scholarly journals EVALUASI PELAKSANAAN PEMBELAJARAN DARING DI INDONESIA SELAMA MASA PANDEMI COVID-19

2021 ◽  
Vol 12 (1) ◽  
pp. 104-113
Author(s):  
Jumardi Budiman
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Learning Strategies ◽  
Negative Impact ◽  
Positive Impact ◽  
Learning System ◽  
Digital Learning ◽  
Learning Mechanisms ◽  
Innovative Learning

ABSTRAKPandemi covid-19 membuat sistem pembelajaran di Indonesia yang berlangsung secara klasikal berubah menjadi pembelajaran dalam jaringan (daring). Tujuan penelitian ini yakni mengevaluasi pelaksanaan pembelajaran daring di Indonesia pada masa pandemi covid-19. Metode penelitian menggunakan studi kepustakaan dengan sumber data berupa artikel ilmiah yang membahas tentang pelaksanaan pembelajaran daring selama masa pandemi covid-19. Teknik analisis data menggunakan analisa kualitatif yakni reduksi data, penyajian data dan verifikasi/ penarikan kesimpulan. Temuan dalam penelitian ini bahwa mekanisme pembelajaran daring memiliki dampak positif berupa kemandirian siswa dalam belajar, peningkatan aktivitas mencari sumber belajar dan inovasi gaya belajar. Dampak negatif pembelajaran daring berupa rasa jenuh dan penurunan minat belajar akibat kegagalan siswa dan guru dalam mengatasi kendala seperti sarana penunjang yang tidak memadai, ketiadaan kuota internet dan sinyal internet yang buruk. Tantangan yang dihadapi oleh siswa dan guru selama pembelajaran daring yakni ketersediaan sarana penunjang, strategi pembelajaran yang inovatif dan sinergi ntara komponen pendidikan. Pembelajaran daring berpeluang untuk terus dilaksanakan dengan system blended learning guna menciptakan ekosistem pembelajaran digital yang efektif dan efisien.Kata Kunci: Evaluasi, pembelajaran, dalam jaringan, pandemi covid-19 ABSTRACTPandemic covid-19 makes the learning system in Indonesia that takes place classically turned into online learning. The purpose of this study is to evaluate the implementation of online learning in Indonesia during the Covid-19 pandemic. The research method uses library research with data sources in the form of scientific articles that discuss the implementation of online learning during the Covid-19 pandemic. The data analysis technique uses qualitative analysis, namely data reduction, data presentation and verification / conclusion. The findings in this study are that online learning mechanisms have a positive impact in the form of student’s independence in learning, increased activity to find learning resources and innovation in learning styles. The negative impact of online learning is in the form of boredom and decreased interest in learning due to the failure of students and teachers to overcome obstacles such as inadequate supporting facilities, absence of internet quota and poor internet signal. The challenges faced by students and teachers during online learning are the availability of supporting facilities, innovative learning strategies and synergy between education components. Online learning has the opportunity to continue to be implemented with a blended learning system to create an effective and efficient digital learning ecosystemKeywords: Evaluation, learning, online, the covid-19 pandemic

scholarly journals Online Learning Strategies in Universities during the COVID-19 Pandemic

JUDICIOUS ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 122-127
Author(s):  
Indah Kusumawati
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Strategies ◽  
Human Life ◽  
Learning Processes ◽  
Learning System ◽  
Learning Needs ◽  
Online Systems ◽  
Face To Face ◽  
Media Learning

In the COVID-19 pandemic, where all lines of human life were affected, we need to think of learning processes and strategies that can reduce face-to-face, where in this process we use online systems because they are more flexible and efficient in meeting learning needs, in related online models, utilization media, learning styles, and types of communication used by students, out of 150 students who were used as research samples from the Faculty of Economics at the Muhammadiyah University of Tangerang in the COVID-19 pandemic, the result was that 70% of the students of the Faculty of Economics at Muhammadiyah University in Tangerang were familiar with various patterns the learning. Students most like the learning system through WhatsApp and Google Classroom, in addition it needs further research to research on this online problem-based, collaborative, and other models.

