Trends of the Implementation of Hybrid Teaching and Learning in Mathematics Education: A Systematic Literature Review

Vol. 13, No. 2, 2023, Pg. 256 – 273


Introduction
In the era of industry 4.0, the use of technology in education is indeed inseparable, and the effectiveness of using information technology is often the choice of research researchers.The integration between information technology (IT) and teaching interfaces is known as hybrid teaching and learning.This learning is an attempt to combine the best elements of face-toface teaching and the best aspects of distance education.The effects of this hybrid teaching and learning approaches have been in action studies and are more effective than traditional methods.The term hybrid used refers to the combination of information technology and face-to-face teaching at the same time or at different times.Therefore, there are several students who study in class, while several others will follow learning at home.This is implemented in rotation with the number of students in a class being divided into two groups and following the learning based on the schedule given by the educational institution whether at the school or higher education level.
Face-to-face and online learning have their own strengths and weaknesses.Thus, this hybrid teaching and learning is one of the alternative solution methods that can reduce the weaknesses of each approach.Among the advantages of this hybrid method approach is more flexible learning.Through this approach, educators will be more flexible in teaching mode, as well as students in achieving their learning materials.The merger of teaching and learning also has pros and cons for students and educators.The development of hybrid teaching and learning abroad is one of the innovative learning models to build and develop high mathematical thinking and give students the opportunity to represent and abstract mathematical concepts understood in learning (Aristika et al., 2021).While the development of hybrid teaching and learning in Mathematics in Malaysia, it is seen as a combination of traditional and online approaches opening a new chapter for students and teachers in facing the challenges of technology and communication skills of the 21st century.
However, the development of previous studies conducted shows that there is not much discussion of hybrid teaching and learning in a systematic way that is directed to the context of mathematics education.This systematic discussion is important to explore new issues of hybrid teaching and learning in Mathematics that will be studied in the future, especially in Malaysia.Thus, the objective of this literature review is to identify the trend of implementing hybrid teaching and learning in mathematics education based on the year of publication, the research approach, the country of the author, and the purpose of the study.
The reasons for hybrid teaching and learning in mathematics education need to be investigated, including how it can nurture students and teachers in the practical use of information and communication technology.In fact, this approach can improve the shortcomings found in traditional and online teaching.We need to know about the growth of hybrid teaching and learning in mathematics by reviewing the knowledge development because we are opening a new chapter in the world of education so that the students who want to be born fulfil the national mission and aspiration and that the success in achieving the desired learning outcomes through this approach becomes the best.The Ministry of Education really needs this information to prepare some interventions and so that the human capital in mathematics education that is taught not only achieves learning objectives but can also cultivate 21st century skills.The dropout of knowledge in the field of technology according to the times will slow down the National Mission to produce human capital of global standard.Various skills need to be applied through education, and providing quality education is the most effective strategy for shaping the excellence of students and teachers.This study provides an interesting and exciting opportunity to advance our knowledge of hybrid teaching and learning in mathematics based on the transformation in mathematics education that needs to be done so that the wishes and mission of the state can be achieved.The hybrid approach is seen as giving students the opportunity to develop their potential.Therefore, this study makes a major contribution to research on the body of knowledge in mathematics by expanding the research systematic review and focusing on hybrid teaching and learning in mathematics education to successfully motivate students in this direction while fostering a lifelong learning culture.This project provided an important opportunity to advance the understanding of hybrid teaching and learning in mathematics according to specific trends.The study offers some important insights into focus group of students, teachers, and administrators by giving sort of awareness on how to empower the student's development strength on hybrid teaching and learning in Mathematics.This review has a high need in pedagogical theoretical development for the reason that systematic literature review can arrange the trends of hybrid teaching and learning effectively.This will help others to implementing hybrid learning and teaching where it is an effective alternative and provides opportunities for the new generation with better learning and communication activities regardless of time and place factors.Using this literature review allows us to know the effectiveness, feasibility, needs, obstacles, and problems encountered in implementing hybrid learning and teaching.

