scholarly journals PROFILING READINESS OF DISTANCE EDUCATION USING TECHNOLOGY IN SENIOR HIGH SCHOOL DURING COVID-19 PANDEMIC

2020 ◽  
Vol 5 (2) ◽  
pp. 37-44
Author(s):  
Neni Nurkhamidah ◽  
Hormah Hidayatun Itsnaini
Keyword(s):  
High School ◽  
Distance Education ◽  
Blended Learning ◽  
Senior High School ◽  
E Learning

Sejak pandemi COVID-19 menyebar hampir ke seluruh wilayah Indonesia, proses belajar mengajar berubah dari tatap muka menjadi pembelajaran jarak jauh dengan teknologi dalam bentuk pembelajaran online dan E-learning. Karena sebagian besar sekolah di Indonesia berbasis tradisional, meski sebenarnya sudah banyak yang melaksanakan blended learning, namun mereka masih menghadapi banyak kendala dalam menerapkan pembelajaran jarak jauh menggunakan teknologi. Perbedaan jenis dan tingkat tantangan dalam pendidikan jarak jauh yang dialami sekolah dipengaruhi oleh perbedaan kesiapan yang dimiliki mereka . Tujuan penelitian ini untuk mengetahui kesiapan SMA N 1 Bawang dalam menyelenggarakan pendidikan jarak jauh dengan teknologi. Kesiapan diukur dengan menilai kesiapan siswa, guru dan institusi. Penelitian ini merupakan penelitian deskriptif yang melibatkan 220 (dua ratus dua puluh) siswa, 4 (empat) guru Bahasa Inggris, dan seorang Kepala Sekolah SMA N 1 Bandar. Kuesioner online digunakan untuk mengumpulkan data. Hasil keseluruhan menunjukkan skor kesiapan siswa 3,44 dan skor kesiapan guru 3,84. Keduanya menujukan bahwa mereka siap menerapkan pendidikan jarak jauh dengan teknologi. Skor kesiapan institusi adalah 3,21 yang menunjukkan bahwa institusi belum siap dan perlu perbaikan untuk penerapan pembelajaran jarak jauh dengan teknologi. Karena kesiapan adalah faktor krusial yang berperan penting dalam keberhasilan pembelajaran jarak jauh dengan teknologi, maka diperlukan penilaian kesiapan di setiap elemen di sekolah. Diharapkan sekolah dapat memanfaatkan hasil penelitian ini untuk meningkatkan kesiapan mereka dalam menempuh pendidikan jarak jauh selama pandemi COVID-19.  

scholarly journals The effect of blended learning model on senior high school students’ achievement

2018 ◽  
Vol 42 ◽  
pp. 00027 ◽  
Author(s):  
Iga Setia Utami
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Learning Model ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
Information And Communication ◽  
Experimental Group ◽  
Senior High School Students

The purpose of this research was to determine the effect of blended learning model on senior high school students’ achievement. This study used experimental research method with randomized control group pretest-posttest design. The study was carried out with 63 students attending information and communication technology course, where 31 of whom were in the experimental group and 32 of whom were in the control group. In the experimental group, teacher used blended learning as instructional model, while in the control group, the course was taught based on traditional teaching model. Data collected from the result of learning objective test with 35 questions. The research showed that the learning result of experimental group is higher than the learning result of control group. Based on the result of this research, it can be concluded that the blended learning model contributed more to the students’ achievement.

scholarly journals An Investigation into the Influence of Blended Learning on Oral English Proficiency of Senior High School Students

2021 ◽  
Vol 14 (7) ◽  
pp. 27
Author(s):  
Li Xin ◽  
Zhao Zhongbao
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
English Proficiency ◽  
Teaching Experiment ◽  
Senior High School ◽  
Grammatical Structure ◽  
School Students ◽  
Significant Difference ◽  
Before And After

We advocate the in-depth integration of information technology and education in the digital age, and we also encourage teachers of all disciplines to actively carry out online and offline blended learning. This study attempts to use an empirical research to apply the Blended Learning to the oral English teaching in the first year of senior high school. A one-semester teaching experiment is conducted to explore whether there is a significant difference in the students’ oral English proficiency between the experimental class and the controlled class. The major findings of the study are as follows: (1) There are significant differences of students’ oral English proficiency before and after the experiment in the experimental class and the controlled class; (2) Blended learning can improve students’ oral English proficiency, among which pronunciation and intonation, range and accuracy of vocabulary and fluency of language are the most significant ones, while the accuracy and complexity of grammatical structure are insignificant.

