Higher Education Students and Covid-19: Challenges and Strategies in facing Online Learning

Fathoni, Anang; Mustadi, Ali; Kurniawati, Wahyu

doi:10.23887/jpi-undiksha.v10i3.31039

Cited by 5 publications

(5 citation statements)

References 37 publications

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“…Such sensations cause a person to develop addiction and eventually unable to control the activity in playing online games (Ardiyati et al, 2020; Nirtha et al, 2021). Online games are much overplayed and used as a place to escape from the realities of life so what happens is online gaming addiction (Fathoni et al, 2021;Ridho & Mulawarman, 2021). The most common core symptoms or criteria of online gaming addiction are increased time spent playing online games (tolerance) and lack of sleep due to over-playing online games at night (problems: sleep deprivation).…”

Section: Discussionmentioning

confidence: 99%

Rational Emotive Behavior Therapy untuk Mengurangi Kecanduan Game Online

Yadi,

Netrawati

2024

j. pendidik. indonesia.

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Kecanduan game online merupakan suatu kondisi atau perilaku yang dilakukan seseorang secara berulang-ulang. Fenomena yang terjadi pada siswa berkaitan dengan kecanduan game online yaitu siswa malas bekerja, mood berubah-ubah, keinginan terus-menerus untuk bermain game online, menyelam ketika guru melarang bermain game online pada jam pelajaran, mengalami penurunan dalam kesehatan mata dan bermain game online lagi setelah ditegur oleh guru di kelas. Kecanduan game online dapat dikurangi dengan memberikan konseling kelompok terapi perilaku rasional emotif. Tujuan dari penelitian ini adalah untuk menguji efektivitas layanan konseling kelompok dengan pendekatan terapi perilaku emotif rasional untuk meringankan kecanduan game online siswa. Metode penelitian yang digunakan adalah metode penelitian kuantitatif dengan jenis penelitian pra eksperimen. Desain eksperimen yang digunakan adalah one group pre-test post-test design. Populasi dalam penelitian ini berjumlah 1047 siswa, dan diambil sampel sebagai kelompok eksperimen sebanyak 10 siswa. Penarikan sampel menggunakan purposive sampling. Uji validitas yang dilakukan pada penelitian ini menggunakan korelasi product moment dengan nilai rtabel sebesar 0,334 dengan jumlah item valid sebanyak 47. Instrumen penelitian menggunakan model skala likert, data dianalisis menggunakan Wilcoxon Signed Rank Test dengan bantuan versi SPSS 25.00. Hasil penelitian menunjukkan bahwa survei siswa kecanduan game online sebelum diberikan perlakuan (pre-test) berada pada kategori tinggi, survei siswa kecanduan judi online setelah diberikan perlakuan berada pada kategori rendah dan sangat rendah. Layanan konseling kelompok dengan pendekatan terapi perilaku emosi rasional efektif meringankan kecanduan game online siswa. Implikasi Penelitian ini menunjukkan bahwa terapi perilaku rasional emotif dengan perencanaan yang baik dan berkesinambungan akan membantu anggota kelompok menjadi lebih aktif dalam berpikir, berbagi ide, gagasan dan pengalaman sehingga anggota kelompok memperoleh pengetahuan baru dan pemikiran baru yang rasional.

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Section: Discussionmentioning

confidence: 99%

Rational Emotive Behavior Therapy untuk Mengurangi Kecanduan Game Online

Yadi,

Netrawati

2024

j. pendidik. indonesia.

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“…Even though interaction between professors and online learners is considerably good, it is not as optimal as face-to-face [43]. One of the challenges of remote learning is that both professors and students are used to direct interaction [44]. In Table III, statement 1 ranked lowest in terms of mean score (M = 3.79, SD = 1.09) suggesting that learners felt that they did not have as many interactions with their instructors.…”

Section: ) Learner-instructor Interactionmentioning

confidence: 99%

Factors Affecting Student Satisfaction, Perceived Learning and Academic Performance in an Emergency Online Science Course

Fearnley¹,

Malay²,

Fabia³

2022

IJIET

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The COVID-19 pandemic has caused massive disruptions in the global academic calendar, including the Philippines. To address this, emergency remote teaching was implemented as a viable alternative to face-to-face instruction without contributing to the spread of the disease. This investigation sought to examine the factors that affect student satisfaction, perceived learning and academic performance in an emergency online science course namely, online learning self-efficacy, learner-content interaction, learner-instructor interaction and learner-learner interaction. Data from 104 college students were collected using an online survey and analyses were done by applying correlation and regression methods. In general, college students had favorable views about their online learning experience. Significant and positive associations were found between the dependent and independent variables with academic performance obtaining the weakest correlation. Online learning self-efficacy had a significant influence on perceived learning and academic performance but not student satisfaction. Learner-content and learner-instructor interactions were revealed to be strong predictors of student satisfaction and perceived learning. Learner-learner interaction did not have a meaningful impact on any of the three outcome variables.

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“…Regarding the workload, the two homeroom teachers said that BDR should not be focused on completing all the material because it was feared that it would be burdensome and confusing for students in completing their assignments. The results of research by Fathoni et al (2021) show that learning during the Covid-19 pandemic has not been fully carried out optimally. In addition, students also get a mental/physical impact during online learning.…”

Section: Obstacles In the Implementation Of Distance Learningmentioning

confidence: 99%

How is E-Learning-Based Distance Learning Implemented in Elementary Schools?

Adenan

2022

AIJP

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The Covid-19 pandemic has affected learning activities in Indonesia, including the pattern of elementary school learning activities in the region. The teacher conducts learning with a distance learning system and utilizes e-learning. This study aims to describe distance learning on social studies content carried out by teachers and provide information about the obstacles that occur in the implementation of distance learning based on e-learning. This research is qualitative research with a phenomenological type that describes distance learning activities carried out in elementary schools. Collecting data using interviews, observation and documentation. The data analysis technique uses the theoretical steps of Miles, Huberman and Saldana. Based on the results of the interviews, distance learning was successfully implemented by utilizing the Whatsapp application and the teacher-controlled platform. The results show that distance learning can run according to competence and curriculum. There are obstacles in the implementation of learning, namely the limitations of internet signals, adjustment of learning styles based on e-learning and access to learning platforms in the form of mobile phones which are still limited.

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Higher Education Students and Covid-19: Challenges and Strategies in facing Online Learning

Cited by 5 publications

References 37 publications

Rational Emotive Behavior Therapy untuk Mengurangi Kecanduan Game Online

Rational Emotive Behavior Therapy untuk Mengurangi Kecanduan Game Online

Factors Affecting Student Satisfaction, Perceived Learning and Academic Performance in an Emergency Online Science Course

How is E-Learning-Based Distance Learning Implemented in Elementary Schools?

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