Implementation Of Online Learning Research Articles

Pengaruh Implementasi Pembelajaran Online Terhadap Aktivitas Belajar Siswa Pada Mata Pelajaran IPS Terpadu di Kelas VII Mts Al-Khairaat Kwandang

This research aimed to determine the effect of implementing online leaning on student learning activities in the Integrated Social Sciences Subject for Class VII Of MTS (Islamic Junior High School) Alkhairat Kwandang. The research findings discovered a significant effect of the Implementation of online learning on student learning activities in the integrated social sciences subject in class VII of MTS Al-Khairat Kwandang. This condition was shown by the increase in student learning activity scores after participating in online learning compared to before the participation. To conclude implementing online learning can increase student learning activities in the integrated social sciences subject. Thus, it is recomemended that schools continue to develop and optimize the use of online learning as an alternative to the learning process.

The Impact of Online Learning on the Learning Interest of Students at Anak Bangsa Christian High School in Surabaya

Learning interest is an internal drive that motivates individuals to learn something willingly and without coercion, leading to optimal learning outcomes. Online learning, on the other hand, refers to the teaching and learning process conducted without face-to-face interaction, supported by internet access and technological devices such as smartphones, laptops, or computers. The implementation of online learning during the pandemic has had varying effects on students' learning interest. This study aims to determine whether online learning influences the learning interest of students at Anak Bangsa Christian High School in Surabaya and to measure the extent of its impact. A quantitative method was employed in this research, with data collected through questionnaires completed by 60 respondents, representing the student population of Anak Bangsa Christian High School. The findings indicate a positive correlation between online learning and the learning interest of these students. The study reveals that students' learning interest increased with the enhancement of online learning methods. The contribution of online learning to shaping the learning interest variable among students at Anak Bangsa Christian High School in Surabaya was 57.5%. The study concludes that well-structured online learning can have a positive impact on students' learning interest. Online learning, when implemented interactively and creatively and supported by appropriate resources, can serve as an alternative learning system for the future, allowing students to more easily pursue study programs aligned with their talents and interests.

Early childhood education contingencies for sustaining learning during school closures: Lessons from preschool remote education home visits in Indonesia during the COVID-19 pandemic

Maintaining kindergarten education amid emergency situations is difficult. The COVID-19 pandemic highlighted the difficulties faced by early childhood education institutions in ensuring that children continue education despite school closures and prolonged social isolation. The transition from in-classroom learning to remote learning, which was mostly online for older age groups, was especially complicated for younger pupils due to their nature and limited family resources. In contrast, numerous kindergartens in Indonesia initiated home visit programs that enabled children to learn face-to-face with their teachers and peers during the school closure periods. The purpose of this study was to examine how the home visit program for early childhood education was implemented and how teachers and parents viewed this emergency alternative to online learning. A qualitative case study was employed as a method of inquiry. Nine parents and four teachers from a single kindergarten in South Tangerang, a suburb of Jakarta, participated in this study. The data revealed the home visit program’s implementation involved the following measures: dividing children into small groups, a teacher visiting each group’s assigned home once or twice per week for 45–90 min, enforcing health measures, and giving daily activities for students to complete with their parents. Teachers stated that the home visit program was helpful but had significant faults. Among the benefits were the following: It helped children comprehend learning materials, piqued their interest, and served as a possible alternative due to a family’s lack of resources such as electricity, internet connectivity and quota, educators’ competency in implementing online learning, and parents limited or unavailable devices. Meanwhile, some disadvantages of home visits included the following: Parents felt obligated to entertain their children’s teachers and peers, some students were unable to study due to distance, additional time and energy was spent on media preparation and learning activities, and the risk of exposure to COVID-19 was increased. In the future, unexpected health hazards or other situations may occur. These findings indicate the need for early childhood education institutions to be more prepared, develop a strategy and adjust their instructional approaches to respond rapidly to changing circumstances when required.

