Face to Face Mode vs. Online Mode: A Discrepancy in Analogy-Based Learning During COVID-19 Pandemic

Abstract

Reasoning skill is crucial for students to translate the learning material provided by the teacher in online mode during the COVID-19 pandemic. Many teachers choose analogy-based learning to explain a concept by bringing the concept to facts that are close to students’ daily lives. Analogy-based learning that was carried out face-to-face before the pandemic improved students’ reasoning skills, and now its implementation is tested in online mode. The study aims to analyze differences in reasoning skills in each indicator area and their factors. A significant difference was obtained by involving 72 students and doing a t-test for two data groups in the two sample groups. Students’ skills to identify problems and apply concepts have increased even though it is not as good as the increase in both aspects on face-to-face mode. The other two aspects (exploring the facts and concluding) are very unsatisfactory. There is a striking discrepancy between analogy-based learning during and before the pandemic with an unchanged syntax but different situations. The reduction in each reasoning indicator ranged from 10% to 25%. Signal constraints, a less supportive learning environment, and delayed communication between teachers and students are the main factors. This study provides an overview of discrepancies that can be addressed more wisely by strengthening the function of the media to optimize teacher and students communication and learning innovations that help students’ learning difficulties during the pandemic.

The Urgency of Teacher Adaptation to Post-Online Face-to-Face Learning

“…Adedoyin & Soykan's findings, which stated a need for instructional technology when researchers begin to look for short-term and long-term solutions to threats by COVID-19. The most suitable option is distance learning (Ellianawati et al, 2021). This activity is what the school continues to do while online, but with the adaptability that the teacher must have, so that learning activities develop by making learning videos that are sent to students at home, then students carry out assignments, recorded, then sent back to the teacher, the assessment stage is carried out by the teacher by sending feedback as seen from the video that has been submitted by students.…”

Tingkatkan Hasil Belajar IPA Siswa Kelas V SD Dengan Media Video Animasi Pembelajaran

“…Akan tetapi, dengan adanya pandemic covid 19 menyebabkan pembelajaran daring menjadi wajib dilaksanakan oleh sekolah-sekolah agar tetap dapat memberikan layanan pendidikan yang sewajarnya kepada siswa (Juanda et al, 2021;Yustina et al, 2020). Pelaksanaan pembelajaran daring dalam situsi pandemic covid-19 ditujukan untuk memberikan pengalaman belajar yang sama layaknya pada pembelajaran tatap muka biasanya (Ellianawati et al, 2021;Octaberlina & Muslimin, 2020). Dengan demikian maka dalam pembelajaran daring guru perlu merancang pembelajaran daring yang sama dengan pembelajaran tatap muka (Hatem Rashid, 2020;Santika, 2020).…”

Media Pembelajaran Visual Menggunakan Canva pada Materi Sistem Gerak

“…Berdasarkan permasalahan tersebut, maka dibutuhkan komponen-komponen pembelajaran, yaitu media pembelajaran visual, yang dapat memfasilitasi dalam pembelajaran daring (Ellianawati et al, 2021;Jogezai et al, 2021;Kristanto et al, 2021). Penggunakan media pembelajaran visual menggunakan program desain Canva.…”