Implementation of Computer-assisted Learning in High School: Teachers and Students‟ Perspective

Abstract

This study intends to identify school readiness in implementing information and communication technology (ICT) assisted learning, especially the use of computers. This research applied descriptive quantitative. The research samples used were subject teachers and second grade of high school students. The data collection technique employed a survey method, carried out with a random questionnaire distribution to the research sample. The results of the research sample responses were analyzed quantitatively by interpreting the percentage. Information was obtained that schools were basically "ready" to implement ICT-assisted learning. Student responses" results showed that 55% of students "agreed" that the school had a computer laboratory, meanwhile 41.7% of students stated that they had sufficient ability at operating computers. The teachers' responses showed that the school already has supported the computer-assisted learning process and they are interested in integrating ICT in classroom activities. This research can be a basis for educators in identifying the extent to which students, teachers and school facilities are prepared to support computerbased learning. Given that computers are one of the technologies that can be used for learning activities and have been empirically proven to be able to make it easier for students to understand learning material.

Analysis of Types of Technology Use as a Supporting Tool for Sociology Learning by High School Students

“…However, some teachers have not been able to optimize the development of these technologies. This of course can be influenced by several factors, such as the readiness factor of the facilities available at the school itself (Kamil Budiarto et al, 2021;Karunaratne et al, 2018), bearing in mind that without the facilitation support provided by the school, the utilization No matter how high the technology is, it will not be implemented properly. Besides that, another factor that prevents these technologies from being utilized optimally is the human resource factor itself (Chisango et al, 2020;Nikolopoulou et al, 2021).…”

“…Other research has also succeeded in identifying related digital teaching materials regarding healthy lifestyles, which in terms of feasibility assessments obtain appropriate decisions from validators to then be applied as learning media (Prasetyo et al, 2019). Then other research regarding the perceptions of both teachers and students towards the presence of technological devices such as smartphones to be used in the learning process (Qodr et al, 2021;(Kamil Budiarto et al, 2021;Kondakci et al, 2017;Rashid et al, 2021). The difference between this research and previous similar studies is related to the focus only on identifying the use of smartphone-based technology that has been used by students, whether it has the opportunity to be applied to the learning process or not.…”

Adoption of Information and Communication Technology in Teaching and Learning in Secondary Schools in Nairobi County, Kenya

“…The adoption of Technology in the whole learning experience of the institution, as per Totnall et al, (2020), is limited because the learners, who are the main recipients of the procedure, are not active in the process. Budiarto et al, (2021) also stated that when learners do not get education on what is expected of them in terms of computer-assisted learning, the information that instructors desire to convey them would not be delivered successfully to them.…”