Kecemasan Matematika pada Siswa Kelas 9 SMP Berdasarkan Ada Tidaknya Keikutsertaan Kursus Online pada Pembelajaran Daring
Abstract
Math anxiety can interfere with the learning process and have a negative impact on students by avoiding things that make students feel anxious and also result in less effective learning. The application of online learning solutions creates anxiety for students. Online courses help students to become solutions during the COVID-19 pandemic because they are practical and can be used anytime and anywhere. The purpose of this study was to determine the level of math anxiety experienced by students who took online courses and those who did not take online courses. The method used in this study was quantitative by using a survey to determine the level of math anxiety of grade 9 students. The sample used in this study was 129 grade 9 students at SMPN 141 Jakarta. The results showed that of the five indicators, the highest indicators were learning activities for students who took online courses (x ̅=3.41) and students who did not take online courses (x ̅=3.85). The results of the study show that overall students' math anxiety in online learning is in the moderate category.
Kecemasan matematika dapat menganggu proses pembelajaran dan menimbulkan dampak negatif bagi siswa yaitu dengan menghindar dari hal yang membuat siswa merasa cemas dan juga menghasilkan pembelajaran yang kurang efektif. Penerapan solusi pembelajaran daring menimbulkan rasa cemas terhadap siswa. Kursus online membantu siswa untuk menjadi solusi di masa pandemi COVID-19 karena penggunaanya yang praktis dan dapat digunakan kapanpun dan dimanapun. Tujuan dari penelitian untuk mengetahui tingkatan kecemasan matematika yang dialami siswa yang mengikuti kursus online dan yang tidak mengikuti kursus online. Metode yang digunakan pada penelitian adalah kuantitatif dengan menggunakan survey untuk mengetahui tingkatan kecemasan matematika siswa kelas 9. Sampel yang digunakan pada penelitian ini terdapat 129 siswa kelas 9 di SMPN 141 Jakarta. Hasil penelitian menunjukkan bahwa dari lima indikator, indikator yang paling tinggi adalah kegiatan belajar untuk siswa yang mengikuti kursus online dan siswa yang tidak mengikuti kursus online . Hasil dari penelitian menunjukkan secara keseluruhan kecemasan matematika siswa pada pembelajaran daring termasuk ke dalam kategori sedang.
Full text article
Generated from XML file
References
Anita, I. W. (2014). Pengaruh Kecemasan Matematika (Mathematics Anxiety) Terhadap Kemampuan Koneksi Matematis Siswa Smp. Infinity Journal, 3(1), 125. Crossref
Arifanti, D. R., Raupu, S., & Thalha, S. Z. (2021). Meningkatkan Pengetahuan Siswa Tentang Sistem Persamaan Linear Dua Variabel (SPLDV) Melalui Model Pembelajaran Kooperatif. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 1(1), 22-33. Crossref
Bekdemir, M. (2010). The pre-service teachers' mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311-328.Crossref
Das, G. C., & Das, R. (2013). Math Anxiety : The Poor Problem Solving Factor in. International Journal of Scientific and Research Publications, 3(4), 1-5.
Denhere, C. (2015). Casual Attributions of Maths Anxiety Among Zimbabwean Secondary School-Learners. International Journal of Academic Research and Reflection, 3(1), 6-11.
Drijvers, P. (2020). Digital Tools in Dutch Mathematics Education: A Dialectic Relationship.
Crossref
Fadilah, N. N. (2020). Analisis Tingkat Kecemasan Matematis Siswa SMP. 2015, 459-467.
Fitria, L., & Ifdil, I. (2020). Kecemasan remaja pada masa pandemi Covid -19. 6(1), 1-4.
Crossref
Font Moll, V., Trigueros, M., Badillo, E., & Rubio, N. (2016). Mathematical objects through the lens of two different theoretical perspectives: APOS and OSA. Educational Studies in Mathematics, 91(1), 107-122. Crossref
Gravemeijer, K., Stephan, M., Julie, C., Lin, F. L., & Ohtani, M. (2017). What Mathematics Education May Prepare Students for the Society of the Future? International Journal of Science and Mathematics Education, 15(2017), 105-123.Crossref
Haryanto, Fatmawati, & Abao, A. S. (2014). Peran Orang Tua dalam Upaya Mencapai Nilai Ketuntasan Anak. Jurnal Tesis PMIS-UNTAN-PSS, 1-16.
