Untitled

Ramadhan, Rizky; Chaeruman, Uwes Anis; Kustandi, Cecep

doi:10.21009/jpi.011.07

Cited by 5 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Learning takes place at a certain time, so that participants can ask questions, have group discussions and work on real-life questions. This is in accordance with the characteristics of e-learning, namely learning is packaged as e-learning that allows quick access to learning content and Advances in Social Science, Education and Humanities Research, volume 668 is not limited by distance and time through the use of internet technology [8].…”

Section: Resultssupporting

confidence: 61%

Readiness of Teacher Professional Education Program Participants for the Implementation of Online Learning during the Covid-19 Pandemic

Komalasari¹,

Zaman²

2022

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

Evaluation of the implementation of the Teacher Professional Education Program during the Covid-19 pandemic is very interesting to study further. This study examines the readiness of Teacher Professional Education students for the implementation of online learning during the Covid-19 pandemic. The method used in this research is a case study with 12 participants who are students who take part in the Teacher Professional Education program in the field of early childhood education. The results of this study include (1) there are still many limitations in the ability of participants and instructors in understanding new applications used to implement online programs, namely the Learning Management System (LMS), (2) material content is made in a short time so that there are still incomplete, (3 ) The number of modules that must be studied but the program implementation time is short so that participants experience difficulties, 4) Certified teachers are not ready to meet the demands of the 21st century, one of which is technology mastery skills, 5) The knowledge gained in Teacher Professional Education cannot be applied in the field due to constraints. by the conditions of early childhood education institutions which differ in each region. Therefore, it is necessary to carry out a comprehensive evaluation in its implementation, so that all participants of the Teacher Professional Education Program, especially in the field of early childhood education, are better prepared to implement this program and are able to apply it to classroom learning.

show abstract

Section: Resultssupporting

confidence: 61%

Readiness of Teacher Professional Education Program Participants for the Implementation of Online Learning during the Covid-19 Pandemic

Komalasari¹,

Zaman²

2022

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…The lecturer played a video containing a short story, and then the students were asked to rewrite the story in their own words. The measurement of this competence is surely more effective during the synchronous teaching because the students are totally supervised by the lecturer in order that they try their best without cheating (Ramadhan, Chaeruman, & Kustandi, 2018).…”

Section: Discussionmentioning

confidence: 99%

Blended learning innovation of social media based active English during the COVID-19 pandemic

2021

ilkonline

View full text Add to dashboard Cite

This study aims to describe the implementation of blended learning innovation of social mediabased (sosmed-based) English teaching in improving students' active English skill during the Covid19 Pandemic. The innovation was made by implementing the Communicative Approach which integrated elearning platforms including Be-Smart, Zoom, and Google Classroom with social media (YouTube, Instagram, Facebook). The indicators of active English skill are: students' activeness, self-confidence, and creativity and innovation in producing and uploading the videos of English practice to the social media during English classes. This research used the qualitative approach with the case study type. The subjects were PTE students of classes 2A, B, C, and D, Faculty of Education, Yogyakarta State University in the academic year of 2019-2020. The subjects were one lecturer and eight students established by using the purposive sampling technique. This study was conducted from January to April 2020. The data were collected though observation, interviews, field notes, and documentation. The data analysis used the interactive analysis form Miles and Huberman. The result shows that the innovation of blended learning in sosmed-based active English class which used the Communicative Approach integrated e-learning platforms of Be-Smart, Zoom, and Google Classroom with social media (YouTube, Instagram, Facebook) could improve active English skill of the students in Covid19 pandemic. This can be seen from the students' activeness and self-confidence, creativity and innovation in producing and uploading the videos of English practice because they need a number of likes, views, and subscribers so it could naturally motivate them to do their best in order to improve their motivation and active English skill.

show abstract

“…Saat proses pembelajaran berlangsung tidak mengenal waktu, sehingga peserta dapat melakukan tanya jawab, diskusi bersama, dan mengerjakan soal latihan dengan waktu yang sudah ditentukan. Hal ini sesuai dengan karakteristik pembelajaran online yaitu pembelajaran yang dikemas dalam bentuk e-learning memungkinkan konten pembelajaran dapat diakses dengan cepat dan tidak terbatas oleh jarak dan waktu melalui penggunaan teknologi internet (Ramadhan, Chaeruman, & Kustandi, 2018).…”

Section: Hasil Dan Pembahasanunclassified

Pembelajaran daring dalam pendidikan profesi guru: Dampak dan kendala yang dihadapi

Kurniawan

Zarnita

2020

JPPG

View full text Add to dashboard Cite

Pengembangan profesionalisme guru melalui pendidikan profesi merupakan salah satu langkah dalam memperbaiki dan meningkatkan kualitas pendidikan di Indonesia, namun demikian dinamika di dalamnya menemui beberapa kendala dan dampak yang perlu diatasi. Salah satu dinamika yang dihadapi adalah integrasi teknologi informasi melalui pembelajaran secara daring. Penelitian ini bertujuan untuk menganalisis kendala dan dampak implementasi pembelajaran daring dalam pendidikan profesi guru. Penelitian deskriptif kualitatif ini melibatkan mahasiswa profesi guru dan dosen bidang studi pendidikan pancasila dan kewarganegaraan (PPKn) sebanyak 34 orang sebagai subjek. Teknik pengumpulan data menggunakan observasi, dokumentasi, dan wawancara. Data yang diperoleh dianalisis secara deskriptif dan triangulasi untuk menginterpretasi hasil penelitian. Hasil penelitian menunjukkan bahwa penguatan kompetensi profesional guru terfasilitasi selama mengikuti pembelajaran daring, terlihat penguasaan materi, konsep, guru dapat melakukan inovasi pembelajaran berbasis teknologi, serta mendapat pengalaman belajar baru yang belum didapatkan waktu perkuliahan sebelumnya. Kendala dalam pelaksanaan pembelajaran daring meliputi keterbatasan jaringan internet, literasi teknologi yang sangat bervariatif, serta penyampaian materi yang belum menyeluruh. Penelitian ini merekomendasikan penguatan literasi dan sarana-prasarana pembelajaran daring di Indonesia.

show abstract

Untitled

Cited by 5 publications

References 0 publications

Readiness of Teacher Professional Education Program Participants for the Implementation of Online Learning during the Covid-19 Pandemic

Readiness of Teacher Professional Education Program Participants for the Implementation of Online Learning during the Covid-19 Pandemic

Blended learning innovation of social media based active English during the COVID-19 pandemic

Pembelajaran daring dalam pendidikan profesi guru: Dampak dan kendala yang dihadapi

Contact Info

Product

Resources

About