scholarly journals Evaluation of the implementation of interactive video-based online learning in practical courses using the CIPP model

2021 ◽  
Vol 25 (2) ◽  
pp. 118
Author(s):  
Sudaryono Sudaryono
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Interactive Video ◽  
Evaluation Model ◽  
Implementation Process ◽  
Learning Performance ◽  
Average Score ◽  
Regional Government ◽  
Validity And Reliability ◽  
Academic Year

This study aims to examine the evaluation of the implementation of interactive video-based online learning for the 2020/2021 academic year at Raharja University, Tangerang City, Banten. The research design uses a quantitative approach. Techniques Data collection is done through questionnaires, interviews, and documentation studies. The item instrument validation was carried out using the validity and reliability test of the data with consistent results (0.880>0.60). The study involved 103 participants employing a descriptive data analysis technique using the CIPP evaluation model. The findings show that the average score for all aspects is 80.55%, in the very good category. First, the implementation of learning is in accordance with the Central and Regional Government Regulations and the Learning from Home Guide for the Even Semester of the 2020/2021 Academic Year. Second, input in the implementation of online learning based on video learning in accordance with the planning criteria in the implementation of practical courses. Third, the Learning Implementation Process is an alternative method used by lecturers to overcome online learning obstacles. Fourth, the Learning Products have met the policy standards of educational institutions. It is hoped that the implementation of interactive video-based online learning on educational sites can be continuously improved by evaluating the implementation of learning to achieve much better learning performance and a higher level of student satisfaction than those who do not use it.

scholarly journals Determinants and Consequences of Students Learning Satisfaction During Covid-19 Pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Arfah Habib Saragih ◽  
Joansyah Adwie ◽  
Adang Hendrawan
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Student Performance ◽  
Student Perception ◽  
Learning Performance ◽  
Intention To Use ◽  
Learning Satisfaction ◽  
Survey Results ◽  
Positive Effect

This study examines the effect of student perception in online learning on student satisfaction and its impact on student learning performance and intention to use in the future. The regression analysis method was used based on the survey results from 157 students. Results indicate that students' perceptions of online learning had a positive effect on student satisfaction, intention to use, and student learning performance. Further, student satisfaction has a positive effect on student learning performance but does not affect the intention to use. The implications for lecturers, students, and faculties are also discussed. Keywords:  student perception, online learning, student satisfaction,   student performance, intention to use, covid-19 pandemic

scholarly journals Evaluation of the Implementation of Online Learning during the Pandemic at SETUKPA LEMDIKLAT POLRI

2021 ◽  
Vol 8 (8) ◽  
pp. 239
Author(s):  
Eno Warsino ◽  
Agus Dudung ◽  
Wardani Rahayu
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Learning Strategies ◽  
Evaluation Model ◽  
Outcome Evaluation ◽  
Evaluation Standards ◽  
Synchronous Interaction ◽  
Learning Assessments ◽  
Evaluation Stage ◽  
Three Stages

The purpose of this research is to evaluate the input stages of antecedents, transactions process, and outcomes in education and training as one of the programs in SETUKPA LEMDIKLAT POLRI. This type of research is qualitative using the Countenance Stake evaluation model which consists of three stages, namely: antecedents, transactions, and outcomes. The subjects in this study consisted of 30 trainees who were selected by purposive sampling. Data were collected through interviews, and observations. The results showed that at the antecendent evaluation stage, educators are still lacking in innovating online learning planning adjustments with models or learning schemes that are planned in advance. At the transaction evaluation stage, indicators of online learning strategies and interactive online learning do not meet the evaluation standards. The training participants stated that it was less than optimal and the synchronous interaction that occurred in the online KBM conducted by the Setukpa Lemdiklat Polri. At the outcome evaluation stage, indicators of student satisfaction with online learning, not meet the specified standards. This can be seen from the absence of a discussion forum to measure the satisfaction of online learning activities that are followed by students and the absence of online learning assessments by Gadik in the Setukpa Lemdiklat POLRI environment.