Hastini, L. Y., Fahmi, R., & Lukito, H. (2020). Apakah Pembelajaran Menggunakan Teknologi dapat Meningkatkan Literasi Manusia pada Generasi Z di Indonesia ? Jurnal Manajemen Informatika, 10(April), 12-28. Crossref
Hayati, A. F. (2020). Perbedaan Hasil Belajar Siswa Menggunakan Bimbingan Belajar Online. Jurnal Inovasi Pendidikan Ekonomi, 79-84.Crossref
Hidayat, B. W. (2013). Membangun Bimbingan Belajar Online dengan Menggunakan Metode Scrum.
Hsu, C. Y., Liang, J. C., Chuang, T. Y., Chai, C. S., & Tsai, C. C. (2020). Probing in-service elementary school teachers' perceptions of TPACK for games, attitudes towards games, and actual teaching usage: a study of their structural models and teaching experiences. Educational Studies, 22(4), 1-17. Crossref
Irfan, M. (2017). Analisis Kesalahan Siswa dalam Pemecahan Masalah Berdasarkan Kecemasan Belajar Matematika. Kreano, Jurnal Matematika Kreatif-Inovatif, 8(2), 143-149.
Crossref
Janah, S. R., Suyitno, H., & Rosyida, I. (2019). Pentingnya Literasi Matematika dan Berpikir Kritis Matematis dalam Menghadapi Abad ke-21. PRISMA, Prosiding Seminar Nasional Matematika, 2, 905-910.
Karami, R. A. (2018). Aplikasi SMS Gateway Quick Count Pemilu Berbasiskan PHP. Jurnal Al-Azhar Indonesia Seri Sains Dan Teknologi, 4(2), 70. Crossref
Karim, A. (2021). Stochastic Block Model Reveals Maps of In Applied Mathematics Studies Using VOS Viewer International Journal of Progressive Mathematics Education, 1(2), 127-142.
Crossref
Khinanti, M. H., Fisiga, K., & Bhakti, Y. B. (2020). Peran Bimbel Online Pada Pembelajaran Fisika Bagi Siswa Masa Kini. Jambura Physics Journal, 2(2), 74-80. https://doi.org/10.34312/jpj.v2i2.7078
Crossref
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? the development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.Crossref
Kramarski, B., Weisse, I., & Kololshi-Minsker, I. (2010). How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety? ZDM - International Journal on Mathematics Education, 42(2), 179-193.Crossref
Lai, C., Shih, T., Ko, W., Tang, H., & Hsueh, P. (2020). International Journal of Antimicrobial Agents Severe acute respiratory syndrome coronavirus 2 ( SARS-CoV-2 ) and coronavirus disease-2019 ( COVID-19 ): The epidemic and the challenges. International Journal of Antimicrobial Agents, 55(3), 105924.Crossref
Morgan, H. (2020). Best Practices for Implementing Remote Learning during a Pandemic Best Practices for Implementing Remote Learning during a Pandemic. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(3), 135-141. Crossref
Mutiah. (2020). Analisis Kecemasan Siswa SMP Negeri 12 Malang Kelas VIII dalam Pembelajaran Matematika.
Nabilah, E., Azhar, E., Purwanto, S. E., & Nabilah, E. (2021). Kecemasan Siswa Dalam Menyelesaikan Masalah Modelling Matematika Pada Praktek Kelas Virtual. Internatioinal Journal of Progressive Mathematics Education, 1(1), 41-60.Crossref
Nurhusain, M., & Hasby, M. (2021). Komunikasi Matematis Siswa SMP: Studi Membangun Diskusi Kelompok yang Efektif Melalui Strategi Student Team Heroic Leadership. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 1(1), 53-65. Crossref
Oktawirawan, D. H. (2020). Faktor Pemicu Kecemasan Siswa dalam Melakukan Pembelajaran Daring di Masa Pandemi Covid-19. Jurnal Ilmiah Universitas Batanghari Jambi, 20(2), 541.
