Online lectures during the pandemic are still an unresolved problem. The impasse of needs based on students’ perspectives and consideration of the lecture’s quality is one of the problems by several universities. Therefore, this study aims to identify students’ perspectives on Integral Calculus online course on their mathematical creativity. Qualitative descriptive research was carried out using a google form-assisted questionnaire. The research subjects consisted of 132 students from the mathematics education undergraduate study program, the mathematics undergraduate study program, and the applied statistics and computation diploma study program who are taking the Integral Calculus course in the 2021/2022 academic year. The results showed that effective learning to develop students’ mathematical creativity is online learning which has the criteria (a) lectures are carried out synchronously where students can discuss directly with lecturers and between students, (b) the availability of learning resources such as modules and learning videos, (c) discussion forums through WhatsApp Group/Telegram Group, (d) use of Learning Management System, (e) group assignments, and (f) virtual face-to-face. Other results show that 70% students strongly agree with the use of learning videos as a learning resource to maximize the implementation of online lectures. Further studies need to be conducted to answer this perspective through appropriate learning model innovations such as CBSO-STEM model.

Topics
Students, Learning and learning models, Computers in education, Educational assessment, Science education, Teaching, Universities, Lectures
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