Analisis Perhatian Dan Keterlibatan Siswa Pada Pembelajaran Secara Daring

Abstract

The background in this study discusses student interest in learning geography during the covid-19 pandemic. This study aims to determine how happy feelings, student interest, student attention, and student involvement in learning geography online. The research method used is qualitative research. This research was conducted at SMA Negeri 2 Sungai Raya by interviewing seven students in class XI Social Sciences based on the recommendations given by the teacher and geography teacher for class XI Social Sciences at SMA Negeri 2 Sungai Raya. The study results indicate that students are diligent in attending and have feelings of pleasure in participating in online geography learning activities. Students are less interested in studying geography outside class hours because they only learn when there are assignments or tests. Students sometimes have problems understanding the material given by the teacher, but students want to try to understand the material provided by the teacher. The involvement of students in learning, including less due to the absence of discussion between teachers and students. This study concludes that students still are interested in learning geography online, but the overall indicators are not good. Because there is a lack of student involvement in online geography learning, most students feel obstacles in understanding the material given by the teacher.

Portfolio Assessment in Scope of Learning Competence-Based Islamic Religious Education (PAI)

“…In the learning process the main principle is the process of involving all/most of the students' potential (physical and non-physical) and its meaning for themselves and their life now and in the future (life skills). (Nasution et al, 2022). In learning portfolio-based there are 7 principles, namely cooperative group learning, student based, democratic-munanistic and transparent, factual based (learning material related to life), multi dimensional, namely multi domain, multi facet, multi media/source and multi assessment, function teachers as classroom facilities and places, schools and outside schools.…”

Pola Interaksi Guru dengan Siswa Berbasis al Rahmah: Telaah terhadap Q.S Ali Imran: 159 dan al Kahf: 60-82

“…53 Interaksi formal merupakan interaksi yang terjadi selama proses pembelajaran, sementara interaksi non formal adalah interaksi yang terjadi di luar proses pembelajaran, seperti interaksi waktu istirahat, waktu rekreasi dan sebagainya. 54 Interkasi akan berjalan secara efektif, jika selama proses interaksi guru mampu menampilkan sosok yang berwibawa, ramah, mampu menjalin keakraban, menampilkan sikap kasih sayang dan penuh perhatian. 55 Hal ini sejalan dengan hasil riset yang menjelaskan bahwa guru yang disenagi oleh siswa dalam berinteraksi adalah guru yang memiliki keterampilan komunikasi dan sosial yang bagus.…”

Keterlibatan Pembelajaran Online Mahasiswa FKIP Selama Pandemi Cocid-19 Berdasarkan Gender dan Domisili : Analisis Dengan Metode Rasch

“…Dengan penggunaan aplikasi dalam pembelajaran online tidak kalah pentingnya adalah untuk mengetahui sejauh mana keterlibatan mereka dalam pembelajaran online, karena hal ini tentu berbeda dengan tatap muka. Lebih lanjut dalam penelitian yang dilakukan untuk melihat keterlibatan siswa dalam pembelajaran online (Nasution et al, 2022;Purba et al, 2021) demikian pula penelitian yang dilakukan di Malaysia yang dikaitkan dengan demografi siswa seperti gender, etnis, tingkat studi, menunjukkan keterlibatan yang tinggi dalam tingkat studi tapi masih terbatas dalam hasil penelitian jika ditinjau dari domisili saat pembelajaran online dilakukan (Adams et al, 2021).…”