Crossref
Pakpahan, R., & Fitriani, Y. (2020). Analisa Pemanfaatan Teknologi Informasi dalam Pembelajaran Jarak Jauh di Tengah Pandemi Virus Corona COVID-19. Journal of Information System, Applied, Management, Accounting and Research, 4(2), 30-36.
Priyanto, D., & Riyanti, S. (2016). Tingkat dan faktor kecemasan matematika pada siswa sekolah menengah pertama. 4, 1-12.
Ramadhayanti, A. (2018). Analisis Strategi Belajar dengan Metode Bimbel Online terhadap Kemampuan Pemahaman Kosa Kata Bahasa Inggris dan Pronunciation (Pengucapan/Pelafalan) Berbahasa Remaja saat ini. Jurnal Ilmiah Bahasa Dan Sastra, 3202, 39-52.
Crossref
Retnawati, E. (2019). Efforts to Support and Expand The Use of Educational Technology as Means of Delivering Learning. International JJournal of Indonesian Education and Teaching, 3(1), 128-136.Crossref
Sadikin, A., Hamidah, A., Pinang, K., Jl, M., Ma, J., Km, B., Indah, M., Jaluko, K., Kode, K. M., & Indonesia, P. (2020). Pembelajaran Daring di Tengah Wabah Covid-19 ( Online Learning in the Middle of the Covid-19 Pandemic ). 6(1), 214-224.Crossref
Saputra, P. R. (2014). Kecemasan Matematika dan Cara Menguranginya (Mathematic Anxiety and How to Reduce it). Pythagoras, 3(2), 75-84.
Shadiq, F. (2007). Apa Dan Mengapa Matematika Begitu Penting? Departemen Pendidikan Nasional Direktorat Jenderal Peningkatan Mutu Pendidik Dan Tenaga Kependidikan Pusat Pengembangan Dan Pemberdayaan Pendidik Dan Tenaga Kependidikan (PPPPTK) Matematika., 4.
Shieh, R. (2008). Fostering Student ' S Creative and Problem- Solving Skills Through a Hands-on Activity. Journal of Baltic Science Education, 5, 650-662.Crossref
Sommerhoff, D., & Ufer, S. (2019). Acceptance criteria for validating mathematical proofs used by school students, university students, and mathematicians in the context of teaching. ZDM - Mathematics Education, 20(10), 134-148.Crossref
Stevenson, D. L., & Baker, D. P. (1992). Shadow Education and Allocation Formal Schooling: Transition to University in Japan. 97(6).Crossref
Strohmaier, A. R., Schiepe-Tiska, A., Chang, Y. P., Müller, F., Lin, F. L., & Reiss, K. M. (2020). Comparing eye movements during mathematical word problem solving in Chinese and German. ZDM - Mathematics Education, 52(1), 45-58.Crossref
Suren, N., & Kandemir, M. A. (2020). The Effects of Mathematics Anxiety and Motivation on Students' Mathematics Achievement. International Journal of Education in Mathematics, Science and Technology.Crossref
Susilawati, Falefi, R., & Purwoko, A. (2020). Impact of COVID- 19 ' s Pandemic on the Economy of Indonesia.1147-1156.Crossref
Syafri, F. S. (2017). Ada Apa Dengan Kecemasan Matematika? Journal of Medives, 1(1), 59-65.
Syahputra, D. (2017). Pengaruh Kemandirian Belajar dan Bimbingan Belajar Terhadap Kemampuan Memahami Jurnal Penyesuaian Pada Siswa SMA Melati Perbaungan. At-Tawassuh, 2(2), 368-388.