The Mentoring for Teachers at Primary School 1 Jati Wetan in Developing the E-Diagnostic Assessment Model based on Literacy to Manage Learning Loss of the Learners

The implementation of online learning has an unfavorable influence on students' motivation and enthusiasm for learning. So far, assessments have been carried out, but teachers at SD 1 Jati Wetan have never carried out an evaluation with e-diagnostic assessments. Community Service Activities aim to provide knowledge sharing and application of technology in order to improve teacher competence and skills by developing e-diagnostic assessments to overcome student learning loss and improve the quality of post-pandemic learning. Teachers are able to compile literacy-based e-diagnostic assessments with optimal application of technology. This activity is carried out in stages; 1) planning stage, (2) socialization and training stage for introducing literacy-based e-diagnostic assessments, (3) training and assistance stage for designing literacy-based e-diagnostic assessments, (4) technology application stage, (5) e-implementation stage literacy-based diagnostic assessment to identify learning loss, and (6) evaluation stage of program activities and sustainability. The results of Community Service activities are in the form of developing literacy-based e-diagnostic assessments and being skilled in their application to identify learning loss. Literacy-based diagnostic assessment products are implemented programmatically and productively by teachers.

Persepsi Siswa SMP tentang Pembelajaran Hybrid IPA dan Pengaruh Kehadiran Live Synchronous terhadap Efektivitas Pendidikan di Jakarta Utara

The impact of Covid-19 on children and families is very felt, namely with the implementation of online or online learning. However, the implementation of full online learning cannot accommodate the needs of all students for education, so other alternative learning methods are needed, namely the hybrid or blended learning method, a learning method that combines face-to-face for some students and online face-to-face for others in each meeting. To find out students' perception of the hybrid learning method and the effectiveness of education with this hybrid method, a researcher is needed on students' perception of hybrid learning and how the relationship between student attendance in live synchronous sessions and educational effectiveness. Data collection was carried out by survey method by distributing questionnaires to 52 respondents of students of a private junior high school in North Jakarta. After that, the data is tested for validity and reliability and then processed using validity and reliability analysis. From the results of the study, it was found that there was a relationship between student perception and educational effectiveness.

Blended online learning: Students' perception and its effect on learning outcomes abstract algebra

In the current digital era, the implementation of blended online learning faces challenges in understanding students' perceptions and its impact on learning outcomes, particularly in Abstract Algebra. This issue is crucial to investigate, as the shift in teaching methods can influence the comprehension of complex algebraic concepts. This research aims to investigate students' perceptions and learning outcomes in abstract algebra courses of blended and asynchronous online learning. The research method used was quasi-experiment. The subject of 27 students is available without being randomly selected. Research instruments using questionnaires and tests. The test consists of eight essay questions. The questionnaire includes 27 closed-ended questions and six open-ended questions. The results showed that students perceived Abstract Algebra subjects as difficult or very difficult. Most students needed help to study the module due to material difficulty thoroughly. In addition, asynchronous online learning is ineffective compared to blended online learning. All students wanted the tutorial asynchronous and synchronous combined (blended online learning). Most students carry out online learning at home using a smartphone device. Students who use blended online learning obtain significantly higher learning outcomes than students who only take it asynchronously.

Reflecting on the Implementation of Online English Learning in Islamic Higher Education

The penetration of technology into education has rebounded since the emergence of the COVID-19 pandemic era, especially in bridging the practice of online learning in schools and universities. Reflecting on the practice of online learning, teachers and students give various perceptions. Some benefits and obstacles are mentioned. This descriptive study focused on investigating the perception of lecturers and students toward online language learning in Islamic higher education. The data were collected from teachers and students in three Islamic Higher Education, namely the State Islamic Institute of Palopo, the State Islamic Institute of Bone, and the State Islamic University of Makassar. The questionnaire was used to collect data from 12 lecturers and 86 students participating. In contrast, the interview was used to gain more profound information about the lecturers’ experience and opinions about implementing online learning. From both the questionnaire and the interview, the writers concluded that Lecturers and students in Islamic higher education in South Sulawesi have a positive view of online EFL learning. They value the flexibility, access to resources, and networking opportunities it provides. Students appreciate the ability to manage their learning independently, connect with diverse learners, and engage with various language aspects. However, there's a need for improvements in technology familiarity, stable internet access, access to online learning equipment, and pedagogical training for lecturers to enhance the online learning experience further.

