Learning Process during Covid-19 Pandemic from Various Variables in Senior High School

Noviana, Mila; Sukardi, Sukardi; Suryanti, Ni Made Novi

doi:10.18421/sar34-03

Cited by 4 publications

(6 citation statements)

References 25 publications

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“…However, they also focus their attention on the technical problems of the university platform, lack of or bad connectivity to the internet from their homes, or lack of technological gadgets (computers, tablets or mobiles). The same results are shown in the works of Altunay [18], Demuyakor [6], Muthuprasad et al [7], Noviana, Sukardi and Suryanti [21] and Trujillo et al [4]. In particular, it is essential to mention the study by Rodicio-García et al [34], where they carry out a study on the digital divide in university students.…”

Section: Discussionsupporting

confidence: 73%

“…Altunay [17] and Gunes [19] conclude that the majority of students do not want to receive instruction through online distance education methods, while Altunay [17], specifically, shows that the lack of autonomy in distance learning is conditioned by how students were taught without being autonomous in secondary education. In their study, Noviana, Sukardi and Suryanti [21] show that the learning process is affected by different aspects, such as gender, age and school type (urban or rural). They conclude that female students were better than their male counterparts because they are more motivated and have better abilities in time management.…”

mentioning

confidence: 99%

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Face-to-Face vs. E-Learning Models in the COVID-19 Era: Survey Research in a Spanish University

Costado

Charlo

2021

Education Sciences

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This study shows the results of an autobiographical questionnaire of Spanish university students regarding two different educational models caused by the COVID-19 pandemic: face-to-face and e-learning. The aim is to discover their perceptions and opinions about their experiences during the learning process and what they have experienced during this global emergency and period of home confinement. The sample is made up of 100 students from the Primary Education Degree programme and the research was carried out through a qualitative study of the questionnaire. The results, divided into categories of each educational model, show the interpretation that the students make of the current reality and their own learning process. The most important aspect of the face-to-face learning model, according to 75% of the students, is direct communication with the teacher, and for 88% of them this model was effective. For the e-learning model, the flexible schedule, the economic savings and explanatory videos are the relevant ideas that the students express, with 68% stating that it was an effective model. The main conclusion is that the students prefer to continue with the face-to-face learning process (49%) rather than online teaching (7%) or, failing that, mixed or blended learning (44%), where the theoretical classes could be online and the practical classes could be face-to-face.

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Section: Discussionsupporting

confidence: 73%

mentioning

confidence: 99%

Face-to-Face vs. E-Learning Models in the COVID-19 Era: Survey Research in a Spanish University

Costado

Charlo

2021

Education Sciences

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“…However, a different study by Hoang (2008) stated that female students have a more positive attitude towards learning than male students. Different research results also by Noviana et al (2020) stated that women have better perceptions of the learning process during the pandemic than men. This is because the learning motivation of female students is higher than male students (Khoirunnisa, 2016).…”

Section: Discussionmentioning

confidence: 92%

“…Likewise with this study, the tendency of the perception of teaching material was better at the age of 16 and 17 years compared to the age of 18 years. It is emphasized by the research of Noviana et al (2020) that the tendency of the perception of 16 years and 17 years of age is better regarding the learning process during the pandemic period compared to 18 years. Age differences reflect differences in motivation and interest in learning (Marinova et al, 2000).…”

Section: Discussionmentioning

confidence: 99%

Is the Presentation of the Teaching Materials during Covid-19 Pandemic Contextual?

Aryaningsih

Sukardi²,

Su’ud³

2021

JETSS

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This study aimed to determine the presentation of teaching material during the Covid-19 pandemic seen from various variables (gender, age, school location, and school status) in the Senior High School (SMA). This research used qualitative approach with survey based. The population in this study were all high school students, amounting to 14.566 with a minimum sample of 427 based on the Slovin formulation. The data for the presentation of teaching material used a questionnaire with the help of google form which meets the research requirements. Overall data were analyzed quantitatively, using comparative analysis, namely non - parametric statistics because they did not meet the requirements of the analysis. The results showed that the presentation of teaching materials tended to be contextual in the dimensions of fact that teacher always present the teaching material based on the pandemic condition, as well as other dimensions, such as concepts, principles, procedures, and from several variables (gender, age, school location, and school status) that there were differences in perceptions of the presentation of teaching material in Senior High Schools.

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“…The blended learning method facilitates the further analysis of students' learning behavior, via monitoring the students' interactive behaviors when watching videos and forming teaching research methods based on micro-quantitative analysis. For example, in order to improve the learning effect, some scholars measure the ability of students according to the correctness of students' answers to questions [9,10]. We also set up open questions to encourage students to actively participate in the peer grading of assignments.…”

Section: Related Workmentioning

confidence: 99%

Online Blended Learning in Small Private Online Course

Han

Zhang

et al. 2021

Applied Sciences

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In this work, we studied the online blended learning model of computer network experimentation, focusing mainly on the problem of traditional network experiments being limited by location and time, and explore the applicability of the small private online course (SPOC) advanced teaching concepts to computer network online experiment teaching. Based on the structure of a combination of virtual and real, real and not virtual, an online network experiment platform and management system has been designed and constructed, enabling students to carry out remote online computer network hardware experiments anytime and anywhere, without being restricted by time, space, or content. Using the online network experiment platform, we can organize the experimental modules and knowledge points via the SPOC course concept, by developing online network experimental content, modularizing and fragmenting of the experiments, creating the pre-experimental explanation and experiment preview videos, and evaluating the assignments via peer grading to analyze students’ learning behavior. By exploring online network experimental teaching methods and management models, offering experimental guidance in an interactive manner, and highlighting the openness and sharing characteristics of online experimental teaching platforms, we can improve the utilization rate for teaching resources, and provide ideas for applied scientific research methods.

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Learning Process during Covid-19 Pandemic from Various Variables in Senior High School

Cited by 4 publications

References 25 publications

Face-to-Face vs. E-Learning Models in the COVID-19 Era: Survey Research in a Spanish University

Face-to-Face vs. E-Learning Models in the COVID-19 Era: Survey Research in a Spanish University

Is the Presentation of the Teaching Materials during Covid-19 Pandemic Contextual?

Online Blended Learning in Small Private Online Course

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