Syamsurijal. (2019). Survey Kepuasan Siswa yang Berlangganan Bimbingan Belajar Online Ruang Guru. 2(1)https://doi.org/10.31851/pernik.v2i01.3118">Crossref
Syukur, A., Yunus, Y., & Sirajuddin. (2021). Analisa Berpikir Statistis Siswa Berdasarkan Gaya kognitif Visualizer-Verbalizer untuk Kasus Statistik. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 1(1), 1-9. Crossref
Umam, K., Nusantara, T., Parta, I. N., Hidayanto, E., & Mulyono, H. (2019). An Application of Flipped Classroom in Mathematics Teacher Education Programme. International Journal of Interactive Mobile Technologies (IJIM), 13(03), 68.Crossref
Vamvakoussi, X. (2017). Using analogies to facilitate conceptual change in mathematics learning. ZDM - Mathematics Education, 49(4), 497-507.Crossref
Wheatley, G. H. (1992). The Role of Reflection in Mathematics Learning. 529-541.
Crossref
Zakaria, E., & Nordin, N. M. (2008). The Effects of Mathematics Anxiety on Matriculation Students as Related to Motivation and. 4(1), 27-30.Crossref
Zhang, M., Akoto, M., & Li, M. (2021). Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape. Computer Assisted Language Learning, 0(0), 1-28. Crossref
Arifanti, D. R., Raupu, S., & Thalha, S. Z. (2021). Meningkatkan Pengetahuan Siswa Tentang Sistem Persamaan Linear Dua Variabel (SPLDV) Melalui Model Pembelajaran Kooperatif. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 1(1), 22-33. Crossref
Bekdemir, M. (2010). The pre-service teachers' mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311-328.Crossref
Das, G. C., & Das, R. (2013). Math Anxiety : The Poor Problem Solving Factor in. International Journal of Scientific and Research Publications, 3(4), 1-5.
Denhere, C. (2015). Casual Attributions of Maths Anxiety Among Zimbabwean Secondary School-Learners. International Journal of Academic Research and Reflection, 3(1), 6-11.
Drijvers, P. (2020). Digital Tools in Dutch Mathematics Education: A Dialectic Relationship.
Crossref
Fadilah, N. N. (2020). Analisis Tingkat Kecemasan Matematis Siswa SMP. 2015, 459-467.
Fitria, L., & Ifdil, I. (2020). Kecemasan remaja pada masa pandemi Covid -19. 6(1), 1-4.
Crossref
Font Moll, V., Trigueros, M., Badillo, E., & Rubio, N. (2016). Mathematical objects through the lens of two different theoretical perspectives: APOS and OSA. Educational Studies in Mathematics, 91(1), 107-122. Crossref
Gravemeijer, K., Stephan, M., Julie, C., Lin, F. L., & Ohtani, M. (2017). What Mathematics Education May Prepare Students for the Society of the Future? International Journal of Science and Mathematics Education, 15(2017), 105-123.Crossref
Haryanto, Fatmawati, & Abao, A. S. (2014). Peran Orang Tua dalam Upaya Mencapai Nilai Ketuntasan Anak. Jurnal Tesis PMIS-UNTAN-PSS, 1-16.
Hastini, L. Y., Fahmi, R., & Lukito, H. (2020). Apakah Pembelajaran Menggunakan Teknologi dapat Meningkatkan Literasi Manusia pada Generasi Z di Indonesia ? Jurnal Manajemen Informatika, 10(April), 12-28. Crossref
Hayati, A. F. (2020). Perbedaan Hasil Belajar Siswa Menggunakan Bimbingan Belajar Online. Jurnal Inovasi Pendidikan Ekonomi, 79-84.Crossref
Hidayat, B. W. (2013). Membangun Bimbingan Belajar Online dengan Menggunakan Metode Scrum.
Hsu, C. Y., Liang, J. C., Chuang, T. Y., Chai, C. S., & Tsai, C. C. (2020). Probing in-service elementary school teachers' perceptions of TPACK for games, attitudes towards games, and actual teaching usage: a study of their structural models and teaching experiences. Educational Studies, 22(4), 1-17. Crossref
Irfan, M. (2017). Analisis Kesalahan Siswa dalam Pemecahan Masalah Berdasarkan Kecemasan Belajar Matematika. Kreano, Jurnal Matematika Kreatif-Inovatif, 8(2), 143-149.
