E-Learning Moodle, Media Pembelajaran Fisika Abad 21

Abstract

[Title: Moodle E-Learning, the 21st Century Physics Learning Media] A distinctive characteristic of 21st-century learning is digital communication, meaning that the learning process is no longer face to face course between teachers and students but is more of an internet-based (e-learning) modern learning. The process of implementing e-learning requires a Learning Management System (LMS) which functions to regulate the management of learning. One of the LMS that can be used in organizing e-learning learning is moodle. Moodle e-learning can be used as a medium to improve the quality of interactive learning and support for the implementation of blended learning. Through e-learning moodle learning material can be accessed anytime and anywhere, besides that the material can be enriched with various learning resources including multimedia, which can be quickly updated by the instructor. In addition, the facilities offered in moodle e-learning learning are able to display learning materials that are abstract in nature into material that can be witnessed in person. Material samples that are mostly abstract are material on physics subjects. Therefore, moodle electronic learning is expected to be able to help students master the concepts in physics learning.

Factors affecting the adoption of e-learning in Indonesia: Lesson from Covid-19

“…In the context of Indonesia, the implementation of e-learning faces enormous challenges. A prior study by Anggraeni and Sole (2018) mentioned that e-learning is linked with insufficient internet accessibility, technical skills, administration support, and inadequate content design. Additionally, Chaeuruman (2018); Pratama and Arief (2019) remarked that the existing issue of e-learning comes from the students' motivation in terms of student's willingness to be responsible for self-study.…”

The Effectiveness of Blended Learning Model to Promote Physics Students’ Critical Thinking Skill

“…The obstacles that often arise in learning using the blended learning model are difficulties in interacting cognitive, affective, and student behavior components (Dziuban et al, 2018). In addition, online learning problems are related to inadequate internet accessibility, technical skills, administrative support, and insufficient content design (Anggraeni & Sole, 2018), student motivation to study independently (Chaeruman, 2018;Anas Pratama & Arief, 2019) which is exacerbated by students' ignorance about online learning (Kaunang & Usagawa, 2017). The description of the results of this study contradicts the expectation that during the Covid-19 pandemic, online learning is expected to provide the same benefits and motivation as face-to-face learning (Lynch, 2020).…”

“…This study aimed to develop a blended learning model based on an inquiry learning model that integrates online features into known inquiry learning steps which are integrated with there are three phases of blended learning model application based ICT, namely: (1) seeking for information, (2) acquisition of information, and (3) synthesizing of knowledge (Ramsay, 2001) to improve critical thinking skills with components (1) formulating problems, (2) formulating hypotheses, (3) designing experiments, (4) conducting experiments, (5) analysis, and ( 6) conclusions. This research is very important to do, considering the importance of teaching critical thinking skills through structured steps (Bahtiar et al, 2018) and relevant to technological developments (Anggraeni & Sole, 2018;Siron et al, 2020;Yustina et al, 2020).…”

Pengembangan Media Pembelajaran Daring Materi Sistem Pernapasan Manusia Untuk Pebelajar Sekolah Menengah Pertama

“…LMS dibangun berdasarkan pengalaman langsung di lapangan menggunakan latar belakang ilmu pendidikan, sehingga LMS mampu mengakomodir hampir semua kebutuhan pendidikan konvensional ditransfer dalam wujud online learning (Irawan & Surjono, 2018). Materi, bahan ajar dapat divirtualisasikan berbagai format sehingga lebih bervariasi, menarik dan lebih dinamis mampu memotivasi pebelajar untuk lebih jauh dalam KBM (Anggraeni & Sole, 2018). Pendidik dan pebelajar juga lebih leluasa dalam penggunaan waktu pembelajaran disesuaikan materi pembelajaran IPA telah disesuaikan dengan kebutuhan serta memudahkan untuk saling berinteraksi melalui jaringan Internet (Fayanto et al, 2019).…”