scholarly journals Efektifitas Pembelajaran Online : Kepercayaan Diri, Kepuasan Pembelajaran Online Terhadap Performa Pembelajaran untuk Meningkatkan Kualitas Pendidikan

2021 ◽  
Vol 3 (1) ◽  
pp. 117-121
Author(s):  
Abu Bakar Akbar ◽  
Yudis Cipta Prayoga
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Study Skills ◽  
Learning Performance ◽  
Effective Learning ◽  
Self Confidence ◽  
Self Study ◽  
Improve Student Achievement ◽  
E Learning ◽  
Study Performance

Abstrak Tujuan dari penelitian ini adalah untuk mengetahui kepuasaan mahasiswa dalam melaksanakan pembelajaran secara online dan efektifitas pembelajaran online (E-Learning). Penelitian ini juga bertujuan agar pembelajaran E-Learning dapat menjadi solusi yang terbaik, dengan memberikan pembelajaran yang efektif demi meningkatkan prestasi peserta didik. Ini juga membantu untuk mencari solusi untuk meningkatkan keterampilan belajar mandiri siswa. Metode pengambilan sampel bertingkat telah diadopsi dalam penelitian ini dan jumlah sampelnya 134 di Universitas Slamet Riyadi (Unisri) Fakultas Managemen. Temuan penelitian ini menunjukkan bahwa variabel kepercayaan diri dan kepuasaan pembelajaran online berpengaruh signifikan terhadap kinerja pembelajaran, keduanya bersama-sama mempunyai pengaruh yang positif dan signifikan terhadap kinerja pembelajaran. Kata Kunci : Kepercayaan Diri; Kepuasaan; Hasil Pembelajaran. Abstract The purpose of this study is to determine student satisfaction in implementing online learning and the effectiveness of online learning (E-Learning). This study also aims that E-Learning learning can be the best solution, by providing effective learning to improve student achievement. It also helps to find solutions to improve students' self-study skills. The stratified sampling method has been adopted in this study and the sample size is 134 at the Slamet Riyadi University (Unisri) Faculty of Management. The findings of this study are students while the variable self-confidence have a significant effect on learning performance, and online learning satisfaction has a significant effect on learning performance, while self-confidence and satisfaction with online learning together have a positive and significant effect on learning performance. Keywords : Self Efficacy; Satisfaction, Study Performance

scholarly journals ABILITY IN USING CHINESE ADVERB “TONGCHANG” AND “CHANGCHANG” OF STBA-PIA SECOND YEAR STUDENT 2017/2018 ACADEMIC YEAR

2021 ◽  
Vol 2 (3) ◽  
pp. 13-19
Author(s):  
Yenny Marlim ◽  
Yanti Yanti
Keyword(s):  
Content Validity ◽  
Total Population ◽  
Design Method ◽  
Average Score ◽  
Validity And Reliability ◽  
Internal Reliability ◽  
Research Instrument ◽  
Reliability Score ◽  
Second Year ◽  
Academic Year

The research is aimed at discovering the ability of STBA-PIA Second Year Students 2017/2018 Academic Year in using the Chinese Adverb “Tongchang通常” and “Changchang 常常”. This research uses a descriptive quantitive design method with a total population of 67 students. As the total population is under 100, the whole students are taken as the research sample. Students’ ability in using both Chinese Adverbs “Tongchang通常” and “Changchang 常常” is measured by using the test in which is the research instrument. The validity and reliability of the research instrument are examined by using content validity and internal reliability. Internal reliability is examined by using Kuder Richardson 20 formula. The reliability of the instrument shows the coefficient of 0.618 in which may be interpreted as quite a strong value. After passing the reliability score, the instrument is given a test to students. The result of the test is the ability of STBA-PIA second-year students in using the Chinese Adverb “Tongchang通常” and “Changchang常常” can be categorized as quite competent as 61.18% of students reach the average score of 74.72 for “Tongchang通常” and 63.18% of students reach the average score of 72.04 for “Changchang 常常”.