Crossref
Janah, S. R., Suyitno, H., & Rosyida, I. (2019). Pentingnya Literasi Matematika dan Berpikir Kritis Matematis dalam Menghadapi Abad ke-21. PRISMA, Prosiding Seminar Nasional Matematika, 2, 905-910.
Karami, R. A. (2018). Aplikasi SMS Gateway Quick Count Pemilu Berbasiskan PHP. Jurnal Al-Azhar Indonesia Seri Sains Dan Teknologi, 4(2), 70. Crossref
Karim, A. (2021). Stochastic Block Model Reveals Maps of In Applied Mathematics Studies Using VOS Viewer International Journal of Progressive Mathematics Education, 1(2), 127-142.
Crossref
Khinanti, M. H., Fisiga, K., & Bhakti, Y. B. (2020). Peran Bimbel Online Pada Pembelajaran Fisika Bagi Siswa Masa Kini. Jambura Physics Journal, 2(2), 74-80. https://doi.org/10.34312/jpj.v2i2.7078
Crossref
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? the development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.Crossref
Kramarski, B., Weisse, I., & Kololshi-Minsker, I. (2010). How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety? ZDM - International Journal on Mathematics Education, 42(2), 179-193.Crossref
Lai, C., Shih, T., Ko, W., Tang, H., & Hsueh, P. (2020). International Journal of Antimicrobial Agents Severe acute respiratory syndrome coronavirus 2 ( SARS-CoV-2 ) and coronavirus disease-2019 ( COVID-19 ): The epidemic and the challenges. International Journal of Antimicrobial Agents, 55(3), 105924.Crossref
Morgan, H. (2020). Best Practices for Implementing Remote Learning during a Pandemic Best Practices for Implementing Remote Learning during a Pandemic. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(3), 135-141. Crossref
Mutiah. (2020). Analisis Kecemasan Siswa SMP Negeri 12 Malang Kelas VIII dalam Pembelajaran Matematika.
Nabilah, E., Azhar, E., Purwanto, S. E., & Nabilah, E. (2021). Kecemasan Siswa Dalam Menyelesaikan Masalah Modelling Matematika Pada Praktek Kelas Virtual. Internatioinal Journal of Progressive Mathematics Education, 1(1), 41-60.Crossref
Nurhusain, M., & Hasby, M. (2021). Komunikasi Matematis Siswa SMP: Studi Membangun Diskusi Kelompok yang Efektif Melalui Strategi Student Team Heroic Leadership. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 1(1), 53-65. Crossref
Oktawirawan, D. H. (2020). Faktor Pemicu Kecemasan Siswa dalam Melakukan Pembelajaran Daring di Masa Pandemi Covid-19. Jurnal Ilmiah Universitas Batanghari Jambi, 20(2), 541.
Crossref
Pakpahan, R., & Fitriani, Y. (2020). Analisa Pemanfaatan Teknologi Informasi dalam Pembelajaran Jarak Jauh di Tengah Pandemi Virus Corona COVID-19. Journal of Information System, Applied, Management, Accounting and Research, 4(2), 30-36.
Priyanto, D., & Riyanti, S. (2016). Tingkat dan faktor kecemasan matematika pada siswa sekolah menengah pertama. 4, 1-12.
Ramadhayanti, A. (2018). Analisis Strategi Belajar dengan Metode Bimbel Online terhadap Kemampuan Pemahaman Kosa Kata Bahasa Inggris dan Pronunciation (Pengucapan/Pelafalan) Berbahasa Remaja saat ini. Jurnal Ilmiah Bahasa Dan Sastra, 3202, 39-52.
Crossref
Retnawati, E. (2019). Efforts to Support and Expand The Use of Educational Technology as Means of Delivering Learning. International JJournal of Indonesian Education and Teaching, 3(1), 128-136.Crossref
Sadikin, A., Hamidah, A., Pinang, K., Jl, M., Ma, J., Km, B., Indah, M., Jaluko, K., Kode, K. M., & Indonesia, P. (2020). Pembelajaran Daring di Tengah Wabah Covid-19 ( Online Learning in the Middle of the Covid-19 Pandemic ). 6(1), 214-224.Crossref
Saputra, P. R. (2014). Kecemasan Matematika dan Cara Menguranginya (Mathematic Anxiety and How to Reduce it). Pythagoras, 3(2), 75-84.
