Proses dan Kendala Pembelajaran Biologi di Masa Pandemi Covid-19: Analisis Respon Mahasiswa

Abstract

Program studi Biologi UIN Sunan Ampel Surabaya telah memberlakukan pembelajaran daring pada Semester Genap Tahun Akademik 2019/2020 sebagai upaya memastikan perkuliahan tetap berjalan di masa pandemi COVID-19. Penelitian ini bertujuan untuk menganalisis proses dan kendala pembelajaran biologi di masa pandemi COVID-19 berdasarkan respon mahasiswa Jenis Penelitian ini adalah deskriptif kualitatif, Pengambilan data dilakukan dengan membagikan Google form yang berisi 11 pertayaan kepada 82 orang mahasiswa angakatan 2017, 2018, dan 2019. Hasil penelitian ini menunjukkan bahwa proses perkuliahan daring di Prodi Biologi UIN Sunan Ampel Surabaya berjalan cukup baik. Beberapa kendala diantaranya banyak menghabiskan kuota serta jaringan internet lemah. Proses perkuliahan masih perlu untuk terus dioptimalkan dan perlu untuk dilakukan evaluasi demi perbaikan perkuliahan daring pada periode berikutnya.The Biology Learning Processes and Constraints in the Covid-19 Pandemic Period: Analysis of Student ResponsesAbstractThe Biology Study Program of UIN Sunan Ampel Surabaya has implemented online learning in the Even Semester, Academic Year 2019/2020 as an effort to ensure lectures continue during the COVID-19 pandemic. This study aimed to analyze the processes and constraints of biology learning in the COVID-19 pandemic based on student responses. This research type was qualitative descriptive, data collection was done by distributing Google form containing 11 questions to 82 students 2017, 2018, and 2019. The results of this study indicate that the online lecture process at Biology Study Program of UIN Sunan Ampel Surabaya was going pretty well. Some obstacles include spending a lot of quota and a weak internet network. The lecture process still needs to be continuously optimized and evaluation needs to be done to improve online lectures in the next period.

Challenges and strategies of postgraduate students in online learning during the Covid-19 pandemic

“…This is in line with previous findings that good communication between lecturers and students can increase engagement in learning (Zeng et al, 2016), reduce anxiety (Talidong & Toquero, 2020), and build emotional patterns can provide cognitive support for students (Chatzara et al, 2016). Also, communication that is not well established or explanations that are not maximal from the lecturers will hinder students' online learning (Jariyah & Tyastirin, 2020), including a lack of feedback from educators (Erarslan & Arslan, 2020). Previous research also states that the existing interactions were also reduced, and material delivery becomes somewhat passive (Tartavulea et al, 2020).…”

“…The inhibiting factors for distance learning for lecturers and students are the students' weak independent learning ability (C.-L. Chang & Fang, 2020), the use of a higher quota than before the Covid-19, a less than optimal explanation (Jariyah & Tyastirin, 2020), poor network/internet connection (Noer et al, 2021;Octaberlina & Muslimin, 2020). Even though at this time, the existence of quota assistance from the government and free services provided from several providers (Budiansyah, 2020) can reduce the burden of spending on quotas for educators and students, however, no matter how good the access to education, without the support of a good, reliable internet network, it will have an impact on less than optimal learning (Arizona et al, 2020).…”

Profil TPACK Guru Ekonomi di Indonesia sebagai Pendekatan Integrasi TIK selama Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19

“…Pentingnya TPACK menurut Manfra & Spires (2013) yakni TPACK merupakan berbagai domain pengetahuan guru yang harus dimiliki untuk mengintegrasikan TIK secara efektif. TIK yang digunakan oleh guru untuk pembelajaran online selama pandemi Covid-19 dalam penelitian Basilaia & Kvavadze (2020), Gao & Zhang (2020), Henaku (2020), Jadhav, Bagul, & Aswale (2020, Jariyah & Tyastirin (2020), Jena (2020), Kamsurya (2020), Lie, Tamah, Gozali, Triwidayati, Utami, & Jemadi (2020), Rajhans, Memon, Patil, & Goyal (2020, dan Rap, Maggor, Aviran, Serebro, Easa, Yonai, Waldman, & Blonder (2020) diantaranya adalah media apps, google classroom, google hangouts meet, MOOC, chaoxing, whatsapp, telegram, zoom meeting, schoology, kaizala, youtube, podcast, teamlink, e-mail, educational channel on tv, video conferencing tools, dedicated educational portals and social, dan powerpoints. Sedangkan di Indonesia sendiri menurut Lie et al (2020) sebagian besar masih menggunakan media sosial whatsapp group (WAG) saja dengan presentase sebesar 84%.…”

Analisis Efektivitas Proses Pembelajaran Daring Pada Mahasiswa Tadris Biologi IAIN Kudus Tahun 2019/2020

“…Interaksi dosen dan mahasiswa selama proses pembelajaran daring dapat dilihat berdasarkan komunikasi antara keduanya saat melaksanakan kegiatan beajar mengajar daring. Hasil penelitian ini diperkuat dengan hasil penelitian dari Jariyah dan Tyasritin yang menunjukkan bahwa respon mahasiswa terkait komunikasi selama proses pembelajaran daring antara dosen dan mahasiswa belum berjalan dengan maksimal (Jariyah dan Tyasritin, 2020). Sama halnya dengan hasil penelitian ini yang menunjukkan bahwa komunikasi selama proses pembelajaran daring belum berjalan dengan maksimal karena mendapatkan berbagai kendala.…”