Virtual Discussion for Improving Motivation: A Christian Education Strategy against Covid-19 Pandemic Effect

Ariawan, Sandy; Kristyana,; Nurprasetyaningsih, Nungky; Rusmi,

doi:10.47392/irjash.2020.56

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…Online learning is effective in motivating students to learn, including interactive eBooks [13]. During the COVID-19 pandemic, online learning can be done with the virtual discussion method and this method is effective in increasing student motivation [33].…”

Section: Overall Results Categorized By Research Questionsmentioning

confidence: 99%

Motivation and satisfaction in online learning during COVID-19 pandemic: A systematic review

Aznam

Perdana

Jumadi

et al. 2022

IJERE

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<span lang="EN-US">The study summarized current studies on student motivation and satisfaction and identify research gaps for proposing studies for the next study. A total of 50 academic research papers on satisfaction and motivation during COVID-19 pandemic learning were published during pandemic era December 2019 to December 2020. There were 45,935 participants on the study with 357 elementary students, 478 middle-high students, 42,151 college students and 2,949 teachers. An important result of this study is a significant change in motivation and satisfaction. From the review, this paper updates a new database, with a wide range of student satisfaction and motivation through online learning during the COVID-19 pandemic, especially to improve student satisfaction and motivation for a successful learning process. Suggests that it can be considered an effective learning method. This study is beneficial for education experts, lecturers, teachers, trainers, and technologists who are interested in assessment, learning, guidance, design, and online-based learning environments during a pandemic or after a pandemic to increase motivation and satisfaction in learning.</span>

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Section: Overall Results Categorized By Research Questionsmentioning

confidence: 99%

Motivation and satisfaction in online learning during COVID-19 pandemic: A systematic review

Aznam

Perdana

Jumadi

et al. 2022

IJERE

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“…Positive social relationships will help children to develop so that it affects children's cognitive. Loving parenting can also improve a child's cognitive development (Ariawan et al, 2020). Educators need to understand that every student is born with different potentials and is carried from birth.…”

Section: Resultsmentioning

confidence: 99%

When Abstract and Real Learning Materials Meet in the Same Reality : Interpreting Hybrid Learning as a Solution in Christian Education

Simamora

2021

edukasia

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Children aged 7-11 years who are in elementary school have realistic characteristics, high levels of curiosity about various things that happen around them, the spirit of learning something that will increase day by day, and difficulty understanding something that is conveyed abstractly. The learning method used by educators in elementary schools is generally face-to-face. Problems arise when required to collaborate face-to-face and online methods, both because of student boredom and because of compelling circumstances. This study aims to prove the effectiveness of hybrid learning in Christian education learning, how to maximize potential and minimize negative impacts. This research is a quantitative research, with a survey approach. Data was collected through a questionnaire, to analyze the level of student understanding after learning with hybrid learning. The population in this study was students who were in elementary school in Sipoholon North Tapanuli sub-district, with a total sample of 100 people. Sampling is done randomly in the population. Furthermore, data tabulation is carried out, and from there it is processed with the help of SPSS. Validity and reliability tests were carried out for questionnaires, and the results were analyzed for simple linear regressionThe influence of the implementation of the hybrid learning method on student understanding is 41%.

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“…Cooperative skills consisted of In cooperative learning there were six steps or stages, where learning began with the teacher conveyed learning objectives and motivated students to learn [7]. Further grouped in the learning teams, followed the guidance of teachers at the time students collaborated to complete the task and the last presentation of the group's work [8]. Phases in cooperative learning as below: Based on the exposure described above about the learning outcomes, it could be concluded that the learning results consisted of three things: cognitive, affective, and psychomotor [11].…”

Section: Implementing Cooperative Learningmentioning

confidence: 99%

Promoting the Affective Domain within Global Pandemic: The Challenge of Christian Education

Ruben¹,

Setiawan²,

Illu³

et al. 2020

IRJASH

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The Christian faith was not merely a matter of knowledge (cognitive domain) alone, but also about feelings and attitudes (affective domain), and deed or practice (psychomotor aspects). All domains in the viewpoint of the Christian faith influenced each other so that all need to get the same judgment. The problem was they were no longer having public meeting, especially in Christian education classes. In the other hand, it was hard to touch affective domain without face-to-face learning. This study investigated the effect of cooperative learning on affective domain in Christian education during the global pandemic of Covid-19. This study was conducted among forty Christian students, and adopted quasi-experimental design with two groups, the experimental group and control group. Prior to the t analysis, the pre-requite test for normality had been conducted. Then, data were analyzed by using paired sample T-Test. The result of analysis revealed that that affective domain in Christian education can be promoted by cooperative learning. Paired sample t-test showed that the value of significance (2tailed) was less than 0.05, indicated that there was a significant difference of mean between pre-test and post-test results. In this regard, cooperative learning can be solution to increase affective domain in Christian education during pandemic. Further studies are suggested to be conducted with larger samples.

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Virtual Discussion for Improving Motivation: A Christian Education Strategy against Covid-19 Pandemic Effect

Cited by 3 publications

References 8 publications

Motivation and satisfaction in online learning during COVID-19 pandemic: A systematic review

Motivation and satisfaction in online learning during COVID-19 pandemic: A systematic review

When Abstract and Real Learning Materials Meet in the Same Reality : Interpreting Hybrid Learning as a Solution in Christian Education

Promoting the Affective Domain within Global Pandemic: The Challenge of Christian Education

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