scholarly journals Implementasi Pendekatan Saintifik pada Pembelajaran Daring Selama Masa Pandemi Covid-19 di Lembaga Pendidikan Dasar

AS-SABIQUN ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 45-63
Author(s):  
Ahmad Izzuddin
Keyword(s):  
Online Learning ◽  
Basic Education ◽  
Parental Supervision ◽  
Learning Technology ◽  
Learning Approaches ◽  
Student Interactions ◽  
Scientific Approach ◽  
Asking Questions ◽  
Online Methods ◽  
The Impact

The impact of the Covid-19 pandemic is felt at all levels of education, from elementary to higher education. The existence of this pandemic has become a challenge for educators to innovate in developing and implementing lesson plans that have been prepared previously. One of the learning approaches used is the scientific approach. This approach trains students to learn with the scientific method through the process of observing, asking questions, gathering information, experimenting, associating and communicating the material they are learning. This is where the ability of a teacher is required to be creative in integrating the steps of the scientific approach with online methods. During the past year, the implementation of a scientific approach in online learning during the Covid-19 pandemic has been carried out in basic education institutions with quite good results. Some of the advantages of the scientific approach using online learning include (1) the dependence of students on educators is slightly reduced because learning is carried out more at home through the network (online) (2) the flexibility of time and place to take the steps of the scientific approach to be a separate experience for students (3 ) train students to use learning technology from an early age. The weaknesses of online learning include (1) internet signal/connection is not very stable (2) teacher and student interactions cannot interact directly (3) still lack of facilities and infrastructure in the implementation of online learning (4) inadequate parental supervision This causes students to often lose focus in learning.

scholarly journals Pengaruh Emergency Remote Learning Untuk Melihat Motivasi Belajar Anak Usia Dini

2020 ◽  
Vol 2 (2) ◽  
pp. 68-82
Author(s):  
Mardi Fitri
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Technological Development ◽  
Learning System ◽  
Learning Motivation ◽  
Technology In Education ◽  
Learning Technology ◽  
Early Childhood Learning ◽  
The Impact ◽  
Remote Learning

ABSTRAK : Kepesatan perkembangan teknologi berdampak pada sitem pembelajaran termasuk pada anak usia dini. Penelitian ini bertujuan untuk mengetahui pengaruh emergency remote learning terhadap motivasi belajar anak usia dini. Metode penelitian menggunakan penelitian kajian literatur. Berbagai literatur tentang pembelajaran daring dihimpun dalam penelitian ini. Temuan penilitian ini yaitu, pembelajaran daring sebenarnya  dapat  membangkitkan motivasi  belajar  anak  dengan  syarat adanya dukungan dari orangtua dan pendidik, pemanfaatan media seperti  zoom  dan  lainnya  diperlukan untuk membuat pembelajaran agar lebih menarik dan pemanfaatan teknologi belajar  dalam  pendidikan  tidak  dapat  dilepaskan,  maka  perlu  adaptasi antara orangtua, peserta didik dan pendidik dalam pembelajaran daring. Hasil penelitian ini memberikan kontribusi dalam pengetahuan tentang dampak pembelajaran daring terhadap motivasi belajar anak usia dini. Rekomendasi untuk penelitian selanjutnya adalah agar melakukan penelitian eksperimen dan penelitian tindakan kelas untuk mengetahui dampak langsung dari pembelajaran daring. ABSTRACT : The rapidity of technological development has an impact on the learning system, including early childhood. This study aims to determine the effect of emergency remote learning on early childhood learning motivation. The research method used literature review research. Various literatures on online learning were collected in this study. The findings of this study are, first, online learning can actually arouse children's learning motivation on the condition that there is support from parents and educators. Second, the use of media such as zoom and others is needed to make learning more interesting. Third, the use of learning technology in education cannot be separated, it is necessary to adapt between parents, students and educators in online learning. The results of this study contribute to knowledge about the impact of online learning on early childhood learning motivation. The recommendation for further research is to carry out experimental research and classroom action research to determine the direct impact of online learning.

scholarly journals Perceptions of the Impact of Online Learning as a Distance-based Learning Model on the Professional Practices of Working Nurses in Northern Ontario | Perceptions de l’impact de l’apprentissage en ligne comme modèle d’apprentissage à distance sur les pratiques professionnelles du personnel infirmier du nord de l’Ontario

