Communication skills and its role in decreasing tension in online learning during covid 19 pandemic: Case study of public schools

AlKhamaiseh, Omar Soud

doi:10.18844/cjes.v17i2.6812

Cited by 3 publications

(3 citation statements)

References 19 publications

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“…Authors concur that during science learning, students must build their collaboration abilities since they must be able to work with teammates to solve problems [2,14,28]. Moreover, Communication is also considered a vital component of education as it has a significant impact on students' cognitive perception [29,30]. There are no disagreements on the significance and prevalence of Critical thinking and problem solving in Science Education across various educational systems.…”

Section: Mobile-technology-supported Inquiry-based Learning (Mibl) In...mentioning

confidence: 98%

Assessing Students’ Awareness of 4Cs Skills after Mobile-Technology-Supported Inquiry-Based Learning

et al. 2023

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Inquiry-based learning (IBL) is essential to Science Education since it improves students’ conceptual comprehension, higher-order thinking abilities, and interpersonal skills. Mobile technology (mIBL) promotes active learning, facilitates access to learning materials, and enhances IBL in terms of mobility and rapid feedback. This study assesses the 9th grade students’ awareness of 4Cs skills (Collaboration, Communication, Critical thinking and problem solving, and Creativity) after participating in mobile-technology-supported inquiry-based Teaching Learning Sequence (TLS). Additionally, the study investigates the qualities/characteristics students cite before and after the TLS in relation to these skills. The results of a questionnaire administered to students indicate that their awareness of these skills has increased as a result of the TLS. Specifically, the TLS seems to have a greater impact on Collaboration and Communication than on Critical thinking and problem solving, and Creativity. An additional qualitative investigation of students’ written answers to explanatory open-ended questions before and after the entire procedure found intriguing data confirming their shift in 4Cs awareness.

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Section: Mobile-technology-supported Inquiry-based Learning (Mibl) In...mentioning

confidence: 98%

Assessing Students’ Awareness of 4Cs Skills after Mobile-Technology-Supported Inquiry-Based Learning

et al. 2023

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“…Kemampuan berkomunikasi membantu peserta didik untuk secara leluasa mengekspresikan diri mereka dengan berbagi ide-ide bersama orang lain. (AlKhamaiseh, 2022). Hal tersebut didukung oleh pendapat Erlangga (2017) yang mengemukakan bahwa kemampuan berkomunikasi adalah suatu proses interaksi yang saling memengaruhi dan bertukar informasi, pengetahuan, serta gagasan dengan tujuan agar semua pihak terlibat dan memiliki informasi yang sama.…”

Section: Pendahuluanunclassified

Analisis Keterampilan Komunikasi Peserta Didik Kelas V pada Model Pembelajaran Inkuiri dan Radec

Suryadi,

Sopandi,

Sujana

2024

ideguru

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Keterampilan komunikasi adalah salah satu keterampilan fundamental yang wajib dimiliki oleh semua peserta didik. Peran guru sangat berpengaruh terhadap keterampilan komunikasi para peserta didik. Salah satu yang dapat mendukung perkembangan keterampilan komunikasi mereka adalah model pembelajaran yang diimplemantsikan oleh guru. Oleh karena itu, sangatlah penting untuk menggunakan model pembelajaran yang tepat guna melatih keterampilan komunikasi para peserta didik. Tujuan dari penelitian ini adalah untuk memberikan gambaran mengenai kemampuan berkomunikasi peserta didik dengan menerapkan model pembelajaran inkuiri dan RADEC pada materi tentang sifat-sifat cahaya. Metode pada penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian melibatkan peserta didik kelas V salah satu sekolah dasar negeri di Kota Bandung. Observasi, wawancara, dan dokumentasi digunakan sebagai teknik pengumpulan data. Teknik analisis data dalam penelitian ini menggunakan model Miles dan Huberman yaitu, pengumpulan data, reduksi data, penyajian data, serta pengambilan kesimpulan atau verifikasi. Validitas data diuji melalui pendekatan triangulasi. Hasil penelitian menyatakan persentase keterampilan komunikasi peserta didik dengan menggunakan model pembelajaran inkuiri mencapai 77,12%, sementara persentase keterampilam komunikasi peserta didik yang menggunakan model pembelajaran RADEC mencapai 80,34%. Dapat disimpulkan model pembelajaran RADEC memiliki dampak yang lebih efektif dalam melatih keterampilan komunikasi peserta didik dibandingkan model pembelajaran Inkuiri. Meskipun demikian, kedua model pembelajaran tetap memberikan kesempatan bagi peserta didik untuk berpartisipasi secara aktif serta melatih keterampilan komunikasi mereka.

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“…Currently, lecturers in universities carry out online learning using e-learning applications facilitated by university institutions, but the majority of teachers experience obstacles such as ineffective learning (Suartama et al, 2019;Vezne, 2020). The current COVID-19 pandemic period requires new, innovative methods to improve students' communication skills and reduce tension in online learning (AlKhamaiseh, 2022). On the other hand, the application of online learning, such as using expository learning and assignments carried out through Google Meet or Zoom meeting, has become a separate problem in the current COVID-19 pandemic situation.…”

Section: Introductionmentioning

confidence: 99%

Development of the CPOL design to improve the ability to develop teaching materials

Yunus

Amirullah

Safiah

et al. 2022

CJES

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This study aims to develop an online-based collaborative project learning model design that can improve students’ abilities in developing teaching materials. The method used is research and development. Data collection instruments are questionnaires and rubrics. Data analysis used descriptive statistics. The validation test used the individual content validity index and the overall content validity index. The Collaborative Project Online Learning (CPOL) model developed consists of six stages in learning: (1) orientation, (2) understanding project concepts and tasks, (3) designing and determining project themes, (4) working on project assignments, (5) presenting project assignments, and (6) evaluating project assignments. The results show that the content validity index shows a good category. Students are also good at developing teaching materials. Thus, the design of the CPOL model can be used in the course of developing teaching materials in higher education. Keywords: Designing, collaborative project, online learning, ability to develop, teaching materials.

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Communication skills and its role in decreasing tension in online learning during covid 19 pandemic: Case study of public schools

Cited by 3 publications

References 19 publications

Assessing Students’ Awareness of 4Cs Skills after Mobile-Technology-Supported Inquiry-Based Learning

Assessing Students’ Awareness of 4Cs Skills after Mobile-Technology-Supported Inquiry-Based Learning

Analisis Keterampilan Komunikasi Peserta Didik Kelas V pada Model Pembelajaran Inkuiri dan Radec

Development of the CPOL design to improve the ability to develop teaching materials

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