A Qualitative Study on Students Behavior Toward Sudden Online Learning Policy

Dhahir, Darman Fauzan

doi:10.30818/jitu.3.1.3111

Cited by 4 publications

(5 citation statements)

References 32 publications

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“…During the pandemic, teachers face new problems dealing with discipline of students. Students behavior toward sudden online learning show some problems such as skipped the lessons, postponed doing assignments and complained through the online communication media that had been provided (Dhahir, 2020). From the individual factors, there are cognitive learning strategies, e-learning readiness, and motivation (Keskin & Yurdugül, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In-school suspension will see students working in virtual classrooms with others who have been punished and Out-of-school will see students working on assignments alone. In line with this form of violation, in Indonesia several disturbing problems also occur, such as skipping lessons, delaying doing assignments and complaining through the online communication media that has been provided (Dhahir, 2020). This violation occurs due to several factors such as technology, self-regulation, and psychological problems originating from students, lecturers and institutions (Aini et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Students become more uncontrolled and annoyed their parents. They also show disruptive behavior and ignore the rules (playing, ignore the teachers, skipped the lessons, postponed doing assignments (Dhahir, 2020). This issue also happens in university level such as STKIP PGRI Lubuklinggau.…”

Section: Introductionmentioning

confidence: 99%

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A Study on Students’ Disruptive Behaviors in English Online Classroom and Its Solution by the Lecturers

Seli

Syafitri

Oktaviani

2021

LEEA

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This study aims to explain the views of lecturers and students of STKIP-PGRI Lubuklinggau on disruptive behavior in online English learning during the Covid 19 pandemic and describe the level of seriousness in providing the best solution to these problems. The research method used is descriptive qualitative research using grounded theory with an inductive approach. Data was collected through interviews as primary data, observation and document analysis. The subjects of this study were seven lecturers and 14 students (disruptive behavior) English Education STKIP-PGRI Lubuklinggau. The results showed seven general categories of disruptive behavior: breaking time, dishonesty, disrespect, lack of concentration, skipping lessons and assignments, doing things privately, and giving slow responses. The lecturers offered several solutions for these problems by considering the level of seriousness, such as applying positive discipline, formulating and designing rules strategies and teaching media, giving punishment and expecting to end online learning. In conclusion, by knowing students' disruptive behavior, lecturers and other parties will be more concerned about taking some appropriate actions to minimize and avoid some behaviors in improving online English learning. Keywords: Disruptive Behavior, Discipline Problems, Online Learning, Teaching in a Pandemic Period

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Study on Students’ Disruptive Behaviors in English Online Classroom and Its Solution by the Lecturers

Seli

Syafitri

Oktaviani

2021

LEEA

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“…It indicates online learning leads to important discussion. Dhahir (2020) discovered the difficulty in online learning for the junior high school students in Makassar. Sari & Rahmah (2019) investigated the cognitive, affective, and psychomotor aspects achieved by the 110 EFL students of IKIP Budi Utomo Malang.…”

Section: Introductionmentioning

confidence: 99%

Failure of Bloom�s learning domains in online learning: EFL learners� perspectives

Ambalegin

Handayani

2023

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�This naturalistic qualitative research investigated the insufficient performances of cognitive, affective, and psychomotor domains in online-class learning and the paradigm shifts of Bloom�s learning domains from face-to-face teaching learning process to internet-based teaching learning process. This research adapted the theory of Bloom�s taxonomy which discussed the cognitive, affective, and psychomotor domains. The data was taken by semi-structured interview with the university students about the online learning experience and the analysis was done by categorizing to get the grand theory. It was found that the online learning brought several positive sides such coming to class on time, saving cost for transportation, and paperless, and the negative sides of online learning were the limited reach, limited facilities, and over-cost of internet connection. Then, the cognitive failure in online learning affected the understanding, the affective failure in online learning affected the receiving, responding, valuing, organization, and characterization. The psycho-motoric failure in online learning affected fundamental movement, perceptual abilities, physical abilities, and skilled movement. The paradigm shift of Bloom�s learning domain is the way to teach, the way to behave, and the way to socialize.

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“…Online education policies, especially on the online learning system amid the Covid-19, have become one of the main focuses of almost all levels of society. This sudden policy decision may be a challenge for teachers, students, and parents in its implementation (Dhahir, 2020). Education is one of the main areas of concern, especially in efforts to develop the quality of human resources so that they can play a competent role and contribute to development.…”

Section: Introductionmentioning

confidence: 99%

Interaction of Policy Actors in Online Learning Implementation

Anggraeny¹,

Ekowanti²,

Tamrin³

2021

JGPP

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This study aims to explain and describe the interaction of policy actors in the implementation of online learning. This study uses a qualitative research method with a descriptive case study approach. Data collection techniques in this study are through observation, documentation, and interviews. The instruments in this study were: a) the researcher himself, b) interview guidelines, c) supporting tools in the form of books, pens, and d) related documents. The results showed that actor interaction can occur if there is communication between implementing actors. Communication in the implementation of online learning can be seen in the accuracy or accuracy of communication and consistency of communication regarding online learning information from the principal to the teacher and finally to students and parents. Interaction between actors, namely principals, teachers, students, and parents in the implementation of online learning has not been carried out effectively. This is because the interaction between implementing actors is unresponsive to one party, namely students and parents. Apart from that, giving complicated and difficult assignments by the teacher, which makes it difficult for students and parents to understand, is also a factor in the existence of negligence or delay

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A Qualitative Study on Students Behavior Toward Sudden Online Learning Policy

Cited by 4 publications

References 32 publications

A Study on Students’ Disruptive Behaviors in English Online Classroom and Its Solution by the Lecturers

A Study on Students’ Disruptive Behaviors in English Online Classroom and Its Solution by the Lecturers

Failure of Bloom�s learning domains in online learning: EFL learners� perspectives

Interaction of Policy Actors in Online Learning Implementation

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