BELAJAR BERSAMA COVID 19: Evaluasi Pembelajaran Daring Era Pandemi di Perguruan Tinggi Keagamaan Islam Negeri, Papua Barat

Abstract

This research aims to encourage the implementation of bold learning in the State Islamic HigherEducation since the COVID-19 outbreak. The research method uses the CIPP evaluation model developed by Stufflebeam. The number of samples is set at 263 at a 5% margin of error. Data was collected through an open survey technique with a questionnaire-assisted instrument form Google. Analysis data is used as a quantitative descriptive. The results of the study showed that the implementation of bold learning had been carried out well amid the co-19 pandemic. Contextindicators, inputs, processes, and average production are in a good category. Interesting finding students as learning objects of financial difficulties in fulfilling network access. The conclusion is a bold learning model that is quite effective and can be used as a learning medium accompanied byPandemic. In addition, as an agreement, an immediate policy on education costs must be carried out which is the impact of COVID-19.

Survey Pelaksaan Pembelajaran Pjok Secara Daring Pada Masa Pandemi Covid-19

“…Sejak surat keputusan dari Menteri Pendidikan dan Kebudayaan terbit mengenai upaya pencegahan dan penyebaran virus corona atau Covid-19, semua kegiatan pembelajaran secara langsung mulai diliburkan sementara waktu. Pembelajaran daring dilakukan sebagai pilihan stategis dalam memutus penyembaran wabah covid-19 (Yudiawan, 2020). Pandemi Covid 19 atau masuknya virus Corona ke Indonesia telah mengubah proses pembelajaran sekolah di hampir sebagian besar wilayah Indonesia menjadi Pendidikan Jarak Jauh (PJJ), belajar dari rumah, atau School from Home (SFH) (Megawanti et al, 2020).…”

“…Pertama, kajian tentang implementasi pelaksanaan pembelajaran daring (Yudiawan, 2020). Seiring dengan perkembangan tersebut metode pembelajaran juga banyak mengalami perkembangan, baik metode pembelajaran secara personal, media pembelajaran ataupun proses pembelajaran.…”

Persepsi Mahasiswa terhadap Learning Management System (LMS): Pengaruh Lokasi, Perangkat dan Analisis Kepuasan Mahasiswa

“…Sebaliknya mahasiswa menganggap akses internet di tempatnya tidak berjalan dengan lancar, makanya butir C4 mendapatkan nilai paling rendah. Artinya pada kategori ini mahasiswa cukup puas dengan kemudahan dalam mengakses materi perkuliahan, akan tetapi terkendala pada kelancaran koneksi internet pada saat menjalani perkuliahan daring, dan tidak meratanya koneksi internet di beberapa daerah (Sadikin & Hamidah, 2020;Yudiawan, 2020).…”

Challenges Faced by Teachers in Remote Area During Pandemic Covid-19

“…So far, the study of the online learning system in the Covid-19 era focused on two trends [13]. Firstly, it focuses on researching the online learning implementation [14].…”

“…Secondly, it investigates the problems or the impacts of the policy of online learning implementation [20], [21]. Yudiawan adds that evaluation in the implementation of online learning has not been carried out comprehensively in both of these research trends [13]. Most of all, evaluation is important in every implementation of activities or programs to ensure the objectives are in line with standards [22].…”