DIFFERENCES CAPABILITY OF STUDENTS IN COLLABORATIVE ONLINE LEARNING

Abstract

ABSTRACT
 The online and offline learning strategy accompanied by giving assignments at the end of Mechatronics learning so far has had several records, one of the most prominent is that student involvement in the learning process tends to continue to decline. Research activities begin with; (1) randomly selecting two classes from a total of three Mechatronics lecture classes, and assigning one class as the experimental group, and the other class as the control group; (2) giving an initial test (pre-test) to students in the experimental group/class and students in the control group; (3) applying Collaborative Online Learning strategies in the experimental class, and direct instructional online learning strategies in the control class; (4) measuring the Mechatronics learning outcomes of students in the experimental class and students in the control class. Collaborative online learning can have a better impact on improving Mechatronics learning outcomes. This is because collaborative online learning encourages students to be more active, gain more knowledge, and get students used to discussing. This nature of offering learning to share information will give students the courage to express themselves both behaviorally and verbally. There is an interaction effect between online learning strategies and prior knowledge of Mechatronics learning outcomes. This means that online learning strategies and prior knowledge are two factors that determine student Mechatronics learning outcomes. Therefore, in planning learning, teachers need to pay attention to the individual characteristics of students so they can determine appropriate learning strategies. An important note in this research shows that collaborative online learning is not only appropriate to teach for students who have high initial abilities but is also appropriate to teach for students who have low initial abilities.