Pengaruh E-Learning Berbasis Schoology Berbantuan WhatsApp Group terhadap Hasil Belajar Ditengah Pandemi Covid-19

Abstract

Pandemi COVID-19 membuat pembelajaran dilakukan secara online. Schoology adalah platform sistem manajemen pembelajaran yang mudah digunakan. Grup WhatsApp akan menjadi alat koordinasi selama pembelajaran. E-learning berbasis schoology dengan bantuan WhatsApp Group merupakan solusi untuk meningkatkan hasil belajar mahasiswa. Aplikasi ini memberikan kemudahan bagi mahasiswa untuk berkomunikasi dan berkolaborasi tanpa memerlukan kuota yang besar. Penelitian ini bertujuan untuk melihat pengaruh e-learning berbasis Schoology dengan bantuan WhatsApp Group terhadap hasil belajar mahasiswa di tengah pandemi COVID-19. Populasi dalam penelitian ini berjumlah 38 orang dengan sampel sebanyak 20 mahasiswa yang diambil berdasarkan pertimbangan. Penelitian dilakukan dalam dua kelas. Pada kelas eksperimen pembelajaran dilakukan dengan menggunakan e-learning berbasis Schoology berbantuan WhatsApp Group sedangkan pembelajaran kelas kontrol dilaksanakan berdasarkan kebutuhan. Data penelitian diperoleh dari soal tes uraian, sedangkan analisis data dilakukan dengan menggunakan tes t dan phi. Hasil analisis menunjukkan terdapat pengaruh yang signifikan e-learning berbasis schoology dengan bantuan WhatsApp group terhadap hasil belajar mahasiswa di tengah pandemi COVID-19.

The ability of the Question and Answer (Q&A) Method With the Help of Learnin Videos Against Student Learning Outcomes Amid the Covid-19 Pandemic

“…Education amid the Covid-19 pandemic experienced a shift in learning patterns (Chang et al, 2020;Zb et al, 2020), which aims to accelerate the physics learning process (Sudaryanto et al, 2020;Wells et al, 2019), but how to make learning effective. One of the teaching and learning processes in the formal world is in schools, and learning physics must develop students' abilities both in analyzing and solving problems, especially in understanding concepts in physical material (Ramlo, 2008;Scott & Schumayer, 2017;Wells et al, 2019).…”

“…In this case, the researcher argues that a method will look more attractive and attract students' interest and attention if the tools used can increase attractiveness and involvement. Namely helping with educational media(Ozkazanc (Sulman et al, 2021;Zb et al, 2020), but there are still few who try to apply the question and answer method that is combined with learning videos consistently. Audio-Visual Media is a medium for delivering audio (sound) and visual (image) information which now has excellent image and graphic display so that Audio Visual media is a material or tool that can be used in learning situations to help writing.…”

Investigating Hybrid Learning Strategies: Does it Affect Creativity?

“…In the learning process, it is considered successful if it has three domains with equally good abilities, by having these three skills, students are expected to have high creativity (Mishra et al, 2020;Sremcev et al, 2018;Trueman, 2014) whose ultimate goal is to maximize their understanding which will eventually make them resilient in facing global challenges (Brears et al, 2011;Honey et al, 2014) expands that the learning process must be able to be carried out under any conditions, this is because learning must still be able to maximize the potential of students in learning. meet expectations in the world of global education so that they are not less competitive with other countries (Oaks et al, 2013;Ridder, 2017;Yazan & De Vasconcelos, 2016) A good education can certainly create professional educators (Zb et al, 2020) because lectures must provide the best solutions in all circumstances to maximize the lecture process, one of which demands high creativity (Sergis et al, 2018;Tanaka, 2013). Intention as a teacher is not just to complete teaching obligations but also requires creativity during normal and emergency conditions.…”

“…Hybrid learning in research is a combination of synchronous and asynchronous learning (Hapke et al, 2020) which allows lecturers to carry out the lecture process with two forms of point of view, namely zoom meetings or face-to-face (synchronous) with a scheduled time, while asynchronous time is not determined, lecture content has been provided through a management system such as WhatsApp Group (Hapke et al, 2020;Pazich et al, 2018;Zb et al, 2020). Hybrid learning refers to the redesign of the learning model by changing from teacher-centred teaching to student-centred and is expected to be more active.…”

“…The distance lecture process using the Hybrid learning model is considered very appropriate to be a lecture solution in the biology education study program in the midst of the Covid-19 pandemic, where around 65% still gave an unfavourable response in lecture activities (Zb et al, 2020), The new problem is that the online lecture system is implemented in the midst of a pandemic, so that it lacks a clear syntax (Sulman, 2019;Zb et al, 2020), and only around 10% of students who are able to be creative and think critically during lectures are carried out (Putra et al, 2021;Sulman et al, 2021;Zb et al, 2020). In contrast to the hybrid learning model, which feels new with its application, especially in Indonesia, it will be very precise and efficient in overcoming obstacles or problems that occur, especially in pandemic conditions.…”