Persepsi Dini Mahasiswa terhadap Pembelajaran Daring pada Masa Awal Pandemi COVID-19

Megawanti, Priarti

doi:10.30998/fjik.v9i2.10506

Cited by 26 publications

(25 citation statements)

References 1 publication

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“…They argued that the lack of understanding was due to the lack of explanation, only given material and assignments. The results of the research state that in online learning, it is difficult to understand and master the subject matter because the teacher does not explain or is not clear (Megawanti et al, 2020). In addition, the difficulty for students to understand lecture material provided online is also due to teaching materials in the form of reading which are challenging to understand (Sadikin & Hamidah, 2020).…”

Section: Impact On Student Understandingmentioning

confidence: 98%

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 Understandingmentioning

confidence: 98%

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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“…Pertama, banyak siswa yang tidak memahami materi pembelajaran yang disampaikan oleh guru. Hal tersebut sejalan dengan penelitian Priarti Megawanti (2020). Alasan paling sering muncul jika pelaksanaan pembelajaran daring diperpanjang yaitu siswa kesulitan dalam memahami materi karena kurangnya dari guru (Megawanti, Megawati, & Nurkhafifah, 2020).…”

Section:  Persepsi Siswa Tentang Pelaksanaan Pembelajaran Daringunclassified

“…Hal tersebut sejalan dengan penelitian Priarti Megawanti (2020). Alasan paling sering muncul jika pelaksanaan pembelajaran daring diperpanjang yaitu siswa kesulitan dalam memahami materi karena kurangnya dari guru (Megawanti, Megawati, & Nurkhafifah, 2020). Pada pelaksanaan pembelajaran daring mengalami kendala seperti antara guru dan siswa serta alat komunikasi yang digunakan.…”

Section:  Persepsi Siswa Tentang Pelaksanaan Pembelajaran Daringunclassified

Persepsi Guru, Siswa dan Orang Tua Siswa di SMP Negeri 30 Padang Tentang Pembelajaran Daring

Adeno

Hasrul

Rafni

2022

JECCO

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Penelitian ini bertujuan untuk mendeskripsikan persepsi guru, siswa, dan orang tua siswa di SMP Negeri 30 Padang tentang pelaksanaan pembelajaran daring. Pembelajaran daring dilaksanakan karena terjadinya pandemi Covid-19 yang menyebabkan pelaksanaan pembelajaran dilakukan dari rumah tanpa harus ke sekolah. Pelaksanaan pembelajaran daring merupakan suatu hal yang baru dilakukan oleh guru, siswa, dan orang tua siswa di SMP Negeri 30 Padang dalam melaksanakan pembelajaran. Urgensi penelitian ini yaitu dapat dijadikan acuan dan pedoman untuk membantu guru, siswa, dan orang tua siswa dalam pelaksanaan pembelajaran daring yang lebih baik. Metodologi penelitian yang digunakan yaitu jenis penelitian kualitatif dengan menggunakan metode deskriptif dengan desain studi kasus. Hasil penelitian yang peneliti dapat yaitu bagi guru pada pelaksanaan pembelajaran daring merasa kesulitan untuk menyampaikan materi dengan baik serta sulit menanamkan pendidikan karakter pada siswa. Sementara bagi siswa pada pelaksanaan pembelajaran daring mereka kerap merasa bosan sehingga kesulitan memahami materi yang disampaikan guru. Kemudian bagi orang tua siswa pelaksanaan pembelajaran daring justru membuat mereka kesulitan karena harus membagi waktu antara mendampingi anak dan pekerjaan. Maka kesimpulan yang didapatkan yaitu guru, siswa, dan orang tua siswa merasa kesulitan dalam pelaksanaan pembelajaran daring dengan berbagai persepsi.

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“…This follows Circular 4 of 2020 concerning the Implementation of Education Policies in the Emergency Period for the Spread of Corona Virus Disease (COVID-19). 2 In online learning, smartphones are one of the main devices necessary to use. 3 Students as generation Z have a higher dependence on smartphones than television.…”

Section: Introductionmentioning

confidence: 99%

Nomophobia: A new disease epidemic among students during the era of online learning

Sulistiyani¹,

Tyas²,

Novanuari³

et al. 2022

Bali Med J.

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Introduction: The Covid-19 pandemic has brought changes to the education system, one of which is the implementation of online learning. This condition makes students like students have to use digital devices, even with a more intense frequency. Therefore, this study aims to determine the level of nomophobia in students as participants in online learning. Methods: This research is descriptive research with a quantitative approach. The study was conducted with a one-time survey (cross-sectional survey). The research was conducted through 3 stages: preparation of the nomophobia measurement instrument, data collection, and measurement of the level of nomophobia. Results: 287 respondents were obtained, then the demographics of the respondents can be grouped by gender, age, internet fund source, and online learning media used. Most of the respondents were female (71%) and teenagers (12-25 years) (99%). In addition, the results show that nomophobia has become a new disease epidemic among students, especially in online learning, that requires an increase in the frequency of smartphone access. There are no respondents who are not nomophobia. The respondents have mild nomophobia (6%), moderate nomophobia (40%), and severe nomophobia (54%). Conclusions: Most of the respondents had a severe level of nomophobia. In addition, the students feel uncomfortable when communicating and accessing information via smartphones or other gadgets, lose connectivity, and cannot use smartphones as desired. Their lives are very dependent on smartphones or other devices. One of the triggers is online learning, where all processes are carried out through digital media. At least students who are not nomophobia also show that nomophobia has proven to be one of the negative impacts that students have to face as participants in online learning.

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Persepsi Dini Mahasiswa terhadap Pembelajaran Daring pada Masa Awal Pandemi COVID-19

Cited by 26 publications

References 1 publication

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

Persepsi Guru, Siswa dan Orang Tua Siswa di SMP Negeri 30 Padang Tentang Pembelajaran Daring

Nomophobia: A new disease epidemic among students during the era of online learning

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