Identifikasi Kesulitan Belajar Mahasiswa pada Mata Kuliah Statistika Selama Masa Pandemi Covid-I9

Ririen, Deci; Hartika, Dewi

doi:10.33087/jiubj.v21i1.1236

Cited by 10 publications

(12 citation statements)

References 3 publications

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“…The reason is that students need to become more familiar with SPSS and learn and practice using the software without easy-to-understand instructions and tutorials. This is in line with research which states that the consequences of online practice make it limited to being able to practice it in each other's homes (Ririen & Hartika, 2021). Some students have yet to be taught.…”

Section: Impact On Student Understandingsupporting

confidence: 86%

The Impact of Online Learning on Statistics Courses for Students of the Department of Development Economics, State University of Malang

Asiah¹,

Nasikh²,

Agustin³

2022

IJRP

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This study aims to determine the impact of online learning on student learning activities and understanding in online statistics courses. This study uses a qualitative approach. The informants of this study were students of the Economic Development Department, Class of 2020, at the Faculty of Economics and Business, Malang State University, which was determined using purposive sampling. Data collection techniques used structured interviews and documentation. Data analysis was carried out through three stages of activity, including data reduction, data presentation, and data verification. The results show that online learning in statistics courses harmed student learning activities and understanding. Learning activities are limited and hampered because of several obstacles, so students find them challenging to understand. The common understanding of students can be seen from the CPMK Statistics that has yet to be achieved.

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Section: Impact On Student Understandingsupporting

confidence: 86%

The Impact of Online Learning on Statistics Courses for Students of the Department of Development Economics, State University of Malang

Asiah¹,

Nasikh²,

Agustin³

2022

IJRP

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“…This result is not in line with what was stated by Jalinus N (2021) that current learning uses connectivism learning theory, which means that learning, uses the connectivity of various sources of information so that self-organizing ability is one of the abilities that greatly affect digital literacy skills. The Covid-19 pandemic has changed face-to-face learning to online, one of the factors that makes online learning difficult is the ability of STIE Indragiri Rengat students to organize themselves (Ririen & Hartika, 2021). The selforganizing ability of STIE Indragiri students is still in the not good category, so training is needed to improve self-organizing skills (Chudari, 2016).…”

Section: Resultsmentioning

confidence: 99%

Does Self-Management Affect Students' Digital Literacy? Evidence from a Campus in Riau Province

Ririen

Heriasman

2021

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study aims to analyze the influence of self management consisting of self motivation, self organizing and self control on students' digital literacy. This research is a quantitative study of multiple correlation regression type, the subject of this research is STIE Indragiri students, totaling 234 people. The research instrument developed in this study was a closed questionnaire. The data analysis technique used regression analysis multiple linear with the help of SPSS 24. The results showed that self-management had a effect on students' digital literacy. The details for each component of self-management show that: Self motivation ability has a significant effect on students' digital literacy. Selforganizing ability has no significant effect on students' digital literacy. Selfcontrol ability has a significant effect on students' digital literacy. Among the three independent variables that have the most influence on students' digital literacy is the ability to self-motivation. Self-motivation has an important role in encouraging humans to act, determining the direction of action and selecting actions to determine what actions are chosen to achieve goals, these various abilities are in accordance with the abilities that must be met to improve digital literacy skills.

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“…Annur and Hermansyah (2020) show that students face several difficulties classified into technical difficulties and adaptation difficulties. According to Ririn and Hartika (2021), the most dominant factor influencing student learning difficulties during the COVID-19 pandemic is infrastructure. Kurniasari et al (2020) state that learning from home is effective at 60-79% in general.…”

Section: Resultsmentioning

confidence: 99%

Description and Level of Difficulty in Learning Hematology for Medical Laboratory Technology (MLT) Students during One Year of the COVID-19 Pandemic

Susilowati

Lestari

2021

IJORER Int. J. Recent Educ. Res.

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This research aims (1) to determine the description of learning difficulties and the percentage of supporting and inhibiting factors for learning hematology in the COVID-19 pandemic era, (2) to determine the success rate of learning hematology in the COVID-19 pandemic era. This research is a qualitative descriptive type, with research subjects from D4 Analyst students at the Universitas Muhammadiyah Semarang who study hematology. This data collection was carried out from February to March 2021. Data were collected from a questionnaire via Google Form. Based on the results of the study, the following findings were obtained: 1) description and percentage of supporting and inhibiting factors for hematology learning difficulties as follows: (1) health factors (53.33%), (2) cognitive factors (60%), (3) interest factors (50%). The average internal factor of hematology learning difficulties is 54,44% in the medium category. While the percentage of external factors of learning difficulties in hematology are as follows: (1) family factors (46.67%), (2) living place conditions (46.67%), (3) facilities (48.89%), (4) learning materials (54%). The average external factor of hematology learning difficulties is 49.06% in the medium category, 2) the success rate of learning hematology in the COVID-19 pandemic era with an average of 61.73 (medium). The study results can contribute in the form of information on the description of the factors of learning difficulties in the Hematology course in the COVID-19 pandemic era as a basis for finding solutions.

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Identifikasi Kesulitan Belajar Mahasiswa pada Mata Kuliah Statistika Selama Masa Pandemi Covid-I9

Cited by 10 publications

References 3 publications

The Impact of Online Learning on Statistics Courses for Students of the Department of Development Economics, State University of Malang

The Impact of Online Learning on Statistics Courses for Students of the Department of Development Economics, State University of Malang

Does Self-Management Affect Students' Digital Literacy? Evidence from a Campus in Riau Province

Description and Level of Difficulty in Learning Hematology for Medical Laboratory Technology (MLT) Students during One Year of the COVID-19 Pandemic

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