Digital Academia: Exploring Students' Attitudes on Online Learning

COVID-19 necessitated higher education institutions to adopt online learning for traditional undergraduate students. The implementation of online learning attained praise, especially from socially anxious students, yet it also enhanced hardships for others. The present study qualitatively explored undergraduate students’ attitudes toward online learning and the outcomes of the return to in-person learning on social anxiety. The sample comprised 1058 (Mage = 19.86, SD = 3.53 years) undergraduate students from Carleton University and the University of Waterloo. Results from thematic analysis revealed that most students preferred in-person learning for its numerous advantages including self-improvement, socialization, traditional university experience, and higher education quality. Moreover, a large proportion of respondents indicated traditional learning could hinder socially anxious students due to adjustments in course delivery, social connections, decreasing mental well-being, COVID-19 fears, and deficiencies in social skills. Findings will be discussed on strategies to support students using different learning modalities.

Quality and Sustainable Education (SDG4): Usability of Online Educational Applications in Unexpected Online Learning Implementation

Objectives: This study aims to assess the usability of online educational applications (OEAs) among teachers during the unforeseen implementation of online distance learning. Specific objectives include characterizing respondents' profiles, evaluating the usability of each OEA, exploring the relationship between resources, technological skills, and OEA usability, and capturing teachers' lived experiences with OEAs in the context of promoting quality and sustainable education. Theoretical Framework: The study is anchored in the theory of connectivism, which emphasizes the importance of networks and the use of diverse online resources in learning, particularly in unexpected online learning scenarios, and its implications for achieving quality and sustainable education. Method: A convergent mixed-method design was utilized, combining quantitative data from a modified System Usability Scale and a researcher-made questionnaire with qualitative data from interviews. The study involved 105 teachers from partner schools who participated in training on various OEAs, including Kahoot, Quizizz, Padlet, and Mentimeter. Results and Discussion: The findings revealed that the usability of the OEAs was rated as marginally acceptable, with all applications scoring below the acceptable SUS average of 68. A significant relationship was found between technological skills, availability of resources, and OEA usability. Interviews highlighted that while teachers appreciated the training provided, the success of online education, and its alignment with quality and sustainable education goals, depends on adequate resources and ongoing support. Research Implications: The study underscores the need for continuous professional development and resource allocation to improve the usability of OEAs in sustaining quality online education. It suggests that schools should invest in both technological resources and training to enhance the effectiveness of online learning, thereby contributing to the broader objectives of quality and sustainable education. Originality/Value: This research provides valuable insights into the usability challenges of OEAs in emergency online learning contexts, contributing to the ongoing discourse on sustainable education practices and the pursuit of quality education during unforeseen disruptions.

The impact of online learning on basketball courses: A true experimental design study in sports students

This study explores the implementation of online learning for basketball courses at STKIP PGRI Bangkalan compared to offline basketball courses. Employing a true experimental design with a posttest-only control setup, the research gathers data through pretest and posttest scores. The study ensures validity through expert validation and assesses reliability using product-moment correlation. Normality tests are performed with the one-sample Kolmogorov-Smirnov test, while differences are evaluated using an independent sample t-test. This research reveals significant differences between online and offline learning environments. The analysis highlights a decrease in performance during online courses with a mean difference of 9.29870, underscoring the challenges faced by students in adapting to online learning platforms. The study contributes valuable insights into the effectiveness of online learning in physical education, providing a basis for future educational strategies and interventions.

