Perspektif Mahasiswa terhadap Metode, Media, dan Model Pembelajaran Daring Setelah Pandemi Covid-19

Miftah Arifin; Anas Ma'ruf Annizar; Ari Faizatisyam Putra Nusantara

doi:10.30998/sap.v7i3.14247

Perspektif Mahasiswa terhadap Metode, Media, dan Model Pembelajaran Daring Setelah Pandemi Covid-19

Miftah Arifin⁽¹⁾, Anas Ma'ruf Annizar^(2*), Ari Faizatisyam Putra Nusantara⁽³⁾

(1) Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
(2)
(3) Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
(*) Corresponding Author

Abstract

As a result of the COVID-19 pandemic, there have been significant changes in the world of education, from offline learning to online learning. They have always been an exciting topic to discuss to find the most effective and efficient learning solutions for educators and students, including at the university level. For this reason, this research was conducted to explain the method of delivering material, platforms/social media, learning models that are easy and effective for students, and perceived barriers to online learning. The method used in this research is a survey method with a quantitative approach. The population is all students at Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, with the determination of the sample using the Slovin method. The results obtained showed that 57.7% the delivery of the material was more effective and efficient if it was done with live video (video conference), with a platform that was considered easy and effective was Google Meet, while the obstacle felt by 63% of the sample in online learning was the internet network. Thus, inadequate internet network was found to disturbed the concentration. Furthermore, Blended Learning was the learning model that students want to apply.

Keywords

Perspective, Online Learning, Pandemic is, Methods, Media, Models

Full Text:

PDF (Indonesian)

References

A. M. Annizar, Sofiah, A. C. Lestari, S. Dalimarta, and Y. N. Wulandari, “The process of student analytical thinking in understanding and applying lattice method to solve mathematical problem,” J. Phys. Conf. Ser., vol. 1836, no. 1, pp. 0–10, 2021, doi: 10.1088/1742-6596/1836/1/012047.

G. F. Khairunnisa, M. A. Maulyda, A. M. Annizar, L. Hijriani, and M. S. Khair, “Mathematics Communication : Translation of Elementary Students ’ Idea,” Numer. J. Mat. dan Pendidik. Mat., vol. 4, no. 2, pp. 77–86, 2020, doi: 10.25217/numerical.v4i2.781.

A. M. Annizar and F. S. Zahro, “Proses Berpikir Metafora dalam Menyelesaikan Masalah Matematis Soal HOTS Berdasarkan Kemampuan Kognitif Siswa,” J. Tadris Mat., vol. 3, no. 2, pp. 117–130, 2020, doi: 10.21274/jtm.2020.3.2.117-130.

A. M. Annizar and M. Arifin, “Perbedaan Prestasi Belajar Mahasiswa Ditinjau dari Jalur Seleksi Masuk Perguruan Tinggi,” SAP (Susunan Artik. Pendidikan), vol. 5, no. 3, pp. 197–204, 2021, doi: 10.30998/sap.v5i3.8411.

A. M. Annizar, A. C. Lestari, Sofiah, G. F. Khairunnisa, and A. M. Maulyda, “Proses Berpikir Inkuiri dalam Menyelesaikan Masalah Higher Order Thinking Skills (HOTS) Ditinjau Dari Tingkat Kognitif,” Aksioma J. Progr. Stud. Pendidik. Mat., vol. 9, no. 4, pp. 1192–1204, 2020.

D. Penrod, T. Shaw, J. Nash, M. Dierkes, and S. Collins, “Community college students’ perspectives on online learning during COVID-19 and factors related to success,” Teach. Learn. Nurs., vol. 000, pp. 1–5, 2022, doi: 10.1016/j.teln.2022.01.012.

Subakri and A. M. Annizar, “The effects of covid-19 in learning : effective and efficient online learning models of mathematical statistics and real analysis from the students ’ perspective The effects of covid-19 in learning : effective and efficient online learning models of mathe,” J. Phys. Conf. Ser., vol. 1836, no. 012048, pp. 1742–6596, 2021, doi: 10.1088/1742-6596/1836/1/012048.

