Distance Learning During the Pandemic Era: Online Learning Experiences of State Madrasah Tsanawiyah Students During Covid-19 in Indonesia

Abstract

Online learning policies serving as the answer to the world of education during the COVID-19 pandemic period raise some problems to students. They find it difficult to understand learning materials because the teacher's explanation is very limited, so many tasks and teachers cannot supervise the students. As a result, students are quickly getting bored with learning activities at home, they cannot directly meet their classmates; and this condition is getting worse due to the fact that their homes are less supportive to their learning activities. This research is aimed at studying the State Madrasah Tsanawiyah Students’ experiences during the Covid-19 pandemic era from March to July 2020. A descriptive qualitative analysis method was employed. The primary data were obtained from the results of observations and open questionnnaires sent to 42 the madrasah tsanawiyah students from Sidoarjo, Malang, Yogyakarta, Jakarta, Aceh, and Padang Panjang. The secondary data were taken from online news about the distance learning. It was found that the distance learning for madrasah tsanawiyah students was troublesome experiences due to inadequate facility and infrastructures in the internet quota, smart phones, laptops, and also unsupporting home environment and improper the teaching techniques. However, some students were happy with this distance learning because it may give them new experiences, learning with a laptop or a mobile phone is exciting, it may improve the literacy in technology, it is flexible in terms of time, and it is not necessary for them to go to schools. It is recommended that the government improve the quality of the internet services, give more internet assistance quota, and hold training for the teachers on online learning.

Students’ Perception towards Synchronous and Asynchronous Learning Modes at Faculty of Teacher Training and Education

“…Meanwhile, based on the expert, there are many problems in conducting the online learning process such as inadequate devices, student package quotas, difficulties in understanding the material (Wulandari et al, 2022), and difficulties in network coverage (Wulandari et al, 2022). Based on the experience of researchers when carrying out synchronous and asynchronous online learning, there are several difficulties, namely a lack of interest in learning because the learning process feels so boring (Sihombing & Fatra, 2021) , then it is difficult to do group work (Damşa et al, 2021) so that the learning process does not run optimally. Researcher discussed about students' perceptions of synchronous and asynchronous learning mode, because were several problems caused by changes in the learning model during Covid19.…”

Islamic Boarding School Education Leadership in Supporting Face to Face Learning During the Pandemic Period in Indonesia

“…A second influx of impacts before long followed, including arranging summer/fall situations, making massive spending plan cuts, proceeding to screen and change strategies, leaves of absence, cutbacks, and thinking about the drawn-out sway on college understudies and workers. Heads, who have been arranging a regular drop-in enlistment (Sihombing & Fatra, 2021) for the 2020-2021 academic year, are preparing for a significant decrease in undergrad and postgraduate enlistment, as vulnerability looms over understudies' capacity to pay for school instruction during a time of employment cutback, soaring joblessness, and aversion to signing up for courses that will, for the most part, be on the web. The economic effect on advanced education has been exacerbated by US state-funded instruction.…”

Online Learning Readiness among Junior High School Students

“…This view was corroborated by Berlianto and Santoso (2018), who stated that more suitable online learning methods and strategies are needed for teachers to teach more effectively online. The convenience of internet connections is also cited as another area requiring improvement in order to improve the effectiveness of online learning (Sihombing & Fatra, 2021).…”

“…Prior studies have mostly focused on external determinants of readiness of students towards online learning. One of the most prominent external determinants of online learning readiness is technical issues with the usage of online learning applications (Sihombing & Fatra, 2021;Anam & Rusydiyah, 2021;Apriliana, 2021;Firmansyah & Minandar, 2021;Hidayati, 2021;Zuhri, et al, 2021;Purwantoro, et al, 2021). Students who face technical issues with the usage of online learning applications tend to be less reluctant to engage themselves in online learning (Srimulat et al, 2022).…”

“…Since the pandemic began in 2019, online learning has had to be conducted and many researchers have investigated whether the students or teachers are ready with this learning approach. These studies have mostly relied on evidence from students who have already experienced online learning, rather than those who are yet to experience it (Sihombing & Fatra, 2021;Anam & Rusydiyah, 2021;Apriliana, 2021). Warner et al, (1998) proposed a conceptualisation of online learning readiness that had three dimensions: preference, beliefs and competence, and self-directed learning.…”