EFEKTIVITAS PEMBELAJARAN DARING DAN LURING PASCA COVID-19 TERHADAP AKTIVITAS BELAJAR ANAK DI TK HARAPAN BATANGHARI OGAN

Online learning was introduced during the Covid-19 pandemic which continues to this day even though the frequency is not like during the pandemic, but the current condition of implementing online learning cannot be called ideal because there are still various obstacles faced such as the readiness of human resources including educators, students, and parental support which makes the implementation of online learning not effective in increasing children's learning activities. The purpose of this study was to determine the effectiveness of Online Learning on children's learning activities at Harapan Batanghari Ogan Kindergarten. This type of research is qualitative research with a phenomenological approach. The data collection methods used are interview, observation and documentation methods. The informants in this study were the principal, teachers and 10 student guardians. The data analysis process is carried out continuously starting with reviewing all available data until the conclusion is drawn. The results showed that the online learning process in kindergarten. Harapan Batanghari Ogan is less effective in increasing children's learning activities where this can be seen from the enthusiasm of children who are decreasing along with the time of implementing online learning and there has not been a significant change when viewed from the interest and results of following online lessons. The suggestion from this research is that the school can improve teachers' skills in providing online learning through training and provide a space for teachers to discuss online learning with each other and create a system that can be used to monitor and evaluate the performance of teachers and students during online learning.

Implementation of DESMOS as a Teaching Tool in Graphing Functions in the New Normal

Before the implementation of online learning, students graphed functions on paper using either a ballpen or pencil. However, online learning materials including online graphing calculators were being encouraged to be used since the modality had shifted into online learning. DESMOS is one of the online learning materials that can be used in graphing functions. This study aimed to evaluate the effectiveness of the implementation of DESMOS as a graphing tool for teachers and students together with the benefits of this software together with the perceptions towards it. The study was conducted with 23 Grade 11 students taking up Accountancy and Business Management during the classes of Statistics and Probability. The research design used was mixed consisting of comparative statistical techniques and narrative analysis. The interventions involving DESMOS were done virtually through Google Meet. Their skills before and after the interventions involving DESMOS were compared and based on the statistical aspect, there was a significant difference between the skills before and after the interventions with a t-statistical value of -3.78, which was lower than the critical value of -2.074. Besides, the students were able to collaborate in terms of tasks and reflect on what they had learned in DESMOS, and they were able to see DESMOS as an accessible, convenient, and effective graphing tool. DESMOS should be widely used as a teaching tool in graphing functions so students will be able to appreciate technology with mathematics since people are now living in the era of technology.

Navigating the Digital Frontier: Uncovering the Complexities of Online Learning in Higher Education

As higher education increasingly implements online learning, understanding its dynamics becomes very important. This research investigates the complex dynamics of online learning in Universitas Terbuka, focusing on the challenges and opportunities that exist. Using a mixed methods approach, this research explores the experiences, perceptions, and outcomes of 100 students engaged in online learning environments. Through surveys, interviews, and analysis of course materials, data was collected to reveal various aspects of online learning dynamics. These findings shed light on challenges such as technology barriers, student engagement, and assessment integrity, while identifying opportunities to improve flexibility, accessibility, and personalized learning experiences. Additionally, sociocultural factors, institutional support structures, and pedagogical strategies are examined for their impact on online learning dynamics. By synthesizing quantitative and qualitative insights, this research contributes to a deeper understanding of the complexity inherent in the dynamics of online learning and provides recommendations for optimizing its implementation in higher education contexts.

