This study aimed to analyze student perceptions regarding the role of teachers in classroom learning compared to online learning during the Covid-19 pandemic by applying a quantitative approach with a survey method. Population in this study was students throughout Indonesia who were actively learning during the Covid-19 pandemic. The research used Cluster Sampling technique by distributing online forms to students studying at home in all provinces in Indonesia, from Aceh to Papua; while sampling was conducted by random system. Chi square data analysis was carried out to analyze the close relationship between two variables that had nominal data. The results showed that almost all respondents (683 students or 93.8% of them) preferred face-to-face learning with teachers, while a small portion of 45 respondents (6.2%) liked face-to-screen learning (online). Out of 728 respondents, 647 students (88.9%) thought that the teacher's role could not be replaced by technology, and 81 students (11.1%) thought that the teacher's role could be replaced by technology. Thus, it can be concluded that most students in Indonesia still preferred face-to-face learning in class. Inequality in the distribution of learning resources such as internet network and teacher competence became a major problem in online learning, especially for students who lived in rural and disadvantaged areas.
Massive development in technology has enforced the educational system to be able to adjust its activity. While maintaining conventional learning environment in character education is challenging, online learning environment provides different characteristics that require distinct strategies to meet the learning objectives. It requires different syntax to implement learning methods for character education on online setting. However, previous studies rarely discussed about character education syntaxes for online learning. Thus, this study aimed to fill the gap by synthesizing the syntax and strategies of implementing some learning methods in character education through online learning. It was chosen Islamic and Character Education as the subject and role model and habituation methods as the focus of the study. This study is a qualitative study using in-depth interview as data collection technique. The informants were teachers experiencing in implementing role model and habituation methods on online learning. The research findings showed that the general syntax of online learning is started from preparation, preliminary activity, core activity, closing, and strengthening activities. Preparation and strengthening activities are conducted in unscheduled time while the other activities are conducted in scheduled time. The proposed syntax is given but further studies are required to testify the syntax for different situations. https://ejournal.unisba.ac.id/index.php/tadib/article/view/6875
Household waste commonly dominates the municipal waste composition, indicating a vital role of residents’ participation in solving waste problems. Various efforts have been made to encourage resident’s participation. However, many approaches implemented cannot keep participation sustainable. Previous studies showed that educating residents through nurturing moral values is influential in improving waste management behaviour. Meanwhile, the moral value becomes the core of character building, implying that character building could have a role in resident-based education to enhance waste management behaviour. In fact, character building can change individual behaviour sustainably. Thus, this study aimed to figure out the possibility of implementing character building to nurture sustainable waste management behaviour and investigate how character-building was implemented. Using a case study approach, we explored a resident-based education in Neglasari, Bandung, Indonesia, that implemented moral value as the educational strategy. This study found that some primary activities were conducted to transfer moral value. The learning activities were focused on nurturing moral knowing, moral feeling, and moral action as central components of character building. However, implementing character building seemed to take time and required iteration to get a sustainable change in the behaviour. Nevertheless, it is worth to continue to gain significant benefits.
Pendidikan karakter membutuhkan metode dan pendekatan yang sinkron dengan potensi atau kepribadian anak didik. Perangkat kepribadian genetik STIFIn dapat membantu guru memahami potensi anak didik sehingga dapat dimanfaatkan untuk membantu membangun karakter siswa. Penelitian ini bertujuan mengkaji peranan STIFIn dalam pendidikan karakter dan mengidentifikasi bagaimana strategi dalam mengimplementasikannya. Penelitian dilakukan di di PAUD Lare Alit Bandung, dengan menggunakan teknik wawancara mendalam untuk mendapatkan data. Hasil penelitian menunjukkan bahwa terdapat beberapa langkah strategi yang diperlukan dalam mengimplementasikan STIFIn. Tahapannya berupa persiapan guru terhadap pendekatan STIFIn dan mengidentifikasi kepribadian genetik peserta didik. Tahap kedua yaitu menentukan pendekatan dan metode yang tepat berdasarkan kepribadian genetik peserta didiknya, mengimplementasikan dalam kegiatan pembelajaran dan kegiatan evaluasi bekerjasama dengan orangtua di rumah. Penelitian ini menunjukkan implementasi STIFIn dapat membantu guru dalam mengidentifikasi potensi anak didik dan mengoptimalkannya.
Nowadays, online learning has forced educational stakeholders to sufficiently involve online learning by handling the fundamental difference from traditional learning platforms. While educative interaction is vital but very limited to online learning, the teachers should condition the new environment to enable the learning process. However, educative interaction on online learning requires exact syntax to help the teachers implement it correctly. Therefore, this study aimed to identify the implementation of educative learning on online learning and formulate the syntax to help teachers create educative interaction. The study focused on Islamic and Character Education subjects. The research method is qualitative, using in-depth interviews to gather the data. The informants were from 2 different elementary schools. The study result revealed two types of syntax for educative interaction on online learning: the syntax of educative interaction on real-time chatting app and syntax of educative interaction on the video conference app. Every syntax has similar general phases: preparation, introduction, core, and closing. However, every phase has different details, adjusted to the service provided by the application used. Eventually, the teachers' competence and spirit and supporting infrastructure become the primary factors in maximizing the interaction. Besides, application choice determines the strategy that will be done.
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