvement in online learning through the use of problem-based tasks. Then, based on the survey results, we selected three students for in-depth interviews. The findings revealed that students initially perceived online learning to be more about viewing video activities, but by assigning problem-based tasks, they were forced to learn and even suggested further discussion in face-to-face classes. © 2024 American Institute of Physics Inc.. All rights reserved.
Mathematics Education Department, Universitas Muhammadiyah Gresik, Gresik, Indonesia; Mathematics Education Department, FMIPA, Universitas Negeri Malang, Malang, Indonesia; Mathematics Education Department, FKIP, Universitas Negeri Lampung, Lampung, Indonesia