Bridging the Gap: Exploring Urban High-Needs Teachers’ Perceptions of Online Teaching Readiness and the Digital Divide

This research study investigated the perspectives of urban K-12 educators regarding the challenges they confronted when endeavoring to implement online learning effectively. The quantitative investigation involved 204 full-time urban teachers in a Midwestern state, all completing a researcher-developed questionnaire. The findings illustrated that participants encountered diverse obstacles, encompassing aspects related to readiness, along with external and internal factors. Educators identified a need for more time for crafting impactful online lessons as the most prominent barrier to preparedness. Respondents selected dependable student access to the internet at home as the primary external factor influencing their capacity to instruct in a virtual setting. The findings offer a specific perspective and an opportunity to stimulate dialogues concerning the provision of resources to enhance preparedness. By cultivating a deeper comprehension of how urban educators perceive their aptitude for online teaching, this study empowers current educators, educational leaders, and teacher preparation faculty to formulate more contemplative curricula. Future research should expand across multiple states to better equip aspiring educators and keep practicing professionals informed about empirically supported best practices.

THE IMPACT OF THE APPLICATION OF ONLINE LEARNING SYSTEMS DURING THE COVID-19 PANDEMIC ON THE PSYCHOLOGICAL CONDITION AND LEARNING PERFORMANCE OF STUDENTS

The application of online lectures as a lecture system implemented during the Covid-19 Pandemic is currently seen as a solution to comply with the PSBB policy and to maintain lectures that can continue in accordance with the lecture structure as stated in the Semester Learning Plan. It is undeniable, because of its sudden nature (without being preceded by socialization) there are many complaints. The purpose of this study is to describe the psychological condition of students in participating in online system learning in the Covid-19 pandemic situation and its effect on learning performanceThe results of the study prove that there are significant differences in the psychological condition and learning performance of students between before and after the implementation of the online learning system during the Covid-19 pandemic. The measure of student stress after implementing online learning was significantly higher than the measure of stress. Similarly, there are significant differences in the measure of student learning performance between before and after the implementation of online learning during the Covid-19 pandemic.

Towards a Successful Implementation of Online Learning in Algerian Higher Education: Readiness and Satisfaction as Key Tenets

The widespread pandemic (the Coronavirus) forced educators worldwide to change their instructional methods away from the conventional modalities, which requires a switch from the well-established face-to-face modality to an online one. To this end, the purpose of this study is twofold: to discover what attitudes actors in the pedagogical sector hold towards the underlying dimensions of readiness and satisfaction, and to pinpoint the fruitful roadmap implementation of the new online learning protocols. By exploring the readiness of students and the satisfaction of teachers, a holistic understanding of the factors that contribute to successful online education emerges. The findings of this research will offer valuable insights for educators, policymakers, and stakeholders, helping to shape a more effective and equitable educational system for the future. To undertake this study, the researcher has opted for mixed-method research that manifests in interviews with teachers and academics and a questionnaire with students at Saida University (in Algeria). The obtained results showed that the study participants demonstrated positive attitudes and significant levels of readiness, willingness, and salient satisfaction toward online learning. Furthermore, this worthy transition is a golden opportunity to ingrain in the minds of practitioners that strategic decision-making, critical thinking, adaptability, and resilience are among the fundamental tenets that determine the nature and future of a new online learning era.

The Impact of Parental Involvement in Online Learning on Student Academic Success

Online learning is learning conducted through the internet. Online learning is also commonly referred to as e-learning, online learning, distance learning, virtual learning, and so on. Based on the explanation of online learning, parental involvement is also needed when students implement online learning. This study was conducted with the aim to find out how parental involvement can help students be more involved in online learning. In addition, it also aims to find out how parental involvement can impact on students’ academic success. The method used in this research is quantitative method. This method is a way of collecting numerical data that can be tested. Data is collected through the distribution of questionnaires addressed to students. Furthermore, the data that has been collected from the distribution of the questionnaire, will be accessible in Excel format which can then be processed with SPSS. From this study conducted, the researcher was able to obtain the results of the study on the impact of parental involvement in online learning on students’ academic success showed that parental involvement has a positive and significant influence on students’ academic achievement. In addition, parental involvement can help students in increasing students’ motivation to learn, improve students’ cognitive and psychomotor abilities, and help students face challenges in online learning. Based on the results of this study, it can be concluded that the impact of parental involvement in online learning on students’ academic success has a significant effect on students’ academic success. Parents play an active role in helping their children study at home, providing students with mobile phones and internet quota, and monitoring their academic progress. In addition, they provide supervision, incentives, and guidance which are very important for online learning.

