Analysis of Time Management in Online Learning at Daruz Zahra Islamic Boarding School

Abstract

This study aims to determine the effectiveness of time management in bold learning at Daruz Zahra Islamic Boarding School. Students who live in Islamic boarding schools and participate in formal school activities are based on their knowledge of time. However, are students able to manage the time to study materials at Islamic boarding schools and general studies at school during the Covid-19 pandemic? Researchers used descriptive qualitative research methods with data collection techniques and a semi-structured interview model in the form of a questionnaire distributed to 7 students. The data obtained was then processed by tabulating the answer data, description and analysis, data synthesis, and discussion. The results showed that: 1) continuous learning for Daruz Zahra Islamic Boarding School students was not very effective. This was caused by repeated boredom, so that it reached a saturation point. 2) Less than half of the material that students can absorb, coupled with the ability of teachers and students to use the internet, is still low, 3) Students tend to find it difficult to manage their time between formal learning and studying in Islamic boarding schools. Therefore, courageous learning should ideally be carried out in certain conditions and times that do not allow face-to-face meetings, such as natural disasters, and accompanied by increased professionalism of educators in using technology so that learning is not boring.

The impact of a Personal Learning Environment on Chinese postgraduates’ online self-regulated learning skills / Impacto de un Entorno Personal de Aprendizaje en las aptitudes de aprendizaje autorregulado en línea de estudiantes de posgrado en China

“…For time management skills, although the participants made significant improvements after using the PLE platform, their scores for scheduling or distributing time uniformly for online study remained comparatively low. These findings are consistent with those reported by Bylieva et al (2021) and Syahri (2021).…”

“…For time management skills, although the participants made significant improvements after using the PLE platform, their scores for scheduling or distributing time uniformly for online study remained comparatively low. These findings are consistent with those reported by Bylieva et al (2021) and Syahri (2021). For self-evaluation skills, the participants improved significantly in terms of communicating with classmates what to learn and how well they learned, as well as self-questioning and summarizing what they have learned.…”

“…Por lo que se refiere a la gestión del tiempo, aunque los participantes lograron mejoras significativas tras el uso de la plataforma PLE, sus puntuaciones en la programación o distribución uniforme del tiempo para el estudio en línea se mantuvieron relativamente bajas. Estos resultados son coherentes con los descritos en Bylieva et al (2021) y en Syahri (2021).…”

Nearpod use as a learning platform to improve student learning motivation in an elementary school

“…Interactivity seems to allow the students to avoid the boredom during the learning activity by keeping the students engaged in the class. Interesting and attractive learning media would help the students eliminate boredom during the learning activity [27] since boredom and demotivation in learning would negatively affect students' achievement [28].…”

The Effect of Parent Educational Background on Student Academic Performance of Islamic Boarding Schools

“…Bahar, R., Retnawati, H., Budiono, I., (2023). THE EFFECT OF PARENT EDUCATIONAL BACKGROUND ON STUDENT ACADEMIC PERFORMANCE OF ISLAMIC BOARDING SCHOOLS.…”