scholarly journals ESP Students’ Satisfaction with Online Learning during the COVID-19 Pandemic in Ukraine

2021 ◽  
Author(s):  
Nataliia Avsheniuk ◽  
Nataliya Seminikhyna ◽  
Tetiana Svyrydiuk ◽  
Olena Lutsenko
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Student Satisfaction ◽  
Learning Performance ◽  
Valuable Insight ◽  
Learning Material ◽  
Study Results ◽  
National University ◽  
Communication Challenges ◽  
Students Satisfaction

This study aims to determine the level of ESP students’ satisfaction with online ESP learning courses at three faculties of Taras Shevchenko National University of Kyiv. The current study examines students’ answers to identify their satisfaction in ESP online courses. The study’s research questions were divided into four categories: the effectiveness of online ESP learning, the availability of learning material used by ESP instructors, the evaluation of ESP teachers’ results, the effectiveness of online testing, and students’ difficulties with ESP distance learning. A descriptive statistical method was used to validate the study. The statistics package JASP was used for data analysis. The authors chose observation, literature analysis, a questionnaire provision, and descriptive data analysis as the research tools. The study results show that students are primarily pleased with ESP courses taught online, students fulfil the expected progress in ESP learning performance. It is revealed that the main problems that influence and impact online ESP learning during COVID-19 are related to technical, academic, and communication challenges. Student satisfaction surveys may lead to changes in ESP online learning activities that may, in turn, boost students’ outcomes. The results provide valuable insight into students’ satisfaction with online learning and pose practical questions for its implementation. As a result, this study is just a preliminary attempt at offering considerate analysis to Ukraine’s policymakers.

WHAT DRIVES STUDENTS’ SATISFACTION WITH E-LEARNING AMID COVID-19 PANDEMIC?

2021 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Fachrudin Fiqri Affandy ◽  
Ira Eka Pratiwi
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Linear Regression ◽  
Multiple Linear Regression ◽  
Student Satisfaction ◽  
Learning Process ◽  
Quantitative Methods ◽  
Validity And Reliability ◽  
E Learning ◽  
Students Satisfaction

This study aims to analyze the students’ satisfaction in the Faculty of Economics and Islamic Business, State Islamic Institute (IAIN) Fattahul Muluk Papua with the online learning process during the COVID-19 pandemic. It is necessary to have an evaluation of the online learning carried out during the COVID-19 pandemic so that the process can be measured and the learning quality may be improved. This study uses five Servqual dimensions, namely Tangible, Reliability, Responsiveness, Assurance, and Empathy to measure student satisfaction with the online learning process during the COVID-19 pandemic. This study uses quantitative methods with data analysis using multiple linear regression. Data were collected from 143 students of the Faculty of Economics and Islamic Business IAIN Fattahul Muluk Papua using a questionnaire that had been tested for validity and reliability. The results of this study indicate that the tangible variable and empathy variable has a significant effect on student satisfaction, while the Reliability, Responsiveness, and Assurance variables do not significantly influence students’ satisfaction with online learning during the COVID-19 pandemic.

scholarly journals Motivational Processes in Online Learning: The Role of Tutorship for Laboratory Activities through the Semistructured Self-Evaluation Tests

2014 ◽  
Vol 2014 ◽  
pp. 1-7
Author(s):  
Valeria Biasi ◽  
Gaetano Domenici
Keyword(s):  
Online Learning ◽  
Cognitive Skills ◽  
Test Validity ◽  
Average Score ◽  
Validity And Reliability ◽  
Self Evaluation ◽  
Learning Platform ◽  
Laboratory Activities ◽  
Online Laboratory