STUDENTS’ SATISFACTION OF LECTURER TEACHING PERFORMANCE ONLINE AT INSTITUTE OF HOME AFFAIR GOVERNANCE (IPDN)

The implementation of online learning during the Covid-19 Pandemic is a government policy in order to reduce the spread of the disease outbreak. It is not yet known to what extent it reduces the teaching performance of lecturers. This study to determine IPDN students’ satisfaction of lecturer performance in teaching online which was carried out, which was seen through four indicators, namely: 1) Teaching Preparation, 2) Discipline, 3) Interaction, and 4) Evaluation. This type of research is descriptive analysis research, which is an attempt to describe the performance of lecturers in teaching online. Data were obtained from the results of field research by distributing questionnaires in the form of asking questions directly to 160 respondents (or 10 percent of the total, 1,600 junior students) who had previously been randomly selected from junior students of IPDN. The data obtained were analyzed using qualitative analysis methods. The results showed that: Assessment for Teaching Preparation 95.5 percent, Discipline 90 percent, Interaction 80 percent, and Evaluation 94.5 percent. If we take the average score given by junior students or the satisfaction level is: 90 percent. This figure is quite high. But, the bias of this study is that the tendency of students' evaluation of lecturer performance is always to say that it is very good and good close to 100 percent. These figures do not yet show what percentage actually teaching online during the Covid-19 pandemic has reduced lecturer performance compared to teaching offline. This figure only shows the level of student satisfaction level with lecturer performance in teaching based on the four indicators above.

Contribution Of Self Determination To Encourage Student Academic Performance In Online Learning

The aim of this study is to examines the role of self-determination in encouraging student academic performance through online learning. Using TTF framewor, this study uses a quantitative approach with path analysis. The population used is Yogyakarta students while the sample used is 162 students. Analysis using partial regression analysis (Partial Least Square-Structural Equation Model (PLS-SEM). The software used is smartPLS 3.0. The results showed that there is a mediating role of user satisfaction in the influence of student self determination on academic performance. This research shows that self-determination is a variable that higher education managers should consider when implementing online learning. This research adds a self-determination variable to the TTF framework. This is based on the phenomenon of minimal participation in online learning. This research also confirms the TTF framework on performance which has never been studied in a higher education setting. The implications of this research underscore the importance of SD as a component in online learning that higher education managers should pay attention to. The results of this study explain that SD effects AP through student satisfaction in participating in online learning

Strategic approach to digital transformation in higher education institutions

The research study titled Strategic Exploration of Digital Transformation in Higher Education Institutions aims to comprehensively analyze and understand the approaches higher education institutions are taking towards digital transformation. It takes a strategic approach to explore the conception, initiatives, challenges, and opportunities related to the adoption of digital technologies in this constantly evolving academic environment. The research results, obtained through a detailed review of existing literature in various specialized databases on digital transformation in higher education, indicate that higher education institutions are adopting diverse strategies for digital transformation. These strategies range from digitizing content to implementing online learning platforms. Common challenges are identified, such as resistance to change and the need for investment in technological infrastructure. Emerging opportunities are also highlighted, such as personalized learning and inter-institutional collaboration through technology. The study concludes by emphasizing the importance of solid strategic planning and adaptability in the digital transformation process. It suggests that higher education institutions should address the changing needs of students and leverage digital technologies effectively to improve the quality of teaching and learning. Ultimately, the research provides a valuable foundation for future studies and will guide the strategic decisions of educational institutions in pursuit of digital transformation.