Student Attitudes to Online Learning in Universitas Negeri Surabaya

Mustaji, .; Arianto, Fajar

doi:10.2991/assehr.k.201201.045

Cited by 3 publications

(6 citation statements)

References 4 publications

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“…Their positive feelings towards online platforms drove their willingness to spend more time learning listening and reading through online learning and let them to be familiar with those platforms although several previous studies revealed that signal and internet budget became prominent problems (Meladina & Zaswita, 2020; T. T. Wijaya et al, 2020). Even though those problems may have hindered students from being able to work on the tasks given by their lecturers, the findings of this research demonstrated that they were excited to do various kinds of listening and reading tasks and did them well although those who had initial high initial ability showed a better attitude towards online learning (Mustaji & Arianto, 2020), it did not stop most students doing the tasks well. This was because most of them loved lecturers' teaching strategies in delivering the materials (x̄ = 3.15 for listening in statement 3 and for reading in statement 8) and it made them focus their attention only to listening to lecturers' explanation of the materials so they could easily get the points of the materials.…”

Section: Resultsmentioning

confidence: 68%

“…Meanwhile, gender has no influence towards students' attitude in attending online lectures (Mustaji & Arianto, 2020). Other study was about the students' perception on online education due to covid-19 outbreak.…”

mentioning

confidence: 99%

“…Furthermore, motivation and attitude have great roles in raising proficiency and efficiency of the students in language learning (Oroujlou & Vahedi, 2011). A positive attitude is a tendency to approach, cheer, accept, and always expect the presence of certain objects (Mustaji & Arianto, 2020). In other words, attitude towards language learning plays a pivotal role in achieving learning goals.…”

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confidence: 99%

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Revisiting Receptive Skills in Online Learning: The Students’ Attitude

Wijaya

Indrasari

2022

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This research attempts to investigate the English language learners’ attitude on the online learning of receptive skills, namely listening and reading skills, conducted in English Language Education Department of UIN Raden Intan Lampung. One hundred and twenty-four students of the first year of English Education Department participated in this descriptive quantitative research with online survey design. The data were collected by using a close-ended questionnaire of the ABC model of attitude proposed by Jain which revealed three elements; affective, behavior, and cognition. The questionnaire was administered online to the students who had experienced the process of teaching and learning online in listening and reading courses. The result showed that students’ attitude towards online learning of receptive skills indicated as positive attitude on affective aspect (x̄ = 3.04), behavioral aspect (x̄ = 3.01) and cognitive aspect (x̄ = 3.01) which concerned on the online learning platforms, task completion, lecturers’ strategies in delivering online materials, online group discussion, and receptive skills improvement. In spite of the positive results elicited from this research, there were some limitations encountered such as learning platforms provided by the lecturer, their strategies in teaching receptive skills, and task types which had not been revealed in this research. Thus, for the future research who are interested in doing research in education, it is expected to investigate those areas.

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Section: Resultsmentioning

confidence: 68%

mentioning

confidence: 99%

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confidence: 99%

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Revisiting Receptive Skills in Online Learning: The Students’ Attitude

Wijaya

Indrasari

2022

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“…Teaching students noted limitations in their technological abilities, the unpreparedness of the pedagogical staff and their unprofessionalism in online teaching Dhawan, 2020). Despite a growing body of research, only scant attention has been paid to background variables (Mustaji, 2020). Initial findings show that in technologically disadvantaged countries, online learning is perceived to be of low quality, with more objections to online learning (Adnan & Anwar, 2020).…”

Section: Online Practical Teachingmentioning

confidence: 99%

“…Organization and management of online learning (Alqurashi, 2016). These play an important role in students' readiness and success in online learning (Aguilera-Hermida, 2020;Albelbisi & Yusop, 2019;Martin et al, 2020) and in their satisfaction with this tool (Aguilera-Hermida, 2020; Albelbisi & Yusop, 2019;Landrum, 2020;Mustaji, 2020). Thongsri et al (2021) showed that self-efficacy for online learning largely influenced students' decisions to continue on to higher education.…”

Section: Technological Self-efficacymentioning

confidence: 99%

When the Cheese Moves: How Arab and Jewish Education Students Perceive the Transition to Distance Practical Teaching During the Covid-19 Crisis

Majadly¹,

Nikritin²

2022

IES

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The goal of the current study was to examine teaching students’ positions and perceptions regarding the transition to an online format for practical teaching during Covid-19, and whether differences exist between Jewish and Arab students’ positions. The study also examines teaching students’ technological and pedagogical self-efficacies for distance teaching and the extent of differences between the Arab and Jewish students’ self-efficacies. In addition, the study examined which background and personality variables predict positions and perceptions. The findings are based on a questionnaire completed by 279 Arab and Jewish teaching students from two Israeli teacher education colleges that transitioned to online practical teaching as a result of the Covid-19 crisis. Semi-structured interviews were also conducted to gain a deeper understanding of the questionnaire findings and to expand on topics not referred to in the questionnaire. The study reveals that teaching students accept the importance of the distance teaching experience during training in order to prepare them for the changing reality. Nevertheless, this cannot fully replace field experience because of the need for support and the limited ability to learn from the distance experience about face-to-face teaching.

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Landasan Fılosofıs Dan Analısıs Teorı Belajar Dalam Implementası Kurıkulum Merdeka Dı Sekolah Dasar

Noer,

Deni Mustopa,

Rizal Arizaldy Ramly

et al. 2023

JEE

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Education is an important need for human life, every individual has the same right to receive educational services. Implementing an independent curriculum requires independent curriculum planning, philosophical values such as humanism, progressivism and constructivism can be implemented to create learning that is more relevant, interactive and respects the uniqueness and potential of students. The method used in writing and preparing this article is literature study. The results of this literature review are related to the philosophical basis and analysis of learning theory in implementing the independent curriculum. In implementing the Merdeka Curriculum, teachers also have an important role in recognizing students' potential, creating relevant learning, and implementing fun learning through a project-based approach, integrating relevant educational philosophies and the principles of the Merdeka Curriculum, it is hoped that learning can become more meaningful , according to the needs of students, and prepare them with relevant skills to face future challenges.

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Student Attitudes to Online Learning in Universitas Negeri Surabaya

Cited by 3 publications

References 4 publications

Revisiting Receptive Skills in Online Learning: The Students’ Attitude

Revisiting Receptive Skills in Online Learning: The Students’ Attitude

When the Cheese Moves: How Arab and Jewish Education Students Perceive the Transition to Distance Practical Teaching During the Covid-19 Crisis

Landasan Fılosofıs Dan Analısıs Teorı Belajar Dalam Implementası Kurıkulum Merdeka Dı Sekolah Dasar

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