Abstract
The complex problems of online learning in synchronous and asynchronous because of a reduction in the social life of students. It is necessary to do collaborative learning to observe the dynamics of the interactions in groups during learning. The purpose of this study was to observe group dynamics and student self-efficacy during online learning. The study uses descriptive qualitative methods with data triangulation through observations, interviews and surveys. Junior high school research subjects used the discussion method with asynchronous learning on WhatsApp group (WAG). The high school subjects used the discussion method with synchronous learning on the WAG. Aspects that are observed in group dynamics are the division of roles in groups, leadership, contributions when presenting ideas or ideas, contribution to task work, and interdependence in groups. Self-efficacy was observed using indicators of mastery experience 78% junior high school and 73.3% high school, vicarious experience 76.5% junior high school and 78.1% high school, verbal persuasion 71.4%, physiological and affective states 75.6%. The average percentage of students' self-efficacy was in the medium category, namely 74.2% for junior high school and 75.6% for senior high school
Highlights
All levels of education experience the complex problems of online learning during the pandemic
Based on the results of observations that have been made at the two schools, namely junior high school and high school, it can be seen that there is a difference in group dynamics in online learning
The mastery experience indicator comes from personal experience, and the highest score presentation is found in junior high school students compared to high school students
Summary
All levels of education experience the complex problems of online learning during the pandemic. Passive and unidirectional learning do not well understand from teacher to student, limited ability to use technology, and limited teacher control over students are problems that are often encountered in online learning (Asmuni, 2020). The learning process is complex because it involves pedagogical and psychological students, so online learning activities are not just transfer of knowledge by sending materials and assignments via the internet or social media as is widely applied to online learning in Indonesia (Asmuni, 2020; Syarifudin, 2020). Online learning must still be accompanied by an interactive and collaborative learning process so that it can provide meaningful experiences and efforts to grow character in students
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