Software preference for online learning of science  and biology teachers under COVID-19 pandemic

Khaleyla, Firas; Wisanti, Wisanti; Rahayu, Dwi Anggorowati; Putri, Eva Kristinawati

doi:10.22219/jpbi.v7i1.14253

Cited by 7 publications

(4 citation statements)

References 45 publications

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“…The learning activities were conducted online via WhatsApp and Google Classroom during the COVID-19 pandemic. WhatsApp and Google Classroom were applied in the research as it is considered more practical and easier to access (Khaleyla et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

Promote collaboration skills during the COVID-19 pandemic through Predict-Observe-Explain-based Project (POEP) learning

Ilma

Al-Muhdhar

Rohman

et al. 2022

JPBI

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It was previously found that students have low in learning collaboration, which is the learning process has not facilitated them to develop their skills. Therefore, this study aims to investigate the effects of project-based learning (PjBL), Predict-Observe-Explain (POE), and Predict-Observe-Explain based Project (POEP) on student collaboration skills in Biology education. The pretest-posttest non-equivalent control design was used and it involved 144 tenth grade students from Tarakan, Indonesia. This research was conducted from August to December 2020, while observation sheets was used to assess the student collaborations skills. The instrument used is the student collaboration skill observation sheet refers to Greenstein, 2012. The collaboration skills observation sheet has a score of 1-4 from each aspect. The aspects used are working productively, showing respect, compromise, and responsibility. Data collection in this study was carried out using WhatsApp, and Google Classroom as learning platform. The results of the analysis of covariance (ANCOVA) showed that PjBL, POE, and POEP affected their collaboration skills (p < 0.005). The LSD test result showed that PjBL, POEP, POE, and conventional learning models were significantly different in improving the skills. The POEP class had the highest posttest score, hence it can be used to improve student collaboration skills. This research contributes to providing a learning experience that empowers students' online collaboration skills.

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Section: Methodsmentioning

confidence: 99%

Promote collaboration skills during the COVID-19 pandemic through Predict-Observe-Explain-based Project (POEP) learning

Ilma

Al-Muhdhar

Rohman

et al. 2022

JPBI

View full text Add to dashboard Cite

show abstract

“…Predominantly, WhatsApp has become a popular platform which is widely used in the online learning process in universities, especially during Covid-19 pandemic (Coleman & O'Connor, 2019;Faizah et al, 2021;Tauhidah et al, 2021). The use of WhatsApp aims to create easy communication between lecturers and their students so that they can give the information and direction of the assessment, and also provide students to submit their works instantly (Khaleyla et al, 2021;Mpungose, 2020). Following WhatsApp, Zoom is the second most preferred platform, with Google Classroom and Google Meet coming in third and fourth (Basilaia, 2020;Ratnawati & Nurhasanah, 2021;Tauhidah et al, 2021).…”

Section: Online Platforms For Online Assessmentmentioning

confidence: 99%

The challenges of online assessment amidst covid-19 pandemic disruption: The voice of EFL lecturers

Mariadi

Mirizon

Sitinjak

2022

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Since the rapid spread of the Covid-19 pandemic, the government of Indonesia through the Ministry of Education and Culture has shifted the assessment mode from face-to-face into online assessment following the policy of online teaching and learning process. This conversion can essentially encourage the lecturers in higher education to reflect on and improve their assessment methods that are novel, stimulating, and practical for them. On the other hand, various kinds of challenges are likely to encounter by lecturers in carrying out the online assessment. This study aims to find out the challenges of online assessment in the midst of the Covid-19 pandemic disruption, and the solutions to meet these challenges. Qualitative method in a case study design was used to achieve the objectives of this study. The data were collected through in-depth interview and observation from two EFL lecturers at a state university in Palembang as the participants. The data were analysed by using thematic analysis. The findings revealed five primary challenges of online assessment: uneasiness, technical problems, time-consuming process, late submission, and academic dishonesty. Each of the challenges in the findings was followed by the solutions to deal with those challenges done by the participants. Keywords: Challenges of online assessment; Online assessment amidst Covid-19 pandemic; The voice of EFL lecturers.

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“…Based on the questionnaire and interview result, three teachers used all of the learning media listed, whereas one teacher only used WhatsApp and Google Classroom. According to Khaleyla et al (2021), Google Classroom and WhatsApp are the most often used platforms for online learning during pandemics. WhatsApp is more popular because students are more familiar with the features (Mpungose, 2019).…”

Section: The Implementation Of Online Learning During Covid-19 Pandemicmentioning

confidence: 99%

A Closer Look at Challenges in the Efl Online Teaching During the Covid-19 Pandemic

Wanasatya

Amin

Thohir

2022

JEEF

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Corona Virus spreading in 2020 caused all schools were temporarily closed and the learning process must be conducted online. Teachers had to adjust their learning method to the situation. It was new encounter for them to apply online learning which led to various challenges. The present study aimed to figure out how English teachers apply online teaching during the pandemic, what challenges they faced, and what strategies they used to overcome those challenges and turn it into opportunities so as they could succeed in online learning. This is a qualitative descriptive study which involved four English teachers in a state junior high school in Mataram. In obtaining the data needed, an open-ended questionnaire and semi-structured interview were applied. The obtained data were then analyzed through data reduction, data display, and conclusion drawing. The findings showed that English teachers conducted online teaching via Zoom, Google Classroom, WhatsApp, and Google Form. The teachers faced some challenges such as unavailable digital devices, unstable internet connection, limited internet data plan, teachers and student’s inability to use technology, and the lack of student’s motivation and the teachers applied some strategies to overcome those challenges. Further, some opportunities were provided for the teachers such as online teaching which could enhance teachers' digital literacy and develop their competency in using technology.

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Software preference for online learning of science and biology teachers under COVID-19 pandemic

Cited by 7 publications

References 45 publications

Promote collaboration skills during the COVID-19 pandemic through Predict-Observe-Explain-based Project (POEP) learning

Promote collaboration skills during the COVID-19 pandemic through Predict-Observe-Explain-based Project (POEP) learning

The challenges of online assessment amidst covid-19 pandemic disruption: The voice of EFL lecturers

A Closer Look at Challenges in the Efl Online Teaching During the Covid-19 Pandemic

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