Research Methodology Literature Search Procedure
The systematic literature highlight study method based on PRISMA 2020 aims to complete reporting to find relevant papers, there are four systematic techniques used in this phase which are identification, screening, qualification, and selection.This study has fully synthesized the research trend using this method, resulting in an organized and transparent systematic literature review.

Identification
The literature search strategy begins with the objective of the study.Because this study focuses on hybrid teaching and learning instruments, the keywords determined are based on the title of the study using English.The main databases used in this literature search are Scopus and Web of Science (WOS).These two databases are the most comprehensive sources of publications and impact indicators and facilitate literature searches because these databases are a systematic and comprehensive collection of literature data.Scopus was used as an article search because it is listed as the world's most extensive coverage database in the field of scientific journals, guaranteed in search and focused context (Jeroen et al., 2020).At an early stage in the systematic review covering the identification process as reported in the PRISMA 2020 guidelines.Four (4) important terms emerged from the research question: factors, effects, online teaching, hybrid learning, and mathematics education.To supplement the search for this term, the researcher has searched for synonyms by using synonym dictionaries such as thesaurus.com.Search functions such as field code functions, phrase searches, wildcards, truncation, and Boolean operators were used to process these term combinations (Table 1).Based on the selected database, a total of 173 possible articles were identified, 120 from the Scopus database and 53 from the Web of Science database.

Screening
To identify the appropriate articles, some criteria are listed in This study has decided to review research papers written in English only.This process excluded 90 articles because they did not meet the inclusion criteria.As a result, 83 articles were found suitable for further screening, and after the screening, 25 duplicate articles were removed.
Based on the inclusion and exclusion criteria, there were 58 articles remaining for evaluation in the next stage.

Eligibility
This third stage is the qualification process after completing the screening process.To ensure that the rest of the article meets the desired criteria, the author checks each article manually and this step is carried out based on reading the article title, abstract, or the entire article.
Based on this process, a total of 17 articles were released because they did not focus on the search for hybrid teaching and learning in mathematics education and there were also articles that could not be downloaded by the researcher.Finally, a total of 41 high-potential articles were used as data for this systematic literature review.

Included
Based on the screened results, the number of articles obtained from Scopus is 10 articles while WOS is 31 articles.Referring to the inclusion and exclusion criteria, the last 41 articles were selected for a systematic literature review, where brief statistics on the articles obtained and reported are as follows in Table 3: The articles used in this systematic review have the theme of implementing hybrid teaching and learning in mathematics education.Therefore, the articles obtained after the screening process, qualifications, and selection, are reviewed to meet the objectives of the study.The following are studies identified based on the PRISMA 2020 systematic study diagram.

Data Analysis
The articles have been selected and analyzed using Microsoft Excel 365 to extract the year of publication, research approach, country of the author, and the purpose of the study as in Table 4.

Results and Discussions
The main objective of this study is to identify trends in the implementation of hybrid teaching and learning in mathematics education based on the year of publication, research approach, author's country, and the purpose of the study.This study obtained a total of 41 research articles that have an important relationship with the topic of this study.This literature review provides a valuable contribution to scholars or researchers by providing them with a critical assessment of existing research on the research topic.Next, an analysis of the year of publication, research approach, author's country, and the purpose of the study can help scholars or researchers in the future.
Figure 2 Trends in the implementation of hybrid teaching and learning in mathematics education based on the year of publication.