scholarly journals Prediction Models with Machine Learning Against Student Success in Online Learning

SinkrOn ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 62-68
Author(s):  
Yennimar Yennimar ◽  
Rohni Endetta Manihuruk ◽  
Etis Landya Br Hotang
Keyword(s):  
Neural Network ◽  
Online Learning ◽  
Success Rate ◽  
Prediction Models ◽  
Negative Impact ◽  
Positive Impact ◽  
Learning System ◽  
Main Thing ◽  
The Impact ◽  
Academic Year

The learning system during the Covid-19 pandemic was carried out online, online learning had a negative impact and a positive impact. The impact given can affect the success of student learning. The success of learning is the main thing that must be achieved by students. From the success of learning, it can be seen that the online learning process is going well or not. To determine the success rate of online learning, testing is carried out by applying a neural network algorithm. Neural network algorithms are used because they can solve complex problems related to prediction. This research is expected to help lecturers or campus parties to create better online learning. In this study using student grade data for Academic Year 2018/2019 and Academic Year 2019/2020, data testing using Rapidminer software and operator cross validation. In testing the Academic Year 2018/2019 and Academic Year 2019/2020 value data using 700 training cycles, 0.4 momentum, 0.2 learning rate and hidden layer 2. The level of accuracy obtained in the 2018/2019 student grade data is 95, 55% and Academic Year 2019/2020 which is 93.17%. From the test results, it was found that the accuracy rate of Academic Year 2018/2019 is higher than Academic Year 2019/2020, so the success rate in Academic Year 2018/2019 before the pandemic is better than the success rate in Academic Year 2019/2020 after the pandemic.

scholarly journals Multilevel Design in the Implementation of Blended Learning in Nonformal Education Unit

2021 ◽  
Vol 7 (1) ◽  
pp. 55-64
Author(s):  
Yanti Shantini ◽  
Dayat Hidayat ◽  
Lesi Oktiwanti ◽  
Takahashi Mitsuru
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Blended Learning ◽  
Learning Strategies ◽  
Online Teaching ◽  
Evaluation Process ◽  
Management Program ◽  
Learning System ◽  
Learning Material ◽  
Learning Management

CLC as one of the non-formal educational institutions affected by the COVID 19 outbreak must organize online teaching and learning activities under government instructions as an effort to prevent transmission of the COVID 19 pandemic.  Lack of experience in conducting online learning makes institutions confused about running the learning process due to educators and managers' limited ability to implement online education. It is necessary to study more deeply what learning strategies CLCs should carry out during the pandemic period. The approach used in this study was a mixed-method with 10 CLC respondents spread across West Java. From the findings in the field, learning at CLC during the pandemic was still ongoing. Tutor only used message applications for delivering learning material and evaluation process. They do not even implement it in the online learning management system. For this reason, CLC can pilot a multilevel blended learning system model. The implementation of the model system starts from institutional management, program management, to learning management by tutors.

The HEXACO, academic motivation and learning approaches: evidence from a central Asian country

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Monowar Mahmood ◽  
Yuliya Frolova ◽  
Bhumika Gupta
Keyword(s):  
Personality Traits ◽  
Learning Strategies ◽  
Classroom Environment ◽  
Academic Motivation ◽  
Negative Impact ◽  
Positive Impact ◽  
Learning Approaches ◽  
Content Type ◽  
Central Asian ◽  
Motivation And Learning

