scholarly journals Pencapaian Hasil Belajar Teori Kejuruan Ditinjau dari Persepsi Mahasiswa pada Pembelajaran Online

2019 ◽  
Vol 4 (2) ◽  
pp. 111-116
Author(s):  
Sukardi Sukardi ◽  
Muhammad Hudan Rahmat
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Kendall’S Tau ◽  
Kendall's Tau ◽  
Face To Face ◽  
Use Of Technology ◽  
Vocational Theory ◽  
Face To Face Learning ◽  
Plat Form

One of the effort to overcome the ineffectiveness of face-to-face learning is to extend the interaction outside the classroom framework. In this case, advances in information technology can be utilized. The use of technology that functions like classroom face-to-face is through online learning. This study aims to find out: (1) student perceptions of online learning (a Moodle platform); and (2) the effect of student perceptions of online learning on the learning outcomes of Vocational Theory course. The research object was 117 students. The data analysis being used were descriptive statistics and Kendall's tau. The results of the study indicate that online learning is an excellent medium to complement face-to-face learning. The contribution of the perception of learning outcomes found in this study is only 1.70%. It can be said that 98.0% of learning outcomes are determined by other factorsUpaya yang dapat dilakukan untuk mengatasi masalah ketidak efektifan pembelajaran tatap muka adalah dengan membuat ekstensi berinteraksi di luar kelas. Dalam hal ini, kemajuan teknologi informasi dapat dimanfaatkan. Penggunaan teknologi informasi yang memiliki fungsi seperti layaknya tatap muka dalam kelas tersedia melalui pembelajaran online. Penelitian ini bertujuan untuk mengetahui: (1) persepsi mahasiswa terhadap pembelajaran online (plat form Moodle); dan (2) pengaruh persepsi mahasiswa pada pembelajaran online terhadap hasil belajar Teori Kejuruan. Objek penelitian berjumlah 117 orang mahasiswa. Teknik analisis data menggunakan statistik deskriptif dan Kendall's tau. Hasil penelitian menunjukkan bahwa pembelajaran online merupakan media yang sangat baik untuk melengkapi pembelajaran tatap muka. Besarnya nilai kontribusi persepsi terhadap hasil belajar yang ditemukan dalam penelitian ini hanya 1,70%, atau 98,30% hasil belajar ditentukan oleh faktor lain.

Student Perceptions of Online Learning During the Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Jesi Jecsen Pongkendek ◽  
Dewi Satria Ahmar ◽  
Haris Munandar ◽  
Muhammad Fath Azzajjad
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Student Perceptions ◽  
Random Sampling ◽  
Face To Face ◽  
Question Item ◽  
The Future ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Made In

Due to the COVID-19 pandemic, lectures must be conducted online. This research is a survey research to find out the perception of students in participating in online learning. Survey of Musamus University students in 6 faculties with a total of 262 respondents. Respondents were selected by proportionate stratified random sampling. The instrument used is a questionnaire made in google form with a total of 21 questions. Data analysis was carried out by calculating the percentage of each answer for each question item. Through this research, the results obtained are (1) Students realize online learning is a learning solution during the Covid-19 pandemic; (2) Students are happy with participating in online learning; (3) Students are enthusiastic to complete assignments; (4) Students realize that through the assignment of lecturers their knowledge is increasing; (5) Students find online learning beneficial for them; (6) Students have mastered the use of online learning platforms; (7) Students hope that online learning will no longer be carried out in the future. Students also prefer face-to-face learning compared to blended learning and online learning, but some students have realized that the blended learning model is an alternative in learning that can be applied in the future

scholarly journals Problem-Based Online Learning Assissted by Whatsapp to Facilitate The Scientific Learning of 2013 Curriculum

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Pri Ariadi Cahya Dinata ◽  
Suparwoto Suparwoto ◽  
Desy Kumala Sari
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Face To Face ◽  
Learning Time ◽  
Multiple Treatment ◽  
Quasi Experimental ◽  
Face To Face Learning ◽  
Treatment Design ◽  
Scientific Learning