To identify the trend of implementing hybrid teaching and learning in mathematics education based on the research approach.
Methodology in research is a scientific method to describe the method or approach used in research.In general, research approaches can be divided into two, namely quantitative and qualitative.Based on Figure 3 shows the research approach that can be analyzed from 41 articles in this study where the highest is using a qualitative research approach of 19 articles (Ashraf et al., 2021;Bakar et al., 2020;Batra et al., 2021;Bouck & Long, 2021;Brunetto et al., 2022;Church et al., 2021;Ní Fhloinn & Fitzmaurice, 2022;Gehrtz et al., 2022;Golding & Bretscher, 2018;Goulart et al., 2021;Kier & Johnson, 2022;Kurianski et al., 2022;Lambert & Alony, 2018;Muirhead et al., 2018;Pourdavood & Song, 2021;Singh-Pillay & Naidoo, 2020;Trenholm et al., 2019;Nuland et al., 2020;Wang et al., 2020), 16 articles use a quantitative research approach (Aristika et al., 2021;Cao et al., 2021;Cavanaugh et al., 2022;Chen & Huang, 2018;Durandt et al., 2022;Fujita et al., 2021;Giberti et al., 2022;Jeong et al., 2020;Musabirov et al., 2019;Nair & Nair, 2021;Panisoara et al., 2020;Pavlysh et al., 2021;Pócsová et al., 2021;Rasheed et al., 2021;P. Wang, 2022;Wu et al., 2021) and 6 articles using a mixed 264 method research approach (DeCoito & Estaiteyeh, 2022;Le Pichon et al., 2021;Rocha et al., 2022;Segerby, 2022;Shaw & Tranter, 2021;Wang, 2021).The qualitative approach is the highest in the publication of articles.This shows that this research approach is the best choice for researchers to study the implementation of hybrid teaching and learning in mathematics education.For example, this approach is best for conducting effective technology platform interventions that include a variety of age and skill levels and math concepts (Bouck & Long, 2021).While Goulart et al (2021) also used a qualitative approach because it is easier to study the influence of a hybrid learning environment in solving vector assignments according to the Anthropological Theory of the Didactic (ATD).
However, based on the analysis of the research approach carried out, it shows that the United States has the highest record of conducting qualitative research, China has recorded the most elevated quantitative research design, and Canada has the highest record of conducting a combined research approach that is quantitative and qualitative.

Table 5
Hybrid teaching and learning implementation trends in mathematics education by country.