2016 ◽  
Vol 42 (3) ◽  
Author(s):  
Lorraine Mary Carter ◽  
Mary Hanna ◽  
Wayne Warry
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Learning Approaches ◽  
Northern Ontario ◽  
Soins Infirmiers ◽  
Factors Affecting ◽  
Life Study ◽  
Pratiques Professionnelles ◽  
Personnel Infirmier ◽  
The Impact

Nurses in Canada face diverse challenges to their ongoing educational pursuits. As a result, they have been early adopters of courses and programs based on distance education principles and, in particular, online learning models. In the study described in this paper, nurses studying at two northern universities, in programs involving online learning, were interviewed about their learning experiences and the impact of these experiences on their practice. The study led to insights into the factors affecting teaching and learning in distance settings; the complex work-life-study roles experienced by some nurses; life and work realities in northern settings; and the sustained importance of access enabled by online learning approaches. Au Canada, le personnel infirmier fait face à divers défis relatifs à l’éducation permanente. Les infirmiers et infirmières ont donc été parmi les premiers à adopter les cours et programmes appuyant les principes de l’éducation à distance et, en particulier, les modèles d’apprentissage en ligne. Dans l’étude que décrit cet article, le personnel infirmier étudiant dans deux universités du nord de l’Ontario, dans des programmes utilisant l’apprentissage en ligne, a été interviewé au sujet de ses expériences d’apprentissage et de l’incidence que celui-ci a eu sur la pratique des soins infirmiers. L’étude a permis de mieux comprendre les facteurs qui affectent l’enseignement et l’apprentissage à distance, les rôles complexes que jouent certains infirmiers et infirmières dans leur travail-vie-formation, les réalités de la vie et du travail dans les contextes nordiques et l’importance durable de l’accès que permettent les approches d’enseignement en ligne.

scholarly journals Pelatihan Pemanfaatan E-Learning Berbasis Website Bagi Guru Pendidikan Teknik Otomotif Di Kota Kupang

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Priyono Priyono ◽  
Edy Suprapto ◽  
Fahrizal Fahrizal ◽  
Basri K
Keyword(s):  
Independent Learning ◽  
Learning Technology ◽  
Learning Approaches ◽  
Training Method ◽  
Face To Face ◽  
A Value ◽  
Hands On ◽  
E Learning ◽  
The Impact

The change in learning models from conventional to online due to the impact of the COVID-19 pandemic has changed the way of thinking, methods used, paradigms and learning approaches that prioritize independent learning online with internet facilities. Through the internet all information is available, but it still has to be shared and sorted according to the needs and information to be taught to students. For this reason, competent teachers are needed, not only pedagogically, socially and professionally, but also required to master learning technology. This training is conducted to train teachers in planning, designing, developing and operating webside-based e-learning in the learning process that will be carried out with their students. The training method is designed with an online training and face-to-face approach. The approach uses hands-on exercises, tutorials and follow-up consultations. The results of the training showed an increase in the knowledge and skills of teachers about learning media. Before the training, the average understanding of teachers about learning media got a value of 52, while after being given training it became 84. Then seen from the skills of making media, before training teachers could not create website-based media, but after being given training teachers could create and develop media webside based learning.

scholarly journals Dampak Implementasi Pembelajaran Daring Terhadap Karakter Anak Di Masa Pandemi Covid-19

2021 ◽  
Vol 5 (2) ◽  
pp. 79-89
Author(s):  
Alfi Rohmatul Azizah ◽  
Ahmad Samawi ◽  
Nur Anisa
Keyword(s):  
Online Learning ◽  
Network Effects ◽  
Learning System ◽  
Learning Technology ◽  
Online Study ◽  
Child Competence ◽  
Self Sufficiency ◽  
Negative Effect ◽  
The Impact ◽  
Positive Effect

The COVID-19 pandemic was caused the transformation of the learning system in the world to change rapidly. Learning through the network effects creating childhood's character. The study aims to describe the impact of the implementation of online learning on the character of children generated during the online study using the google classroom and zoom cloud meeting. The study used a qualitative approach with case studies in data collection by observation, interview, questionnaire, and documentary. As a result of this study, it may be noted that there has been a positive and negative effect on the character of children when online study through google classroom and zoom cloud meeting. The positive effect of the implementation of online learning during the covid-19 pandemic is demonstrated with child competence in the use of learning technology and the emergence of certain characteristics such as responsibility, discipline, religion, nationalism, courage, patience, and self-sufficiency. On the other hand, the implementation of online learning causes a drop in child sociability

How Does Prior Knowledge Impact Students’ Online Learning Behaviors?