Scientific learning is difficult to be applied in an ideal way because of the lack of learning time. One of the solutions to overcome it is by using blended learning that integrated into problem-based learning. This study aims to comprehend the effectivity of problem-based online learning (PBOL) to improve learning outcomes, and it’s efficiency to reduce the time of face to face learning. The used media was WhatsApp because of its simplicity, and the students have been familiar with it. The seventy students of the 10th grade of SMAN 1 Kelua were being sampled in this study based on a saturation sampling technique and divided into three classes. This was a quasi-experimental study with single factor multiple-treatment design. The premier data of this study were learning outcomes and the total time of learning in the class. The data of learning outcomes were obtained by test and be analyzed by one-way ANOVA to detect the effect of PBOL on the learning outcomes. The data of learning time were gained by observation and documentation and be analyzed in a descriptive way to know the efficiency of PBOL. The analyzed result showed sig. value is 0.04, that is means PBOL, and PBL produces learning outcomes which have significantly different from conventional learning. On the other side, even the learning outcomes of PBOL is equal as learning outcomes of PBL, and it’s learning time is fewer than the PBL’s. From both of the facts, we can conclude that the PBOL assisted by WhatsApp is effective in enhancing learning outcomes and more efficient to be used.

Online versus face-to-face learning in introductory university physics following COVID-19

2021 ◽  
Vol 57 (2) ◽  
pp. 025008
Author(s):  
Emadelden Fouad ◽  
Robert Austin ◽  
R A Kryger ◽  
Doug Holton ◽  
Sesha Srinivasan ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Performance Outcomes ◽  
Introductory Physics ◽  
Face To Face ◽  
Use Of Technology ◽  
Percentage Difference ◽  
Face To Face Learning ◽  
Physics Course ◽  
Education Science

Abstract The use of technology in higher education science classrooms rose significantly in the advent of the COVID-19 pandemic. In many universities, academic programs including introductory physics classes were taken online. Some institutions adopted online learning but also maintained face-to-face (F2F) laboratories when COVID-19 restrictions began to ease. Here, the effectiveness of the online learning approach in comparison with F2F learning is explored. The percentage difference in performance for students who took the online introductory physics course, Physics for Scientists and Engineers, versus that of students simultaneously taking the same course F2F is reported. This is done both across different sections taught by different instructors, and for the same course taught online versus F2F by the same professor. Furthermore, a short survey was conducted to assess the student learning experience and opinion about online and F2F learning. The results show equal or better overall performance for online learning with 4.2% higher performance when comparing results across different sections taught by different instructors. A similar 6.1% performance improvement was seen when comparing results across different sections taught by the same instructor. In contrast with the performance outcomes, the survey results indicate that about 72% of students prefer F2F compared to online learning. The findings provide a useful reference as many institutions and programs transition back to more standard F2F or hybrid learning modes. The benefits and drawbacks of each mode are discussed in the specific context of student preferences and challenges faced in online learning during COVID-19.

scholarly journals PELAKSANAAN PEMBELAJARAN DARING SENI BUDAYA DI KELAS VII SMP NEGERI 7 PADANG

2020 ◽  
Vol 9 (3) ◽  
pp. 15
Author(s):  
Tyas Widyanti ◽  
Irdhan Epria Darma Putra
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Theoretical Basis ◽  
Research Data ◽  
Lesson Plans ◽  
Learning Activities ◽  
Face To Face ◽  
Cultural Arts ◽  
Music Ensemble ◽  
Face To Face Learning

