Physics Teachers’ Perspectives on The Availability of The Integration of E-Formative Assessment in E-Learning based on Website (EFA in ELboW) during Covid-19 Pandemic

Abstract

In the field of education, the COVID-19 demands changes in the learning process. It is important to know the changes that have occurred so that we can take some actions to face the changes that occurred, and help teachers prepare for the changes that occur in the learning process, especially in the physics learning process. This study aims to determine changes in the teaching, assessing, and using validated instrument aspect due to the COVID-19 pandemic. Also, gathered teacher perspectives on the availability of E-Formative Assessment in Web-based E-Learning (EFA on ElboW) integration. The sampling technique used in this study was quota sampling. Data were collected from 33 physics teachers from various districts in Indonesia and analyzed using quantitative descriptive. As a result, the significant value of paired sample test for teaching, assessing and using validated instrument aspect before and during COVID-19 successively are 0.000, 0.003, and 0.183. Then all respondents agreed that the Integration of E-Formative Assessment in Website-Based E-Learning (EFA in ELboW) was needed by physics teachers during the COVID-19 Pandemic. It can be concluded that there are changes in the teaching and assessing aspect. Also, the Integration of E-Formative Assessment in Website-Based E-Learning (EFA in ELboW) was needed by physics teachers to prepare them to deal with the changes that occur in learning due to the COVID-19 Pandemic. Of course, this article has great implication for teachers and researchers.

Finnish university physics teachers’ experiences of transferring to online teaching due to COVID-19 pandemic

“…Related to the first research question, our finding about teachers not experiencing challenges with using technology is in agreement with the study from Lemay et al ( 2020 ) but findings related to lacking technological skills are not supported (O’Brien 2021 ; Trust and Whalen 2021 ). The challenges in interaction is supported by previous research (Dew et al 2021 ; Romadhon et al 2021 ; Trust and Whalen 2021 ). Partially conflicting findings related to interaction from Kannan et al ( 2020 ) and Lemay et al ( 2020 ) might be explained with different ways of instruction and data gathering methods.…”

“…(Lemay et al 2020 ) This finding is supported by Kannan et al ( 2020 ) who have reported a better engagement over internet whilst a specially designed intervention for remote teaching has been utilised. Then again, the sense of community and the number of discussions has declined in remote teaching (Dew et al 2021 ; Romadhon et al 2021 ; Trust and Whalen 2021 ). O’Brien ( 2021 ) points out that whilst interacting with students online, one should keep the resources and equality of students in mind.…”

“…Teachers have reported employing versatile and various teaching strategies and methods during the pandemic: e.g., getting students to answer questions, online quizzes and exams, projects done independently or in groups, live video classes, giving presentations, instructional videos, and students familiarising themselves with materials (Lemay et al 2020 ; Trust and Whalen 2021 ). With respect to evaluation, Romadhon et al ( 2021 ) have reported a reduction in using multiple ways of evaluation during pandemic. Rapanta et al ( 2020 ) suggest that continuous evaluation should be emphasised instead of summative evaluation.…”

“…They are related to overburdening the students, lack of technology or familiarity with technology, lack of knowledge of instructional design, and concern about students cheating (e.g., Lemay et al 2020 ; Trust and Whalen 2021 ). Experimental working has been difficult to implement during the pandemic, but it has been substituted with online laboratories, simulations, and homemade experiments, also in the field of physics (Jelicic et al 2022 ; Lemay et al 2020 ; O’Brien 2021 ; Romadhon et al 2021 ).…”

Effectiveness of E-Formative Assessment to Enhance Conceptual Understanding in Static Fluid

“…E-formative assessment yang diintegrasikan dalam pembelajaran dapat meningkatkan penguasaan konsep siswa dengan kategori pengaruh kuat (S. Kusairi et al, 2021). E-formative assessment meningkatkan intensitas interaksi antara guru dengan siswa yang merupakan dukungan belajar yang menjadikan belajar lebih efisien (Köse, 2010;Romadhon et al, 2021). Dengan memaksimalkan waktu pembelajaran seperti ini, maka dapat memaksimalkan penguasaan konsep siswa (Bazelais & Doleck, 2018).…”