How Digital Applications As Mathematics Learning Media in the Automation Era

Abstract

This review discussed the issues of applying digital technology to improve student learning outcomes in Mathematics during long-distance learning. The authors believe the ability of digital technology to create and innovate learning is disrupted by the pandemic when all parties hope that learning continues. For this reason, the authors have collected scientific evidence about the innovation and allure of digital technology in supporting the learning process, especially the pandemic-disrupted teaching solution in virtual Mathematics classes. The authors searched for data related to the two variables above electronically on hundreds of topics that have been published in many journals of technology and Mathematics education both nationally and internationally in the form of articles, books, proceedings, magazines, and various webinars released between 2010 and 2022. Data collected then was analyzed in order to be able to answer the questions and hypotheses of this research. We examined the data in a phenomenological approach; the data collection system then researched it to find relevant evidence to answer questions with valid and reliable. The authors analyzed the data with a coding system, critical evaluation, in-depth interpretation, and relevant conclusions. Finally, based on the discussion of the data findings, we concluded that digital applications had been applied in teaching Mathematics because these applications can innovate the results of learning Mathematics in the era of automation even though it is still disturbed global emergence. Therefore, the researchers hope that the findings of this scientific evidence can support the literature for similar research in the future.