PurposePersonality traits are assumed to influence cognitive processes as well as academic motivation and learning approaches of the students. Based on these assumptions, the present study investigates the association of HEXACO personality traits with academic motivation as well as influence of those traits on students' learning approaches in educational contexts.Design/methodology/approachSelf-reported measures of personality orientation, academic motivation and learning approaches were obtained from 404 respondents in a classroom environment. The SPSS 20 software was used to conduct the correlations and the hierarchical regression analyses. The Eviews 10 software was used to develop the structural equation model to find the inter-relations among the study variables.FindingsThe findings reveal the influence of personality traits on academic motivation and learning approaches of the students. Among different personality traits, consciousness appeared to have highly positive impact on deep learning and intrinsic motivation of the studies. Neuroticism appeared to have most negative impact related to surface learning and amotivation of the learning contents.Research limitations/implicationsThe findings validates the existence of HEXACO personality traits among the students in central Asian context. It future reiterated individual differences in learning strategies and learning motivation among the learners. The results may help academics and policy makers take appropriate measures to increase academic motivation and select appropriate learning approaches.Originality/valueThis is one of the pioneer studies to investigate the relationship between HEXACO personality traits, learning strategies and academic motivation. Validation of the HEXACO framework will help to understand students' personality in a more detailed and elaborative way and will contribute to the existing literature on personality and learning outcomes.

scholarly journals PAUD Teacher Strategies in Supporting Learning in The Covid-19 Pandemic Period

2021 ◽  
Vol 6 (3) ◽  
pp. 599-607
Author(s):  
Fortina Verawati Sianturi
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Negative Impact ◽  
Early Childhood Teachers ◽  
Teacher Strategies ◽  
Face To Face ◽  
Childhood Education ◽  
Early Childhood Learning ◽  
Great Energy

The existence of COVID-19 which still hit Indonesia until in November 2020 had a negative impact on education in Indonesia, especially early childhood education. This makes learning, which was a face-to-face system, must be changed to distance education. In order for learning to continue optimally, of course, the teacher must be able to apply different learning strategies. In the pandemic era, schools implement online learning strategies, including at the Playgroup level. Online learning for children, of course, presents its challenges for the teachers. This study aims to investigate online learning strategies at the playgroup level. Play is also a means for children to channel their great energy and discover new things that were previously unknown in a fun way. And this is certainly different from learning that is understood by adults with all the rules and demands at the end. Playing (while learning) in early childhood has a purpose that adults may not realize, where when a child plays, in fact he is developing the potential that exists within him to become a solid initial capital for himself in the future when facing problems in life. This paper is expected to provide references and education to parents and early childhood teachers in particular to be able to understand the world of early childhood, one of which is by understanding the nature of play and the meaning of play for early childhood. This is obtained by exploring various sources from several literatures from the results of research and thought where the results can be used for early childhood parents and teachers to be more precise in assisting and designing learning for early childhood so that the pearl of early childhood learning, namely playing while learning can be achieved.

Teaching Social Skills

2011 ◽  
pp. 1689-1713
Author(s):  
Graham Bodie ◽  
Margaret Fitch-Hauser ◽  
William Powers
Keyword(s):  
Online Learning ◽  
Social Skills ◽  
Blended Learning ◽  
Learning System ◽  
Future Research ◽  
Abstract Concepts ◽  
Traditional Lecture ◽  
Strict Adherence ◽  
Based Instruction ◽  
Practical Implications

The ubiquity of instructional technology necessitates a more critical look at the theories that drive adoption and the practical implications of its usage. Blended learning has been offered as one compromise to fully online learning or strict adherence to traditional lecture-based instruction that seems outdated. A particular approach to blended learning is examined in the present chapter through the use of an online learning system. Concept Keys was developed to assist instructors of social skills in breaking down these abstract concepts into manageable units of information appropriate for daily delivery via email. This program is shown to be easily integrated into existing curriculum through two studies. A concluding section attempts to tie these studies together and suggests potential limitations and avenues for future research.

Who Profits Most from Blended Learning?