No. of articles Country
Research Approach Quantitative Qualititative Mixed-method Amerika Syarikat (9) 5, it is found that the United States uses the qualitative approach the most, this is because the researcher will rely on the views of the respondents.Usually, the researcher will ask broad and general questions.They will also collect data in word or text form from their respondents.This qualitative method also obtained cannot be generalized.It is an exploratory study or understanding of the main phenomenon and has a general purpose and is based on the experience of the respondents the data collection is in the form of text/pictures and involves a small number of respondents.While China recorded the highest number using a quantitative approach because it is a study that generally uses statistical analysis and is more objective and result oriented.This method is often associated with data numbers, accuracy, and descriptive or explanatory from the specific and focused where it can be measured or observed also involving many respondents.
To identify the trend of implementation of hybrid teaching and learning in mathematics education based on the country.Several countries have conducted studies on hybrid teaching and learning in mathematics education at either the primary or higher education levels.Based on Figure 4 shows the country of origin identified and analyzed to show the country trends in the publication of this high-impact journal.Researchers have identified 20 countries, namely the United States (9), China (6), Malaysia (3), Canada (3), Italy (2), India (2), Australia (2), South Africa (2), Belarus (1), Brazil (1), Indonesia (1), Ireland (1), Japan (1), England (1), Romania (1), Russia (1), Spain (1), Slovakia (1), Sweden ( 1) and the United Kingdom (1).The numbers displayed to show the number of publications according to each country.However, our results found that there are 13 studies for 10 countries related to the implementation of teaching and learning during the Covid-19 pandemic, namely the United States, South Africa, China, India, Italy, Ireland, Canada, Romania, Slovakia, and the United Kingdom.The United States appears in the top position in contributing to the publication of articles (Bouck & Long, 2021;Cavanaugh et al., 2022;Church et al., 2021;Gehrtz et al., 2022;Kier & Johnson, 2022;Kurianski et al., 2022;Pourdavood & Song, 2021;Rocha et al., 2022;Van Nuland et al., 2020).Although the United States recorded the highest record, researchers from the same institution and some from different institutions.Furthermore, six studies have been published on hybrid teaching and learning in China which is known to be a country that has been very affected by the Covid-19 pandemic (Ashraf et al., 2021;Cao et al., 2021;Cao et al., 2021;Wang, 2021;Wang, 2022;Wu et al., 2021), three studies focused on Canada (DeCoito & Estaiteyeh, 2022;Le Pichon et al., 2021;Muirhead et al., 2018), Malaysia (Bakar et al., 2020;Rasheed et al., 2021;Wang et al., 2020), two studies focused on South Africa (Durandt et al., 2022;Singh-Pillay & Naidoo, 2020), India (Batra et al. al., 2021;Nair & Nair, 2021), Italy (Brunetto et al., 2022;Giberti et al., 2022), Australia (Lambert & Alony, 2018;Trenholm et al., 2019).Meanwhile, one study focused on Belarus (Pavlysh et al., 2021), Brazil (Goulart et al., 2021), Indonesia (Aristika et al., 2021), Ireland (Ní Fhloinn & Fitzmaurice, 2022), Japan (Ní Fhloinn & Fitzmaurice, 2022), England (Golding & Bretscher, 2018), Romania (Panisoara et al., 2020), Russia (Musabirov et al., 2019), Spain (Jeong et al., 2020), Slovakia (Pócsová et al., 2021), Sweden (Segerby, 2022) and United Kingdom (Shaw & Tranter, 2021).Based on the analysis that has been carried out, the United States and China recorded the publication of a high number of articles compared to other countries.This is because both countries have been greatly affected by the spread of the Covid-19 virus that has hit all countries in the world.Therefore, the Covid-19 pandemic has affected the education system of the entire country, especially the two countries, namely the United States and China, compared to other countries.Therefore, research into education that focuses on the implementation of online teaching and learning is very important during the pandemic to ensure that the education system is not adversely affected by future generations in general and is no exception also in mathematics education which is always a major subject around the world.
To Identify the teaching and learning implementation trend in mathematics education based on the purpose of the study Research has a specific rationale for contributing to the construction of new knowledge and can help solve problems faced in life.The purpose of the study is to find answers to the questions of the problem statement by the researcher which is a statement about the overall direction or focus of a study.In addition, a clear purpose of the study can also help identify the design or approach of the study that is suitable to be used.Figure 5 shows the trend analysis of the implementation of teaching and learning in mathematics education based on the purpose of each study.The researcher has identified the purpose of the study that has been carried out which is 14 research articles related to the implementation of online teaching and learning Durandt et al (2022) (Pourdavood & Song, 2021;Chen & Huang, 2018;Rocha et al., 2022), three articles aimed at studying related to developing mathematics teaching models (Bakar, Mohamad & Ismail, 2020;L. Wang et al., 2020;Pavlysh et al., 2021;), two articles aim to examine students' perceptions of online teaching and learning (Batra et al., 2021;Cavanaugh et al., 2022), one article aims to study teachers' perceptions of online teaching and learning (Cao et al., 2021) and one article aimed at studying interventions in teaching and learning (Bouck & Long, 2021).Based on the analysis of the purpose of the study of all articles that have been published, it can generally be seen that the purpose of the study carried out is related to teaching and learning online because the 2018-2022 period includes the period of the Covid-19 pandemic.It is known that in 2020-2021, the world has been hit by the Covid-19 epidemic and at the same time it had an impact on the world education system in general and mathematics education in particular.Usually, the teaching and learning process for mathematics subjects before the pandemic was carried out face-to-face and was easier and able to have a positive impact on students compared to during the pandemic.During the pandemic period, teaching and learning will no longer be carried out face-to-face to protect the safety of teachers and students as well as to curb the spread of Covid-19.Because of that, many researchers conduct studies to find out the problems that arise related to the implementation of online teaching and learning, especially in the subject of mathematics.Among the purposes of the study that can be analyzed are related to the implementation of hybrid teaching and learning, the implementation of online teaching and learning, factors that affect online teaching and learning, and teaching methods in Science, Technology, Engineering, and Mathematics (STEM), teaching and learning interventions online as well as students' and teachers' perceptions of the implementation of online teaching and learning.

