University students’ perception towards online learning in biology

Abstract

Every day, the number of patients suffering from covid-19 continues to increase in the world. Learning at home is a decisive step in breaking the chain of Coronavirus spread, and changing traditional learning to entirely online can affect the quality of learning and students' achievement. It requires great effort in designing learning by lecturers. Therefore, a study is needed to investigate the students' perception of online learning to find out how the learning process went through by students during the covid-19 pandemic. This research uses a mixed-method approach. The first phase collects quantitative data using questioner with four dimensions: 1) the ability to learn independently through online learning, 2) student interaction with teaching materials, 3) interaction between students, and 4) interaction with lecturers. Based on data analyzed, students perceive that learning independently through online learning is not high, and scores obtained about 3.3 (average). The other three dimensions get a score that is in the low category. The second phase is collecting qualitative data using open-ended questions. Based on the analysis, the majority problem online learning is bad networking, and the positive impact students got in online learning is flexibility and time management in learning.

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“…The findings of this study show that students' perceptions of online learning vary. Students assess that online learning has positive and negative values (Keller & Karau, 2013;Loh et al, 2016;Nurdiyanti et al, 2021).…”

“…On the other hand, Indonesia has conducted a couple of studies (Purwadi et al, 2021;Setiyono et al, 2021). Numerous disciplines have explored how students feel about online learning, including biological education (Nurdiyanti et al, 2021), health (Laili & Nashir, 2021), vocational education (Erliana et al, 2021), and creative industries (Retno Wulan et al, 2021). Researchers have gathered data on elementary schoolteacher education in the current study.…”

Physics Education Technology Project (PhET): Interactive Simulation to Improve Students' Understanding of Concepts and Perceptions

“…2019) for an open questionnaire. Closed questionnaire interpretation criteria (Table 1) were based Nurdiyanti et al, (2021). Data analysis used the t-test with the help of SPSS 23.…”

Development and Validation of E-SelfIMo: E-Learning Self-Directed Interactive Module in Earth Science

“…For instance, the activity and video in Module 4 promoted critical thinking by providing open-ended questions and allowing them to analyze and solve problems using their knowledge and experiences. As students learn to think critically, their ability to learn independently and interaction even in online setting also improve (Nurdiyanti et al, 2021). Contextualization and personalization were utilized in Module 6's activity lesson to assist students to relate to the subject and making learning more relevant as well as to promote adaptive and flexible learning, which could increase the effectiveness of learning (Shuja et al, 2019).…”