This contribution highlights the role of  affectiveprocesses in multimedia learning conducted by e-learning platform used in the General Psychology online laboratory activities, based on semistructured self-evaluation tests following the model proposed by Domenici (2005). These tests include items with a closed- and open-ended structure requiring the student to answer within space restrictions and, in some cases, within context simulations. This enables scorers to give generally univocal and objective scores thereby assuring high test validity and reliability. The focus is on the psychological aspects of the online tutor’s role and its effects on learning levels. Students who completed the online laboratory activities through the semistructured self-evaluation tests (n=252) obtained an average score of 27.7 in the objective examination; students who did not complete the activities or who never even started them (n=186) obtained an average score of 25.7. These differences are statistically significant (F1, 449=38.05;P<0.001). The advantages of online learning are highlighted: developing an active attitude towards learning, enabling the individualisation of learning, and strengthening motivation with regard to knowledge, self-assertiveness, and sociality. This motivational activation reinforces convergent and divergent cognitive skills, owing to the semistructured tests, which facilitate knowledge and study method acquisition.

scholarly journals Evaluation of hybrid learning in college using CIPP model

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Risky Setiawan ◽  
Aman Aman ◽  
Lantip Diat Prasojo ◽  
Kunal Mehta
Keyword(s):  
Online Learning ◽  
Evaluation Model ◽  
Educational Institution ◽  
Hybrid Learning ◽  
Evaluation Study ◽  
Average Score ◽  
Cipp Model ◽  
Learning Evaluation ◽  
Technology And Communication ◽  
Method Approach

Learning in the millennial era provides significant changes in technology and communication. The COVID pandemic period requires every educational institution, especially universities, to carry out online learning. This influences the performance of lecturers in the online learning process, especially the implementation of hybrid learning at Universitas Negeri Yogyakarta (UNY). The purpose of this study is to (1) describe the implementation of hybrid learning at UNY; (2) know the hybrid learning lecture model carried out at UNY; (3) describe the results of hybrid learning evaluation. This research is an evaluation study with a mixed-method approach that is a mixture of qualitative and quantitative. The evaluation model selected is the CIPP model from Stufflebeam. This model was chosen because the evaluation is comprehensive, including (1) context, (2) input, (3) process, and (4) product. The results show that the hybrid learning evaluation model developed through the instrument already met an excellent construct of loading factor values and had a composite reliability score above 0.7 and Cronbach alpha above 0.6. Implementation of difficulties or obstacles to hybrid learning includes heterogeneity of origin of student residence to make the emergence of internet network signal problems. In comparison, the problem of lecturers is that not all lecturers have skills for technology and media in the implementation of hybrid learning. The results of hybrid learning evaluation showed that the value of context, input, process, and product aspects fall into the category of "excellent," i.e., with a total average score of 3.05.

scholarly journals ESP Students’ Satisfaction with Online Learning during the COVID-19 Pandemic in Ukraine

2021 ◽  
pp. 222-234
Author(s):  
Nataliia Avsheniuk ◽  
Nataliya Seminikhyna ◽  
Tetiana Svyrydiuk ◽  
Olena Lutsenko
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Student Satisfaction ◽  
Learning Performance ◽  
Valuable Insight ◽  
Learning Material ◽  
Study Results ◽  
National University ◽  
Communication Challenges ◽  
Students Satisfaction

This study aims to determine the level of ESP students’ satisfaction with online ESP learning courses at three faculties of Taras Shevchenko National University of Kyiv. The current study examines students’ answers to identify their satisfaction in ESP online courses. The study’s research questions were divided into four categories: the effectiveness of online ESP learning, the availability of learning material used by ESP instructors, the evaluation of ESP teachers’ results, the effectiveness of online testing, and students’ difficulties with ESP distance learning. A descriptive statistical method was used to validate the study. The statistics package JASP was used for data analysis. The authors chose observation, literature analysis, a questionnaire provision, and descriptive data analysis as the research tools. The study results show that students are primarily pleased with ESP courses taught online, students fulfil the expected progress in ESP learning performance. It is revealed that the main problems that influence and impact online ESP learning during COVID-19 are related to technical, academic, and communication challenges. Student satisfaction surveys may lead to changes in ESP online learning activities that may, in turn, boost students’ outcomes. The results provide valuable insight into students’ satisfaction with online learning and pose practical questions for its implementation. As a result, this study is just a preliminary attempt at offering considerate analysis to Ukraine’s policymakers.

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