Conclusion
The findings of this study show that a new chapter in the world of education when the pandemic hits where there is a combination of online teaching and learning approaches and traditional approaches in the classroom.According to Karimi et al (2013), combined face-toface and online teaching and learning approaches are known as hybrid approaches.In principle, students will be able to use information and communication technology practically and this hybrid approach can improve the lack of traditional and online teaching and learning.
Based on Table 4, the purpose of the study found in this analysis can be seen in that most articles focus more on online teaching and learning.This study has several implications such as the implementation of hybrid teaching and learning is also one of the methods that is closely related to the use of information and communication technology.So, 14 articles that can be identified discuss the findings regarding online teaching and learning, among which there are researchers who identify blended learning trends among students so that they do not drop out and learn actively and improve their learning outcomes.The power of blended learning can also be used for self-learning with peers and using the Text-Mining method.This online teaching and learning can also be identified as requiring a high level of readiness by teachers and students to ensure a level of academic achievement of good quality and the ability to improve learning for weak students.Various mediums are used synchronously and asynchronously such as Learning Management Systems (LMS), and Massive Open Online Courses (MOOCs) which are alternative online methods including videos, text content, discussion forums, and verifying their achievements with training.Based on further research, mathematics education can be expanded when students and teachers can adapt hybrid learning very well and there are also researchers who use this hybrid teaching and learning to complete vector assignments using Didactic Anthropology Theory.This study can be improved through the study of several factors that affect online teaching using integrated technology acceptance methods and cognitive theory.In addition, factors such as interaction, communication, and peer support also have a profound effect on students facing online teaching and learning.According to Bakar (2020), it is necessary to develop an online mathematics teaching model that integrates metacognitive learning strategies.To assess the creativity of student progress, an instrument has been developed to assess the creativity of student progress as one of the main targets in Science, Technology, Innovation, Mathematics, Engineering for the Young (STIMEY).
With the implementation of hybrid teaching and learning in mathematics education, teachers and students need to know more deeply how it is carried out.According to Prasojo & Srisudarso (2021), hybrid learning can provide opportunities for teachers and students to conduct synchronous and asynchronous interactions.The combination of traditional and online teaching and learning approaches has opened a new breath to the world of Education so that students who want to be born meet the National Mission and Aspiration.The hybrid teaching and learning approach is seen to provide opportunities and space for students to increase their potential.However, it is suggested that further studies can be carried out to study hybrid teaching and learning in Mathematics Education carefully such as studies on teaching and learning after the pandemic are conducted so that the difference in learning outcomes can be seen.So, for that reason, this study suggests to relevant parties such as the Malaysian Ministry of Education to pay due attention to empowering the education system towards industrial revolution 4.0 and researchers are confident that the application of technology skills in teaching and learning will be at this level which will be even better in the future.

Figure 1 .
Figure 1.The flow diagram for the database search of publications for systematic reviews.

Figure 3
Figure 3 Trends in the implementation of hybrid teaching and learning in mathematics education based on a research approach.

Figure 4
Figure 4 Trends in the publication of articles on the implementation of hybrid teaching and learning in mathematics education based on the researcher's country of origin.

Figure 5
Figure 5 Trends in the publication of articles on the implementation of hybrid teaching and learning in mathematics education based on the purpose of the study.

Table 2
Determination of instrument screening criteria.

Table 3
Statistics obtained through study screening.

Table 4
Summary of findings.