Shadiq, F. (2007). Apa Dan Mengapa Matematika Begitu Penting? Departemen Pendidikan Nasional Direktorat Jenderal Peningkatan Mutu Pendidik Dan Tenaga Kependidikan Pusat Pengembangan Dan Pemberdayaan Pendidik Dan Tenaga Kependidikan (PPPPTK) Matematika., 4.
Shieh, R. (2008). Fostering Student ' S Creative and Problem- Solving Skills Through a Hands-on Activity. Journal of Baltic Science Education, 5, 650-662.Crossref
Sommerhoff, D., & Ufer, S. (2019). Acceptance criteria for validating mathematical proofs used by school students, university students, and mathematicians in the context of teaching. ZDM - Mathematics Education, 20(10), 134-148.Crossref
Stevenson, D. L., & Baker, D. P. (1992). Shadow Education and Allocation Formal Schooling: Transition to University in Japan. 97(6).Crossref
Strohmaier, A. R., Schiepe-Tiska, A., Chang, Y. P., Müller, F., Lin, F. L., & Reiss, K. M. (2020). Comparing eye movements during mathematical word problem solving in Chinese and German. ZDM - Mathematics Education, 52(1), 45-58.Crossref
Suren, N., & Kandemir, M. A. (2020). The Effects of Mathematics Anxiety and Motivation on Students' Mathematics Achievement. International Journal of Education in Mathematics, Science and Technology.Crossref
Susilawati, Falefi, R., & Purwoko, A. (2020). Impact of COVID- 19 ' s Pandemic on the Economy of Indonesia.1147-1156.Crossref
Syafri, F. S. (2017). Ada Apa Dengan Kecemasan Matematika? Journal of Medives, 1(1), 59-65.
Syahputra, D. (2017). Pengaruh Kemandirian Belajar dan Bimbingan Belajar Terhadap Kemampuan Memahami Jurnal Penyesuaian Pada Siswa SMA Melati Perbaungan. At-Tawassuh, 2(2), 368-388.
Syamsurijal. (2019). Survey Kepuasan Siswa yang Berlangganan Bimbingan Belajar Online Ruang Guru. 2(1)https://doi.org/10.31851/pernik.v2i01.3118">Crossref
Syukur, A., Yunus, Y., & Sirajuddin. (2021). Analisa Berpikir Statistis Siswa Berdasarkan Gaya kognitif Visualizer-Verbalizer untuk Kasus Statistik. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 1(1), 1-9. Crossref
Umam, K., Nusantara, T., Parta, I. N., Hidayanto, E., & Mulyono, H. (2019). An Application of Flipped Classroom in Mathematics Teacher Education Programme. International Journal of Interactive Mobile Technologies (IJIM), 13(03), 68.Crossref
Vamvakoussi, X. (2017). Using analogies to facilitate conceptual change in mathematics learning. ZDM - Mathematics Education, 49(4), 497-507.Crossref
Wheatley, G. H. (1992). The Role of Reflection in Mathematics Learning. 529-541.
Crossref
Zakaria, E., & Nordin, N. M. (2008). The Effects of Mathematics Anxiety on Matriculation Students as Related to Motivation and. 4(1), 27-30.Crossref
Zhang, M., Akoto, M., & Li, M. (2021). Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape. Computer Assisted Language Learning, 0(0), 1-28. Crossref
Authors
Kharisma, Purwanto, S. E., Nguyen, N. T. T., & Tran, T.-G. (2023). Kecemasan Matematika pada Siswa Kelas 9 SMP Berdasarkan Ada Tidaknya Keikutsertaan Kursus Online pada Pembelajaran Daring. International Journal of Progressive Mathematics Education, 3(1), 1–15. https://doi.org/10.22236/ijopme.v3i1.7802
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.