Abstract This study discusses the Implementation of Online Learning in SMP Negeri 7 Padang. This research is a qualitative research and it uses the descriptive analytic approach which tends to use theoretical basis analysis used to guide the focus to be in accordance with the facts in the field. The research data were collected through interviews done to informants. Based on the results of the research implemented in two meetings, the author concludes that the implementation of online learning of Cultural Arts in music ensemble material to class VII.1 SMP Negeri 7 Padang is the use of WhatsApp Group media recommended by the assistant principle of Curriculum of SMP Negeri 7 Padang to deal with online learning so that learning activities still can be constructed even in a remote condition. The planning of online learning of music ensemble material is not optimal because the teachers do not create lesson plans specifically for the online learning process. The implementation of online learning in Cultural Arts in class VII is in accordance with the lesson plans implemented during face-to-face learning in the classroom. The online learning of Cultural Arts of the ensemble music material continues to run smoothly despite the simple learning. The learning outcomes of Cultural Arts of music ensemble of class VII are less than optimal because the learning activities are constructed without paying attention to the standards related to the preparation of online learning materials.Key words: Online Learning, Music Ensembless

scholarly journals HUBUNGAN BERPIKIR KRITIS DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR DI MASA PANDEMI COVID 19

Jurnal PenSil ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 120-129
Author(s):  
Endah Sri Wahyuni ◽  
Henita Rahmayanti ◽  
Ilmi Zajuli Ichsan
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Face To Face ◽  
Quantitative Correlation ◽  
Face To Face Learning ◽  
Good Learning

Abstrak Dalam  pembelajaran daring, banyak kendala yang dihadapi baik siswa maupun guru, hal ini dikarenakan  siswa dan guru tidak dapat berinteraksi seperti pada pembelajaran tatap muka sehingga siswa mengalami kesulitan dalam menangkap materi yang disampaikan oleh guru. Untuk mendapatkan hasil belajar yang sesuai dengan kriteria ketuntasan minimal, maka siswa dituntut untuk mandiri, mempunyai daya berpikir kritis dan motivasi belajar yang tinggi. Penelitian ini bertujuan untuk mengetahui seberapa besar korelasi/pengaruh antara berpikir kritis, motivasi belajar, dan hasil belajar siswa. Metode yang digunakan adalah kuantitatif korelatif, dengan analisis data menggunakan SPSS. Pengambilan data dilakukan dengan sebaran angket melalui Google Form. Penelitian dilaksanakan di salah satu SMK Negeri di Jakarta dengan populasi siswa kelas X DPIB sebanyak 70 siswa dan sampel diambil 40 siswa. Hasil belajar yang di gunakan adalah hasil belajar nilai ketrampilan mata pelajaran Gambar Teknik yang diambil dari hasil nilai tugas selama satu semester. Hasil penelitian yang didapat ternyata kemampuan berpikir kritis siswa mempunyai korelasi dengan hasil belajar jika siswa memahami materi yang disampaikan oleh guru dan mempunyai media pembelajaran yang memadai, sedangkan semangat belajar mempunyai korelasi positif dengan derajat sedang dan signifikan terhadap hasil belajar. Jika semangat belajar tinggi, maka akan mendapatkan hasil belajar yang baik. Kata kunci: Pembelajaran Daring, Berpikir Kritis, Motivasi Belajar, Hasil Belajar Abstract In online learning there are many obstacles faced by both students and teachers, this is because students and teachers cannot interact as in face-to-face learning so that students have difficulty capturing the material presented by the teacher. To get learning outcomes that are in accordance with the minimum completeness criteria, students are required to be independent, have critical thinking power and high learning motivation. This study aims to determine how big the correlation/influence between critical thinking, learning motivation and student learning outcomes. The method used is quantitative correlation, with data analysis using SPSS. The research was conducted in one of the State Vocational High Schools in Jakarta with a population of students of class X DPIB and 40 students were taken as samples. The learning outcomes used are the results of learning the value of the Engineering Drawing subject skills taken from the results of the value of the assignment for one semester. The results of the study showed that students' critical thinking skills had a correlation with learning outcomes if students understood the material presented by the teacher and had adequate learning media. Meanwhile, the spirit of learning has a positive correlation with moderate and significant degrees of learning outcomes. If the enthusiasm for learning is high, it will get good learning outcomes. Keywords: Online Learning, Critical Thinking, Learning Motivation, Learning Outcomes

scholarly journals The Role of Zoom Cloud Meeting as Learning Online Medium in Pandemic