2011 ◽  
Vol 1 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Kirsten R. Butcher ◽  
Tamara Sumner
Keyword(s):  
Online Learning ◽  
Prior Knowledge ◽  
Domain Knowledge ◽  
Learning Task ◽  
Factual Knowledge ◽  
Student Interactions ◽  
Digital Resources ◽  
Web Based ◽  
Learning Behaviors ◽  
The Impact

This study explored the impact of prior domain knowledge on students’ strategies and use of digital resources during a Web-based learning task. Domain knowledge was measured using pre- and posttests of factual knowledge and knowledge application. Students utilized an age- and topic-relevant collection of 796 Web resources drawn from an existing educational digital library to revise essays that they had written prior to the online learning task. Following essay revision, participants self-reported their strategies for improving their essays. Screen-capture software was used to record all student interactions with Web-based resources and all modifications to their essays. Analyses examined the relationship between different levels of students’ prior knowledge and online learning behaviors, self-reported strategies, and learning outcomes. Findings demonstrated that higher levels of factual prior knowledge were associated with deeper learning and stronger use of digital resources, but that higher levels of deep prior knowledge were associated with less frequent use of online content and fewer deep revisions. These results suggest that factual knowledge can serve as a useful knowledge base during self-directed, online learning tasks, but deeper prior knowledge may lead novice learners to adopt suboptimal processes and behaviors.

scholarly journals The Impact of Online Learning Processes in Primary School During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Slamet Utomo
Keyword(s):  
Online Learning ◽  
Learning Technologies ◽  
Learning Assessment ◽  
Technology Skills ◽  
Learning Approaches ◽  
Preparation Step ◽  
Distance Learning Technologies ◽  
Negative Impacts ◽  
Using Data ◽  
The Impact

The aim of the study was to describe the online learning approaches used at SDN Cabean 3 Demak during the COVID-19 pandemic, and to describe the impact of this online learning on the teachers, students and parents. This research was a qualitative case study. The participants were teachers, students and parents of the first through fifth grade at SDN Cabean 3 Demak. Data were collected through open questionnaires, interviews, and documentations. The data were analyzed by using data reduction, data display, and conclusion. The results of the study showed that: 1) The application of distance learning technologies at SDN Cabean 3 Demak consisted of a preparation step, process-specific planning, and learning assessment phases via WhatsApp groups; and 2) The impact of this online learning on the teachers, students and parents could be seen by creating WhatsApp groups for each class. The positive impacts included that teachers, students and parents obtained new learning experiences, developed technology skills and could benefit from the flexible timing of the online environment. The negative impacts were having to deal with internet credits, issues with internet signal, lack of technology skills and incomplete materials based on curriculum achievements. Keywords: online learning

scholarly journals Effect of Mind Mapping as a Learning Tool on Online Learning of Chemistry

2021 ◽  
Vol 2 (2) ◽  
pp. 47-58
Author(s):  
GEORGE NYAGBLORMASE ◽  
ALEXANDER GYAMPOH ◽  
James Hinson ◽  
BENJAMIN AIDOO ◽  
Ernest Yeboah
Keyword(s):  
Online Learning ◽  
Basic Education ◽  
First Year ◽  
Learning Approaches ◽  
Tertiary Institutions ◽  
Home Based ◽  
Bachelor Of Education ◽  
Academic Calendar ◽  
Mind Maps ◽  
The Mind

The advent of the Covid-19 pandemic brought distortions in the academic calendar of nations when educational institutions were closed. As a way of filling the gap created in the trend, tertiary institutions introduced online learning to support students’ learning while at home. There was also the need to introduce alternative learning approaches to students that will help them summarize and represent the lengthy lecture notes and reading materials into meaningful and memorable units. This study looks at the effectiveness of mind maps in promoting this home-based online learning.  The participants were seventy-one (71) first-year Bachelor of Education students pursuing a 4-year degree program in Basic Education in Kibi Presbyterian College of Education. One group consists of students pursuing Home Economics as their major and the other primary education. A test and questionnaire were used to collect data. T-test was used to test the significance of the performance of the two groups, and multiple regression was used to find an association between the use of the strategy and students’ performance. The statistical software used for data analysis was IBM’s SPSS version 25. The result shows that the mind map strategy helped learners retain knowledge; however, students’ understanding of concepts was low

scholarly journals TRAINING BY USING ZOOM MEETING TO IMPROVE TEACHING SKILLS AT SDN 017 SUNGAI GANTANG

