Students' perceptions on technology-assisted learning during distance learning viewed from gender.

The backgroundof this research is the presence of the Covid-19 pandemic that change the learning trend from face-to-face in class to distance learning requires both teachers and students to be able to use technological tools in mathematics learning. The purpose of this study was to determine the difference in students' perceptions of technology-assisted mathematics learning during distance learning based on gender. This study uses a quantitative method with a two-group between-subject design. The sample were students of class XIMath-Sci.6 and XIMath-Sci.7 of SMA Negeri 3 Bandung in the academic year 2020/2021 separated based on gender (there were 17 male and 17 female students). This study used a questionnaire on students' perception of technology-assisted mathematics learning that was valid and reliable which compiled on the Google form platform and distributed via the WhatsApp platform. The questionnaire instrument was arranged based on the indicators: 1) the view about mathematics learning using technology, 2) the view about distance learning, 3) the view about technology-assisted interactive mathematics le arning in terms of its advantages, disadvantages, and uses 4) the view on the use of technology-assisted interactive mathematics learning in engaging students, and 5) a view of students' experience in using technology-assisted interactive mathematics learning apps. The data analysis technique used is the independent-sample t-test because the data are normal and homogeneous. The results of this study indicate that there are no differences in students' perceptions of technology-assisted mathematics learning during distance learning on the five indicators. The male and female students' perception level is good satisfacory. [ABSTRACT FROM AUTHOR]