2022 ◽  
Vol 1 (1) ◽  
pp. 26-34
Author(s):  
Dian Rianita ◽  
Indah Muzdalifah
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Face To Face ◽  
Positive Side ◽  
Use Of Technology ◽  
Pros And Cons ◽  
Face To Face Learning ◽  
The Government ◽  
The Impact

Before the arrival of the Covid 19 virus epidemic, the government actually launched the industry 4.0 and 5.0 revolutions, including in the field of education where the use of technology as a medium or instrument in learning can be maximized to use. However, most of teacher and students were not able to conduct yet. When this epidemic comes, it can’t help using technology in the field of education ready or not. The government's policy to execute large-scale social restrictions or PSBB to prevent the transmission of the epidemic has made the implementation of the teaching and learning process online starting from elementary level to university. However, every change certainly causes pros and cons. There are both positive and negative sides to online learning. The positive side can make it easier and more efficient for face-to-face learning to be done from home anytime and anywhere. Meanwhile, the problems that arise include a lack of understanding in the use of technology, inadequate internet network facilities and many more effects as a result of this online learning. Therefore, this article discusses the phenomena that occur around education caused by the impact of the outbreak in the middle of the Covid 19 pandemic.

scholarly journals Do Students Effectively Learn Physiology through Distance Online Instruction? Medical Students' Perceptions and Academic Performance

2021 ◽  
Author(s):  
Rima Abdul Razzaq ◽  
Tariq Al-Shaibani ◽  
Yahya Naguib
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Learning Outcomes ◽  
Medical Curriculum ◽  
Learning Activities ◽  
Asynchronous Learning ◽  
Negative Experience ◽  
Face To Face ◽  
Online Tools ◽  
Face To Face Learning

This an account of student feedback on the distance online tools adopted at the onset of the CoVid-19 pandemic for teaching the cardiovascular (CVS) Physiology to Year 2 medical students within a problem-based learning (PBL) medical curriculum. Students' achievement upon assessment of CVS Physiology theory content was also evaluated. Most students were ready for online learning in terms of the appropriate equipment and internet connectivity. Most students expressed preference for face-to-face learning of CVS Physiology, however they relied on recorded videos mainly for learning, instead of real-time attendance of Physiology learning activities. Most students also reported a negative experience of distance online learning of CVS Physiology during the lockdown, and only few students expressed connection with their instructor through the Physiology learning activities. Students undertaking online learning and examination during the pandemic achieved comparably to prior year's cohort of PBL students learning in-person and undertaking paper-based assessment. This indicates that our medical students preferred asynchronous learning during the pandemic confinement, and that they sufficiently achieved their learning outcomes in CVS Physiology, displaying resilience in their adaptation to the online learning and examination format.

scholarly journals EFEKTIVITAS PEMBELAJARAN GEOGRAFI MENGGUNAKAN GOOGLE CLASSROOM PADA SMA NEGERI DI KOTA SAMARINDA

2021 ◽  
Vol 2 (2) ◽  
pp. 46-53
Author(s):  
Wulan Safriani Purnamasari ◽  
Pelipus Goon ◽  
Iya' Setyasih ◽  
Yulian Widya Saputra ◽  
Yaskinul Anwar
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Data Retrieval ◽  
Educational Goals ◽  
Analytical Technique ◽  
Face To Face ◽  
Face To Face Learning ◽  
Quantitative Descriptive

