Abstract
In the 21st century, learning does not have to be in the real class. In this condition, teachers and students must be able to communicate and adapt to the development of information technology (IT). It is expected that teachers and students must be able to master the use of IT or the internet in e-learning. The purpose of this study was to determine the readiness of students in e-learning-based ecological learning. This approach is a quantitative approach with the type of research being descriptive. The method and design of survey research. The sample of this research is the total population of 340 students. The research instrument is a closing questionnaire, which is the result of adaptation from Tuntirojanawong research. In this study, the data collection was a questionnaire through the website: Aceh Online Learning System: (SpadaAceh). The statistics used for the analysis of the questionnaire data are mean and standard deviation. The results of the study on the student readiness variable include 5 (five) indicators namely technology access (mean 3.52), technology skills (mean 3.51), learning ability (mean 3.65), time management skills (mean 3.51), and learning motivation (mean 3.51). The five indicators fall into the category "Ready but need a few improvements". It can be concluded that readiness students through technology access, technology skills, learning abilities, time management skills, and learning motivation are ready but needs a few improvements
Highlights
Biology learning is carried out in the classroom by listening and taking notes from the teacher's explanation
It is expected that teachers and students must be able to master the use of information technology (IT) or the internet in e-learning
The purpose of this study was to determine the readiness of students in e-learning-based ecological learning
Summary
Biology learning is carried out in the classroom by listening and taking notes from the teacher's explanation. This learning tends to be textual and emphasizes the completion of the subject matter. Learning materials that have relatively more topics of discussion while less time is available. This resulted in students only memorizing the subject matter given by the teacher. This raises the perception that biology is a rote lesson and there are too many theories so that students have difficulty understanding the subject matter (Kaya & Gurbuz, 2002). One of the subject matters that have many theories and is
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