M. Al-Nasa’h, L. Al-Tarawneh, F. M. Abu Awwad, and I. Ahmad, “Estimating students’ online learning satisfaction during COVID-19: A discriminant analysis,” Heliyon, vol. 7, no. 12, p. e08544, 2021, doi: 10.1016/j.heliyon.2021.e08544.

N. R. Chandrasiri and B. S. Weerakoon, “Online learning during the COVID-19 pandemic: Perceptions of allied health sciences undergraduates,” Radiography, vol. 28, no. 2, pp. 545–549, 2021, doi: 10.1016/j.radi.2021.11.008.

E. Agyeiwaah, F. Badu Baiden, E. Gamor, and F. C. Hsu, “Determining the attributes that influence students’ online learning satisfaction during COVID-19 pandemic,” J. Hosp. Leis. Sport Tour. Educ., no. xxxx, p. 100364, 2021, doi: 10.1016/j.jhlste.2021.100364.

R. Frei-Landau and O. Avidov-Ungar, “Educational equity amidst COVID-19: Exploring the online learning challenges of Bedouin and Jewish Female Preservice Teachers in Israel,” Teach. Teach. Educ., vol. 111, p. 103623, 2022, doi: 10.1016/j.tate.2021.103623.

T. Binali, C. C. Tsai, and H. Y. Chang, “University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification,” Comput. Educ., vol. 175, no. November 2020, p. 104315, 2021, doi: 10.1016/j.compedu.2021.104315.

J. Melgaard, R. Monir, L. A. Lasrado, and A. Fagerstrøm, “Academic Procrastination and Online Learning during the COVID-19 Pandemic,” Procedia Comput. Sci., vol. 196, no. 2021, pp. 117–124, 2021, doi: 10.1016/j.procs.2021.11.080.

A. Shahraki, M. Abbasi, A. Taherkordi, and A. D. Jurcut, “A comparative study on online machine learning techniques for network traffic streams analysis,” Comput. Networks, vol. 207, no. February, p. 108836, 2022, doi: 10.1016/j.comnet.2022.108836.

A. M. Annizar, Masrurotullaily, M. H. D. Jakaria, M. Mukhlis, and F. Apriyono, “Problem solving analysis of rational inequality based on IDEAL model,” 2020, doi: 10.1088/1742-6596/1465/1/012033.

A. M. Annizar, R. Q. Hulwana, N. Husein, and S. I. Sa’adah, “empowement and improving the quality of village assets in the field of education during a pandemic,” Ngarsa J. Dedidation Based Local Wisdom, vol. 1, no. 1, pp. 83–92, 2021, doi: 10.1088/1742-6596/1465/1/012054.

J. W. Creswell, Educational Research: Palnning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson, 2012.

F. M. Reimers and A. Schleicher, “A framework to guide an educational response to the Covid 19 Pandemic of 2020,” Organ. Econ. Co-operation Dev., vol. 66, no. 3, pp. 3–40, 2020, [Online]. Available: https://read.oecd-ilibrary.org/view/?ref=126_126988-t63lxosohs&title=A-framework-to-guide-an-education-response-to-the-Covid-19-Pandemic-of-2020.

C. Dichev, D. Dicheva, G. Agre, and G. Angelova, “Current practices, trends and challenges in k-12 online learning,” Cybern. Inf. Technol., vol. 13, no. 3, pp. 91–110, 2013, doi: 10.2478/cait-2013-0028.

H. Abuhassna and N. Yahaya, “Students’ utilization of distance learning through an interventional online module based on moore transactional distance theory,” Eurasia J. Math. Sci. Technol. Educ., vol. 14, no. 7, pp. 3043–3052, 2018, doi: 10.29333/ejmste/91606.

A. A. Okaz, “Integrating Blended Learning in Higher Education,” Procedia - Soc. Behav. Sci., vol. 186, pp. 600–603, 2015, doi: 10.1016/j.sbspro.2015.04.086.

M. Nakayama, H. Yamamoto, and R. Santiago, “Relationship between learner characteristics and learning performance in hybrid courses among Japanese students,” Proc. Int. Conf. e-Learning, ICEL, vol. 2007-Janua, no. 3, pp. 341–349, 2007.

DOI: http://dx.doi.org/10.30998/sap.v7i3.14247