Effects of Assistance Media on Active Learning and Creative Thinking in Online Learning

Abstract

Online learning is the best learning strategy during the Covid-19 pandemic. However, it has obstacles for students who are still learning to adapt to internet technology. This research aims to determine the effect of using online learning strategies on students' active learning and creative thinking. The subjects of this study were 52 students of the Indonesian Language Education Study Program at the Indonesian Catholic University of Saint Paul. They are taught using the Moodle application. The experimental class was taught using media assistance in the form of WhatsApp, while the control class was not taught. Data collection uses tests and observation sheets. Data analysis used ANOVA with the help of SPSS version 27. The results showed that 1) there were significant differences in student learning activities in online learning with media assistance and students without media assistance; 2) there is no significant difference in creative thinking between students who are taught using media and students who are not given media assistance. Based on the results, findings and conclusions, suggestions will be explained for implementing future learning and further research. Especially the creation of an online learning environment for students who are still adapting to advances in internet technology.

Bridging the Digital Divide: The Role of Online Education in Promoting Equity

“…The highlighted barriers of technological accessibility and digital literacy resonate with the digital divide discourse, emphasizing the gap not only in physical access to technology but also in the skills required to use it effectively (van Dijk, 2020). This study's findings echo the concerns raised by Selwyn (2016) and reinforced by Midun, Bule and Nardi (2024), in their argument that overcoming the digital divide requires more than just hardware solutions; it necessitates comprehensive digital literacy programs that are sensitive to the socioeconomic and cultural contexts of learners. The case of Smith County underscores the necessity for policy interventions that prioritize both access and empowerment, ensuring that learners are not only equipped with technology but also the skills to navigate digital learning landscapes effectively.…”

“…The findings underscore the critical importance of technological accessibility and digital literacy, echoing the broader discourse on the digital divide and its implications for equitable education (Selwyn, 2016;van Dijk, 2020). In line with the work of Midun, et al (2024), this study highlights that access to devices and the internet, coupled with digital literacy skills, forms the foundation upon which equitable online learning must be built.…”