The Study of Learning Motivation Analysis during COVID-19 Online Learning and Post COVID-19 Offline Learning

Abstract

This research is motivated by changes in the learning process due to the Covid-19 pandemic where the learning process during the Covid-19 pandemic uses online learning and post-covid-19 learning again uses the face-to-face (offline) learning process, where these two learning processes affect student learning motivation. The purpose of this study is to find out the picture of learning motivation during online learning, offline learning and comparing student learning motivation during online learning and offline learning. This research was conducted on students of Citra Bangsa Kupang Junior High School using a causal-comparative type of research. This research is an ex post facto type of research, which is research on data collected after a fact or event occurs. The population in this study were students of class VIII of SMP Citra Bangsa Kupang. The data sources used in this study are pimer data and secondary data, with data collection techniques using learning motivation questionnaire sheets. After getting all the data, the next step is to draw conclusions from this study by analyzing the data. The technique used to analyze this research is descriptive quantitative. The results of the research obtained are that student learning motivation during online learning during the Covid-19 pandemic is in the moderate category with an average score of 64. Student learning motivation during offline learning after the COVID-19 pandemic is in the high category with an average score of 82.4. There are differences in student learning motivation in participating in the online and offline learning process where student learning motivation during offline learning is higher than student learning motivation during online learning.

Higher education pre- to post-COVID-19: student and faculty perceptions

“…HEIs must continue testing and evaluating new ways of using technology to create more effective teaching and learning and be responsive to the needs and demands of students (Langgar et al, 2023) by offering adequate technical support for the students and faculty members (Sailer et al, 2021) to ascertain their digital readiness (Zizka and Probst, 2022b). Moreover, although it is technically possible to replace teachers with technology, humanly cold learning only via technology is not attractive.…”

“…Other researchers have concurred by adding the context of a complex global environment where technology merges with HEI (Nunez-Canal et al, 2022), while others insist on the social context remembering that our world is increasingly a media lifeworld that changes the social rules (Dittler, 2017, p. 45). Some researchers have extended Education 4.0 to an educational system where online learning potentially replaces the traditional classroom through greater use of the internet, audio-video options and entire classes being taught during videoconferences (Langgar et al, 2023). While this may have seemed unrealistic prior to the COVID-19 pandemic, it was precisely the situation HEIs worldwide suddenly faced.…”

“…According to the research, many HEIs are optimistic about the future of teaching and learning post-pandemic. They are ready to try new ways of teaching and enhance digital capacity in their classes (Garcia-Morales et al, 2021), yet only well-designed and effectively delivered online courses can survive and bridge the gap between formal, traditional learning environments to active online learning communities (Langgar et al, 2023). HEIs should only accept hybrid futures if they can ensure high-quality learning on-site and online (Garcia-Morales et al, 2021).…”

“…Some researchers have extended Education 4.0 to an educational system where online learning potentially replaces the traditional classroom through greater use of the internet, audio-video options and entire classes being taught during videoconferences (Langgar et al. , 2023).…”

“…, 2023); the appropriate infrastructure, technology platforms and servers to support the technology (Garcia-Morales et al. , 2021) using connected tools and resources to provide conducive online learning environments (Langgar et al. , 2023; Sailer et al.…”