2021 ◽  
Vol 5 (5) ◽  
pp. 1434
Author(s):  
Jawardi Jawardi
Keyword(s):  
Online Learning ◽  
Action Research ◽  
Research Method ◽  
School Principals ◽  
Class Action ◽  
Routine Activity ◽  
Teaching Skills ◽  
Asking Questions ◽  
Opening And Closing ◽  
The Impact

Basic teaching skills are related to some basic and inherent abilities or skills that every teacher must possess and actualize (Mulyasa, 2013; Achdiani and Rusliyani, 2017). For this reason, training was carried out by using Zoom meetings through the Class Action research method in two cycles. The research was conducted at SDN 017 Sungai Gantang, Kecamatan Kempas, Kabupaten Indragiri Hilir which involved 9 (nine) teachers. The research was conducted for 3 months from March to May 2020. The results of the research in cycle I found that the teacher's ability in teaching skills at SDN 017 Sungai Gantang, Kecamatan Kempas, Kabupaten Indragiri Hilir was categorized as good, but there was one teacher who was still in the sufficient category in the skill of asking questions with a score of 65. It was seen that the asking question skills were not seen, in which the teacher asked for explanations and provided the stimulus to students. Similarly, in the next component, namely the skills of opening and closing lessons, there were some teachers who were still missing due to network constraints so they forgot to give openings in lessons. Data in cycle II illustrated that there were 3 teachers got a good category in teaching and 3 teachers got a very good category in doing online learning. This was the impact of training on teaching skills carried out by school principals as a routine activity in improving teachers’ professionalism. 

scholarly journals Impelementasi Pelaksanaan Pembelajaran Kurikulum 2013 dengan Pendekatan Saintifik Tema III Peduli Terhadap Makhluk Hidup

2021 ◽  
Vol 1 (1) ◽  
pp. 125-140
Author(s):  
Eka Tusyana ◽  
Ulum Fatimatul Markhumah
Keyword(s):  
Learning Process ◽  
Phenomenological Approach ◽  
Learning Activities ◽  
Learning Material ◽  
Learning Approaches ◽  
The Core ◽  
Living Things ◽  
Scientific Approach ◽  
Asking Questions ◽  
The Republic

The purpose of this study is to describe the implementation of the  curriculum 2013 learning implementation with a scientific approach to theme III caring for living things in class IV SD Negeri 1 Kauman Jombang. The learning aspect activities include the initial learning activities, the core learning activities, and the closing learning activities. This type of research is qualitative with a phenomenological approach. Data collection techniques in this study are observation, interviews, and documentation. The results of this study indicate that the implementation of the curriculum 2013 learning with a scientific approach to theme III cares about living things 1) The initial activities are carried out in accordance with the Appendix contained in Permendikbud of the Republic of Indonesia Number 103 of 2014 which is humorous, caring, assertive, making children relax in learning, arouse students' enthusiasm. 2) The core activities are carried out by meeting the standards of implementing scientific learning approaches such as making observations, asking questions, gathering information / asking questions, and associating. 3) Closing activities are carried out properly in accordance with the closing activities of the learning process which includes closing learning activities, conducting assessments, concluding learning materials, providing feedback on the learning process and learning outcomes, as well as conveying learning material to be learned at the next meeting

THE FEATURES OF ORGANIZING BLENDED LEARNING USING LMS MOODLE

2018 ◽  
pp. 43-50 ◽  
Author(s):  
E. V. Karmanova
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Training ◽  
Educational Process ◽  
Learning Technology ◽  
Full Time ◽  
Educational Organizations ◽  
Teaching Materials ◽  
The World

The technology of blended learning is one of the modern trends in education both in the world and in Russia. The article explores the various possibilities of blended learning technology. As a means of implementing online learning, it is proposed to use LMS Moodle, which is widely used among educational organizations. The categorization of the main elements of Moodle from the perspective of the organization of pedagogical control, forms of presentation of teaching materials is presented. Examples of the use of basic resources and elements of Moodle in the educational process are given. The interactive properties of individual elements those allow you to more effectively implement online learning in blended learning technology are revealed. An approach is proposed to understand the essence of blended learning technology as a technology that allows to activate a student’s activities in the framework of full-time education by using online training and transferring (from full-time education) those activities that students are able to implement in the absence of a teacher.

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