This study aims to compare the results of offline and online learning methods based on the analysis of student learning scores. The method used in this research is a quantitative comparative study. Data collection was carried out after the offline and online learning processes were completed in different semesters. The research location is at Widyatama University. The research sample of first-year students for the 2019/2020 academic year was 36 students and the first-year students of the 2020/2021 school year were 29 students. The total sample is 77 students. The sample selected is level one because the subjects that are the object of research are at level one. The data used as research are the results of the student learning process in Indonesian language courses in the form of scores: 1) attendance, 2) task results, 3) UTS, and 4) UAS. This research was conducted by taking data on the results of the four components above during offline learning in 2019 and data on the results of scores during the online learning process in 2020. The data were analyzed by comparison using the SPPS test. The results obtained from this study are that there is a difference in the average passing grade between offline and online learning with a difference of 06.92 in value. Based on these results, it can be concluded that offline lectures produce higher lecture scores than online lectures.

Penelitian ini bertujuan untuk menjelaskan perbedaan hasil menulis esai antara kelas kontrol dengan kelas eksperimen melalui strategi permainan catalisting yang berorientasi pada kecerdasan linguistik pada mahasiswa tingkat III di STKIP Siliwangi Bandung. Desain penelitian ini adalah kuasi eksperimen (Quasi Experimental Design) dengan menggunakan bentuk nonequivalent control group design. Teknik pengumpulan data meliputi observasi, angket dan tes. Hasil penelitian menunjukan bahwa strategi permainan catalisting yang berorientasi pada kecerdasan linguistik pada mahasiswa tingkat III di STKIP Siliwangi Bandung terbukti efektif, baik dari segi pembelajaran maupun proses pembelajaran. Secara rinci dijelaskan sebagai berikut, (1) Nilai rata-rata kelas eksperimen adalah 76,39 sedangkan kelas kontrol nilai rata-ratanya adalah 70,31. Hasil uji statistik menunjukan nilai signifikasi pada uji independent t test nilai sig. 0, 03 < 0,05 maka ada perbedaan di antara nilai kelas eksperimen dengan kelas kontrol. Dengan kata lain Ho ditolak, Ha diterima. Maka dapat disimpulkan adanya perbedaan yang signifikan pada hasil belajar menuls esai antara kelas kontrol dan kelas eksperimen. (2) Hasil respons tanggapan mahasiswa terhadap penggunaan strategi permainan catalisting yang berorientasi pada kecerdasan linguistik dalam pembelajaran menulis esai menunjukkan respons yang baik, yaitu sebanyak 91,81% (32 mahasiswa) memberikan respons positif sedangkan 8,19% (3 mahasiswa) memberikan respons negatif. (3) pembelajaran menulis esai dengan strategi PC-KL lebih menyenangkan dan memudahkan mahasiswa dalam mencari ide sebuah tulisan.Kata kunci: Strategi catalisting, kecerdasan linguistik, pembelajaran, menulis esai

Electronic learning system or better known as e-learning (electronic learning) is a learning program designed using web-based computer networks and the internet. The use of this system in Indonesian tertiary institutions continues to grow annually. One reason this system continues to evolve is that it is considered effective for distance learning and can help a wider area with more students. Besides, the system causes students and teachers not to use a protocol system that shows its rigid nature. Lectures run more flexibly by sticking to the final results already listed in the curriculum. To measure the level of success of a learning process evaluation is needed. One type of evaluation that can be used is authentic assessment. This assessment involves all the processes carried out in each lecture activity starting from the process, attitude, results. The research method used is descriptive qualitative. The results obtained were 86.21% of students actively involved in the lecturing process. For assignment grades, 31.03% of students received an Excellent grade (SB), 65.52% received a good grade (B). For the UTS score, the highest value obtained in the Good criteria (B) is 52.72%. The rest are in the Fair (C) and less (K) criteria. For UAS, the highest score depends on the Good criteria (B) 65.52%, while the rest depends on sufficient criteria and requires improvement. From the results of these data, it is evident that e-learning lectures require additional evaluations for each meeting, periodic checks, and fast responses to complaints expressed by students both related to teaching materials and those related to the system. Keywords: Authentic Assessment, Writing Scientific Papers, E-Learning Â