Learning Case Study in the Pandemic Covid-19: Learning Targets, Needs Analysis, Obstacles, and Solutions

Makhrus, Muh.; Abtokhi, Ahmad; Hidayatullah, Zul

doi:10.2991/assehr.k.210421.114

Cited by 3 publications

(3 citation statements)

References 10 publications

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“…Pandemi COVID-19 berdampak pada perubahan mendasar dalam aktivitas belajarmengajar. Paradigma proses pembelajaran tatap muka beralih menjadi proses pembelajaran berbasis jarak jauh (Grooms, 2020;Putra, Islam, Sasmito, & Yusrotin, 2021), dengan integrasi pada jaringan (Makhrus, Abtokhi, & Hidayatullah, 2021) dan teknologi digital (Tejasvee, Gahlot, Poonia, & Kuri, 2021). Kondisi demikian, berakibat pada munculnya tuntutan kompetensi dan keterampilan guru dalam menunjang proses pembelajaran digital (Tejasvee, Gahlot, Poonia, & Kuri, 2021), salah satunya melalui Technological, Pedagogical, Content Knowledge (TPACK).…”

Section: Pendahuluanunclassified

Pengembangan virtual field trips berbasis Geospatial Technology: Peningkatan kompetensi TPACK guru melalui GeoEdu Workshop

Putra

Sumarmi

Handoyo

et al. 2021

JIHI3S

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The COVID-19 pandemic presents challenges in the teaching-learning process. Teacher competencies and skills need to be applied to learning in optimizing learning, one of which is through the actualization of Technological, Pedagogical, Content Knowledge (TPACK). However, teachers experience problems in implementing TPACK with the emergence of negative perceptions of technology integration, and Geography teachers are no exception. Geography teachers are constrained in integrating learning technology. The characteristics of the material with pedagogical practices, effective content management, and the integration of complex technology are obstacles for Geography teachers. This service aims to improve the knowledge and skills of Geography teachers towards increasing TPACK in learning during the COVID-19 pandemic. The subject of this service is Geography teacher with a total of 86 people. The method in this service uses socialization and training which includes lecture, discussion and question and answer activities with three stages, including (1) the Preparation Phase, (2) the Implementation Phase, and (3) the Evaluation and Follow-up Phase. The results of the service show that Geography teachers have succeeded in increasing TPACK competencies, through pedagogical practices, effective content management, and good integration of complex technology. Pandemi COVID-19 memberikan tantangan dalam proses belajar-mengajar. Kompetensi dan keterampilan guru perlu diterapkan pada pembelajaran dalam optimalisasi pembelajaran, salah satunya melalui aktualisasi Technological, Pedagogical, Content Knowledge (TPACK). Namun, guru mengalami kendala implementasi TPACK dengan munculnya persepsi negatif terhadap integrasi teknologi, tak terkecuali guru Geografi. Guru Geografi terkendala dalam integrasi teknologi pembelajaran. Karakteristik materi dengan praktik pedagogi, manajemen konten efektif, serta integrasi teknologi kompleks menjadi kendala guru Geografi. Pengabdian ini bertujuan untuk meningkatkan pengetahuan dan keterampilan guru Geografi terhadap peningkatan TPACK dalam pembelajaran masa pandemi COVID-19. Subjek pengabdian ini guru Geografi dengan jumlah 86 orang. Metode dalam pengabdian ini menggunakan sosialisasi dan pelatihan yang meliputi kegiatan ceramah, diskusi dan tanya jawab dengan tiga tahapan, meliputi (1) Tahap Persiapan, (2) Tahap Pelaksanaan, dan (3) Tahap Evaluasi dan Tindak Lanjut. Hasil pengabdian menunjukkan bahwa guru Geografi telah berhasil dalam meningkatkan kompetensi TPACK, melalui praktik pedagogi, manajemen konten efektif, serta integrasi teknologi kompleks yang baik.

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Section: Pendahuluanunclassified

Pengembangan virtual field trips berbasis Geospatial Technology: Peningkatan kompetensi TPACK guru melalui GeoEdu Workshop

Putra

Sumarmi

Handoyo

et al. 2021

JIHI3S

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“…Data from the pandemic suggest this transition was not seamless, with high rates of disengagement by students, lower learning standards and levels, and higher failure rates. [49 , 57 , 85 , 86] . Thus, this difference raised questions about why this type of technology delivered instruction proceeded differently from in-person instruction, and one candidate theory has been that students may have much more difficulty in sustaining engagement and attention in this format [79 , 91] .…”

Section: Introductionmentioning

confidence: 99%

Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering

Wong

Mesghina

Chen

et al. 2023

Computers and Education Open

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“…The problems that occur are not only in the learning media system, but the availability of quotas that require a fairly high cost for students and teachers to facilitate online learning needs. The quota purchased for internet needs has soared and many parents are not ready to increase the budget in providing internet networks [3].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Online Learning (Research in the Era of the Covid 19 Pandemic in Junior High Schools in Gorontalo Regency)

Gamar

2023

Advances in Social Science, Education and Humanities Research

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The objectives of this study are to: a) evaluate policy support for the implementation of online learning in the era of the covid 19 pandemic in junior high schools in Gorontalo Regency, b) evaluate available resources for the implementation of online learning in the era of the covid 19 pandemic in junior high schools in the district. Gorontalo, c) evaluating the implementation of online learning in the era of the covid 19 pandemic at junior high schools in Gorontalo Regency, d) evaluating the success achieved in implementing online learning in the era of the covid 19 pandemic in junior high schools in Gorontalo Regency, e) evaluating the impact of learning online on changes in the character, knowledge and skills of students in junior high schools in Gorontalo district. This research uses context, input, process, product and outcome evaluation method (CIPPO). Data collection techniques using questionnaires, interviews, observation and documentation. Data analysis used descriptive qualitative analysis. This shows that online learning must still be combined with other learning models in order to provide optimal results in supporting improving the quality of students in learning.

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Learning Case Study in the Pandemic Covid-19: Learning Targets, Needs Analysis, Obstacles, and Solutions

Cited by 3 publications

References 10 publications

Pengembangan virtual field trips berbasis Geospatial Technology: Peningkatan kompetensi TPACK guru melalui GeoEdu Workshop

Pengembangan virtual field trips berbasis Geospatial Technology: Peningkatan kompetensi TPACK guru melalui GeoEdu Workshop

Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering

Evaluation of Online Learning (Research in the Era of the Covid 19 Pandemic in Junior High Schools in Gorontalo Regency)

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