Online learning is one of the new policies in the education sector due to the global pandemic, namely COVID-19. This online learning policy is expected to continue to support the achievement of educational goals. Effectiveness in learning is often measured as a standard for achieving educational goals. Google classroom as a digital-based education platform is considered capable of being a learning link between teachers and students. The implementation of this research is to determine the effectiveness of online teaching and learning activities using Google Classroom at SMA Negeri 1, SMA Negeri 3, SMA Negeri 7 and SMA Negeri 8. This research is quantitative descriptive. The population used in this study were students in grades X, XI, and XII and high school teachers in the city of Samarinda.  Data retrieval was carried out using google forms, learning outcomes documents, and interviews, then the analytical technique used was the interactive model of analysis by comparing the results of the google form questionnaire, learning outcomes, and interviews. The results of the study illustrate that online geography learning using google classroom ranges from 51% -75% only and is considered less effective due to several factors, namely network constraints, quota costs and and google classroom used in this study is not optimal. In addition, when face-to-face learning using google meet only 30% - 50% of students who follow it and some teachers do not carry out face-to-face for fear of burdening students. As a result, teachers only provide materials, media, videos, and assignments in Google Classroom, even though the average student learning outcomes are above the KKM. The conclusion in the study shows the use of google classroom when learning geography online is less effective.

scholarly journals The Difference Between Offline and Online Learning During The Pandemic at SMP Muhammadiyah 1 Sidoarjo

2021 ◽  
Vol 10 ◽  
Author(s):  
Adinda Shafira Ramadhan
Keyword(s):  
Online Learning ◽  
Qualitative Method ◽  
Modern Technology ◽  
Face To Face ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
The Difference ◽  
The Impact ◽  
Increasing Student Learning

This research is a qualitative research that aims to explore changes in learning during the Covid-19 pandemic towards learning at SMP Muhammadiyah 1 Sidoarjo. The purpose of this study shows that the impact of the Covid-19 Pandemic on learning includes: (1) Changes from face-to-face learning to online learning; (2) Increasing the use of technology in learning; (3) Increasing student learning independence. This research uses descriptive qualitative method. The results and conclusions of this study are that Covid-19 forces teachers and students to make more use of modern technology in the learning process. teachers and students are required to be able to use devices such as smartphones, computers, tablets and laptops to support online learning.

scholarly journals INCREASED LEARNING ACTIVITIES AND OUTCOMES THROUGH ONLINE LEARNING WITH GOOGLE CLASSROOM IN THE COVID-19 PANDEMIC PERIOD

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Sutrisno Sutrisno
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Best Practice ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Student Activities ◽  
Face To Face ◽  
Average Value ◽  
Face To Face Learning

This Best Practice writing aims to: (1) describe the increase in student learning activities through online learning with Google Classroom and (2) describe the improvement in student learning outcomes through online learning with Google Classroom during the Covid-19 pandemic. The subject of the writing of this Best Practice is the students of class XI MIPA 2 in SMA N 1 Bantul in Academic Year 2019/2020, with a total of 30 students. Writing this Best Practices using descriptive methods. Information is collected based on student activities through documentation and student learning outcomes using tests. The strategy used is online learning with Google Classroom through five operational stages, namely: (1) Teacher Planning Learning Implementation Plan (RPP); (2) The teacher starts the learning and assignment material then uploads it to Google Classroom; (3) Students learn learning materials and work on assignments given by the teacher with Google Classroom using a cellphone or laptop; (4) The teacher monitors the implementation of the online learning process; (5) The teacher provides feedback online learning and the work done by students is also uploaded. The implementation of online learning with Google Classroom during the Covid-19 pandemic can increase: (1) student activity in learning. The percentage of student activeness in face-to-face learning was 71.39% with the active category increasing to 75.83% with the very active category in online learning with Google Cassroom; and (2) student learning outcomes. The average value of student learning outcomes in KD previously with face-to-face learning was 85.16 with a good category, an increase of 5.11 to 90.27 with a good category in online learning using Google Classroom on the Job Application Letter material.

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