Abstract
During the Covid-19 pandemic, face-to-face learning has been replaced with online learning (e-learning). The learning process with this mode must be able to support the learning objectives towards understanding the concept. This study aims to explore the effect of e-learning on concept mastery in prospective teachers. In this study, we conducted a one group pretest posttest design, where one class group was used as the research sample and was given a pretest, treatment, and posttest. The sample was taken purposively with the criteria of prospective teacher students taking fundamental physics courses on motion kinematics material. The number of research samples was 23 prospective teachers at the Faculty of Teacher Training and Education, University of Mataram – Indonesia. The instrument in the form of an essay test is used to measure the understanding of the concept. Analysis of research data used descriptive statistical analysis (pair t-test) to test the research hypothesis. The results of the pair t-test showed a significance of p = 0.000 (< 0.05), this means that there is a significant difference between the pretest and posttest scores after the implementation of e-learning. The interpretation leads to the effect of online learning mode (e-learning) on the concept mastery ability of prospective teachers.
Highlights
Electronic learning (e-learning) is currently used as the main choice of the learning process in the midst of the Covid-19 pandemic that has hit almost all parts of the world, and its use has become a topic of conversation and is investigated globally
This study aims to explore the effect of e-learning on concept mastery in prospective teachers
Descriptive analysis of the concept mastery ability of prospective teachers are presented in Table 2 and Table 3
Summary
Electronic learning (e-learning) is currently used as the main choice of the learning process in the midst of the Covid-19 pandemic that has hit almost all parts of the world, and its use has become a topic of conversation and is investigated (researched) globally. The use of e-learning on the one hand makes educators (teachers and lecturers) work hard to help students achieve the expected learning outcomes with interactive content in the learning process. E-learning has long been used in most well-known universities around the world (before the Covid-19 pandemic), it's just that in the midst of the current pandemic its use is more massive and intensive. Any content that is packaged, presented, modified, or activated by electronic technology through the internet network to achieve learning objectives is referred to as electronic learning (e-learning) (Cheng, 2006; Jethro et al, 2012). Tool and media, e-learning has grown and developed significantly along with the development of technology
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