2009 ◽  
Vol 23 (4) ◽  
pp. 285-292 ◽  
Author(s):  
Dirk T. Tempelaar ◽  
Bart Rienties ◽  
Bas Giesbers
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Blended Learning ◽  
Student Learning ◽  
Approaches To Learning ◽  
Study Data ◽  
Independent Learning ◽  
Learning Tools ◽  
Innovative Learning ◽  
The Relationship

The authors investigate the relationship between student learning choices and learning styles in the use of an innovative learning environment for statistics. For teaching introductory statistics to first-year students in economics and business, Maastricht University uses a blended learning environment. It allows students to individualize learning by attuning the available learning tools to their personal preferences. The blended learning environment consists of tutorials focused on problem-based learning, lectures, independent learning and an electronic learning environment (ALEKS) based on knowledge space theory. The paper examines the intensity of use of ALEKS and investigates the relationship between this and student learning dispositions in a correlational study. Data from around 4,650 students are used. The findings suggest that less academically-inclined students, such as those with ‘surface’ approaches to learning, profit most from the availability of e-learning tools.

scholarly journals Blended Learning Strategies of Telegram-Assisted Learning Towards Student Mathematics Learning Results Reviewed from Learning Style

2020 ◽  
Vol 4 (2) ◽  
pp. 133
Author(s):  
Kadek Suryati ◽  
I Gede Adnyana
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Material ◽  
Online Application

The research aims to describe the influence of telegram-assisted blended learning strategies on mathematics learning outcomes in terms of learning styles. This research is a quasi-experimental research using 2x3 factorial design. The respondents taken is the second semester students majoring in informatics engineering at the STMIK STIKOM Indonesia campus. The sampling procedure in this study was a random sampling technique that was started by carrying out the equivalency test of 4 classes taken using the one-way ANOVA test. After that randomly selected, two classes as an experimental class and two classes as a control class. To get instruments that have validity before use, questionnaires and tests are first tested and validated by experts who are experts in their fields. Normality and homogeneity tests are needed as a prerequisite before analyzing the data. The method used to analyze data is two-way ANOVA. The results showed that (1) student mathematics learning outcomes taught with telegram-assisted blended learning strategies were better than conventional mathematics learning outcomes of students taught, (2) the effect of telegraph-assisted blended learning strategies on student mathematics learning outcomes in learning styles. Based on the results of the research that has been carried out, it is recommended that further researchers or educators be able to develop a blended learning strategy as a way to convey learning material so that they can pay more attention to the learning styles of each student and can develop telegrams with more attractive features so that the telegram becomes one of online application for learning media.

scholarly journals Bibliometric Analysis on Online Physics Learning during COVID-19 Pandemic: Contribution to Physics Education Undergraduate Program

2021 ◽  
Vol 2110 (1) ◽  
pp. 012018
Author(s):  
B Jatmiko ◽  
B K Prahani ◽  
N Suprapto ◽  
S Admoko ◽  
U A Deta ◽  
...  
Keyword(s):  
Education Research ◽  
Online Learning ◽  
Online Education ◽  
Physics Education ◽  
Positive Impact ◽  
Learning System ◽  
Research Trend ◽  
Physics Education Research ◽  
Undergraduate Program ◽  
Physics Learning

Abstract Research will focus on generating a profile of research trends in online physics learning during the COVID-19 pandemic. The main research is bibliometric. Scopus document data collection in August 2021. The 1007 document results with keywords online physics learning. Then focused on 2020 and 2021* as 277 document results of which these 2 years are the COVID-19 pandemic period. In general, the research results show that the COVID-19 pandemic has had a positive impact on accelerating online learning in developing countries. Another finding is online learning which is proven to be effective for improving student learning outcomes in physics learning. Educational transformations today and after the COVID-19 pandemic can occur in online education, changes in learning from home, changes in roles, and approaches. The research implications are supported by recent research: (1) These findings will provide an empirical basis for the development of physics education research, especially online physics learning during the COVID-19 pandemic; (2) Deep learning system, machine learning system, and education computing can still become a research trend in current research, especially in the integration and adaptation in physics learning; (3) Retracing the trend and novelty of physics education research, especially in the physics education undergraduate program.

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