scholarly journals BLENDED LEARNING: THE EFFECTIVENESS OF SCHOOLOGY BASED E-LEARNING ON MATHEMATIC COMMUNICATION ABILITY

2019 ◽  
Vol 3 (2) ◽  
pp. 143-155
Author(s):  
Setiyani Setiyani
Keyword(s):  
High School ◽  
Blended Learning ◽  
Junior High School ◽  
Control Group ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Purposive Sampling ◽  
Group Design ◽  
E Learning ◽  
Communication Ability

BLENDED LEARNING: KEEFEKTIFAN E-LEARNING BERBASIS SCHOOLOGY TERHADAP KEMAMPUAN KOMUNIKASI MATEMATISAbstrakPenelitian ini bertujuan untuk mengetahui efektivitas e-learning berbasis schoology terhadap kemampuan komunikasi matematis siswa SMP pada materi Sistem Persaman Linier Dua Variabel (SPLDV). Populasi penelitian adalah seluruh siswa kelas VIII salah satu SMP di Kota Cirebon. Sampel terdiri atas kelas VIII-B2 sebagai kelas eksperimen yang menerapkan schoology dan VIII-C2 sebagai kelas kontrol tanpa menggunakan schoology. Adapun proses pengambilan sampel menggunakan teknik purposive sampling. Jenis penelitian ini adalah quasi eksperimen dengan desain Nonequivalent Control Group Design. Teknik pengumpulan data dilakukan dengan tes kemampuan komunikasi matematis dan angket respons. Data dianalisis menggunakan uji normalitas, uji homogenitas, uji-t, dan uji gain. Hasil penelitian menunjukkan bahwa kemampuan komunikasi matematis kelas eksperimen yang menggunakan schoology lebih baik daripada tanpa menggunakan schoology. Hasil rata-rata N-gain yang diperoleh sebesar 0,68 dan berada pada kategori peningkatan sedang. Siswa memiliki respons positif terhadap pembelajaran menggunakan schoology. Melalui aplikasi schoology, siswa belajar secara berkelanjutan tanpa terbatas oleh ruang kelas dan efektif digunakan sebagai media dalam pembelajaran.AbstractThis study was aimed at determining the effectiveness of schoology based e-learning on the mathematical communication ability of junior high school students on the Linier Equation System of Two Variables (LESTV). The population in this study were all students of class VIII junior high school in Cirebon. The sample consisted of two classes, VIII-B2 as an experimental class applying schoology and VIII-C2 as a control class without using schoology. The sampling process used purposive sampling technique. This type of research used was a quasi-experimental design with Nonequivalent Control Group Design. The data collection techniques were carried out by tests of mathematical communication skills and response questionnaires. The data were analyzed using normality test, homogeneity test, t-test, and gain test. The results show that the students of experimental class that use schoology have higher ability than the students of the control class. The average N-gain obtained is 0.68 and as moderate category. The students have a positive response to learning using schoology. Through the schoology application, students allow to learn continuously without being limited by the classroom and effectively used as a medium in learning.

A Learner-Centered Perspective on E-Learning

2011 ◽  
pp. 1346-1354
Author(s):  
Hyo-Jeong So ◽  
Curtis J. Bonk ◽  
Robert A. Wisher
Keyword(s):  
Distance Education ◽  
Blended Learning ◽  
Mobile Learning ◽  
Educational Technologies ◽  
Wireless Technologies ◽  
Learner Participation ◽  
The Past ◽  
Learner Centered ◽  
Online Tools ◽  
E Learning

For the past decade, e-learning has emerged as a prominent delivery mechanism in educational settings. Now, it is not uncommon to find courses that are delivered fully online or in a blended learning (Bonk & Graham, 2006) mode. In addition, with the pervasive use of handheld, mobile, and wireless technologies, mobile learning (i.e., m-learning) and ubiquitous learning (i.e., u-learning) have received extensive attention as promising trends in the field of distance education. Indeed, our goals, related to the design of environments where learning happens at anytime and any place, seem more reachable with such emerging educational technologies that maximize mobility, connectivity, and versatility. Add to that options for learner participation and contribution within such an environment, as is seen with many online tools today, and there are many exciting opportunities for learnercentered online instruction.

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