Model Pembelajaran Daring Peserta Didik Sekolah Dasar di Masa Pandemi Covid-19

Toharudin, Moh.; Amalia, Dian Luthfiatul

doi:10.46772/kontekstual.v3i01.458

Cited by 3 publications

(4 citation statements)

References 6 publications

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“…Google classroom was chosen by considering several arguments in the previous studies, such as by (Ramadhani et al, 2019) who state that a google classroom platform is easy to operate for a virtual class and economical. However, the most common problem is some students have no smartphone, unstable internet connection, and no internet data (Saminem, 2021). Using Google Classroom is very useful because it makes you more productive, you can access material easily and send assignments quickly and you can easily interact with teachers and other friends (Moonma, 2021).…”

Section: Google Classroom Training Modelmentioning

confidence: 99%

Developing a Google Classroom Training Model for Elementary School Teachers

Sulistyaningrum,

Wibawanto,

Purwanti

2023

IJCET

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Based on the need analysis, teachers had no idea on the implementation of online learning and lacked of information about choosing a proper learning platform for students during the COVID-19 pandemic. Therefore, the online learning did not run effectively since it was carried out using whatsapp application only to interact. Regarding this issue, this study aimed to improve teachers’ skills in the implementation of online learning using a google classroom platform with the ADDIE training model. Obviously, the design was an ADDIE Research and Development. Findings revealed that the google classroom training was able to improve teachers’ competency confirmed by the good validation results, namely 97% or very viable from a media expert, 94% or very viable from a material expert, and 86% of the respondents considered it very viable, so it can be concluded that the google classroom training model is effective to improve teachers’ competency. Besides, the ADDIE model can increase teachers’ performance and competency in designing interesting learning contents.

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Section: Google Classroom Training Modelmentioning

confidence: 99%

Developing a Google Classroom Training Model for Elementary School Teachers

Sulistyaningrum,

Wibawanto,

Purwanti

2023

IJCET

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“…The shift to online learning has weakened students' self-regulation abilities during the learning process due to several challenges in adapting from online to in-person learning, as identified in a study by Alimuddin & Pratiwi (2022) titled "Post-Covid-19 Pandemic Learning in Elementary Schools." Challenges in the self-regulation of elementary school students post-pandemic include a loss of understanding of the material due to disruptions in online learning caused by network issues and decreased student independence, as online learning tasks can be completed with internet assistance or parental guidance.…”

Section: Introductionmentioning

confidence: 99%

“…Challenges in the self-regulation of elementary school students post-pandemic include a loss of understanding of the material due to disruptions in online learning caused by network issues and decreased student independence, as online learning tasks can be completed with internet assistance or parental guidance. Furthermore, postpandemic learning has also revealed that students struggle to focus in the classroom, experience declining discipline, and exhibit less courteous behavior in their interactions with peers and teachers (Alimuddin & Pratiwi, 2022). This is particularly challenging for late childhood age groups, including fourth graders.…”

Section: Introductionmentioning

confidence: 99%

Strategy for Teachers to Support Self-Regulation for Student Learning Process in Post-Pandemic Learning

Udju,

Setia,

Lin

2024

aletheia

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Christian education aims to form students who have Christ-like qualities. This effort is a mission that Christian education wants to achieve. To develop these qualities, students need good self-regulation skills in learning. Self-regulation is the ability of students to direct their thoughts, feelings, and behavior to achieve learning goals. Students who have good self-regulation will achieve success in learning. However, since post-pandemic learning, students have had challenges adapting from online learning to face-to-face learning. This affects student self-regulation in learning. Therefore, Christian teachers, as shepherds, have a responsibility to help students experience increased self-regulation. In this study, researchers wanted to examine the strategies used by a teacher to support student self-regulation in the post-pandemic learning context. This study uses descriptive qualitative research methods with observation and interviews as data collection techniques. The data were then analyzed using data reduction, presentation, and conclusion. After examining more deeply, the researchers found that the teacher implemented several essential strategies in the context of post-pandemic learning and were proven to support students in experiencing increased self-regulation abilities in the learning process.

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“…Surat edaran nomor 4 tahun 2020 tentang Pelaksanaan Kebijakan Pendidikan dalam Masa Darurat Penyebaran Coronavirus Disease (Covid-1 9) dimana pelaksanaan pembelajaran dilaksanakan dari rumah atau dikenal dengan Belajar dari Rumah (Indonesia, 2020). Pembelajaran jarak jauh atau belajar dari rumah membuat peserta didik perlu menyesuaikan diri lagi ketika pembelajaran dilaksanakan secara tatap muka, karena proses pembelajaran yang awalnya menggunakan smartphone dan dilaksanakan dirumah harus dilaksanakan disekolah tanpa bantuan smartphone (Alimuddin & Pratiwi, 2022). Banyak guru yang mengeluhkan kondisi peserta didik ketika pembelajaran tatap muka kembali diterapkan misalnya motivasi dan semangat belajar pesertate didik rendah, belum terbiasa dengan rutinitas baru, sulit fokus dan sulit dikondisikan, serta mundurnya pengetahuan dan kemampuan peserta didik karena ketika BDR berlangsung banyak peserta didik yang tugas-tugasnya dikerjakan orang tua maupun dengan mencari jawaban di google (Ningsih, Yani, & Elmirawati, 2022).…”

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Peningkatan Hasil Belajar Matematika Melalui Model Problem Based Learning Berbantuan Media Gambar Kelas I Amanah SD Muhammadiyah Kleco 2 TA 2022/2023

Nisa,

Khasanah,

Sulistiyaningsih

2023

Kalam Cendekia: J. Ilm. Kep.

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<p>Penelitian ini dilaksanakan untuk mengetahui peningkatan hasil belajar matematika dengan menggunakan model pembelajaran PBL berbantuan media gambar pada kelas I Amanah SD Muhammadiyah Kleco 2 Yogyakarta tahun ajaran 2022/2023. Penelitian ini merupakan penelitian tindakan kelas. Teknik pengumpulan data yang digunakan dalam penelitian ini yaitu observasi, tes, dan studi dokumen. Peningkatan hasil belajar dibatasi pada kemampuan kognitif peserta didik yang dapat bersumber pada nilai rata-rata peserta didik pada tiap siklusnya. Hasil menunjukkan bahwa dengan penggunaan model PBL berbantuan media gambar dapat meningkatkan hasil belajar peserta didik kelas I Amanah SD Muhammadiyah Kleco 2. Hasil belajar siklus I dengan rata-rata 70,62 dan ketuntasan klasikal 55,77%, mengalami peningkatan pada siklus II menjadi rata-rata 86,46 dengan ketuntasan klasikal 82,69%. Penggunaan model PBL dapat membuat peserta didik aktif dalam pembelajaran serta karena masalah yang dihadirkan pada pembelajaran merupakan hal yang terjadi dalam kehidupan mereka makan peserta didik lebih antusias dalam mengikuti pembelajaran. Media gambar membantu peserta didik memahami hal abstrak sehingga lebih mudah untuk diterima dan dipahami oleh peserta didik.</p>

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Model Pembelajaran Daring Peserta Didik Sekolah Dasar di Masa Pandemi Covid-19

Cited by 3 publications

References 6 publications

Developing a Google Classroom Training Model for Elementary School Teachers

Developing a Google Classroom Training Model for Elementary School Teachers

Strategy for Teachers to Support Self-Regulation for Student Learning Process in Post-Pandemic Learning

Peningkatan Hasil Belajar Matematika Melalui Model Problem Based Learning Berbantuan Media Gambar Kelas I Amanah SD Muhammadiyah Kleco 2 TA 2022/2023

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