Teachers Strategies in Online Learning During Covid Pandemic

Widarini, N.K.S.; Putra, I Nyoman Adi Jaya; Marsakawati, Ni Putu Era

doi:10.23887/jpbi.v9i2.487

Cited by 6 publications

(10 citation statements)

References 7 publications

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“…Meskipun begitu, guru tetap melaksanakan pembelajaran online informatika dengan mempertimbangkan dan menerapkan strategi pembelajaran sesuai dengan berbagai kondisi yang terjadi selama pembelajaran secara online, termasuk kondisi siswa agar siswa tetap belajar di rumah. Sebagaimana pula (Widarini et al, 2021) menjelaskan agar kegiatan belajar mengajar tetap terlaksana meskipun siswa berada di rumah, guru dituntut agar dapat merancang strategi pembelajaran online sebagai inovasi dalam proses pengajarannya. Maka guru diharapkan dapat memilih dan merancang strategi pembelajaran yang tepat dalam pembelajaran secara online guna berinovasi dan mengatasi hambatan-hambatan yang ada dan serta mewujudkan kegiatan belajar mengajar online yang diharapkan…”

Section: Hambatan Yang Dihadapi Guru Dalam Menerapkan Strategi Pembel...unclassified

Strategi Pembelajaran Online Pada Mata Pelajaran Informatika di SMA Negeri 3 Jeneponto

Sabrina

2022

comserva

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During the Covid-19 pandemic, face-to-face learning in schools was shifted to online learning by the government to prevent the spread of the coronavirus. This is a challenge for teachers in online education, one of which is choosing and implementing appropriate learning strategies in particular situations, namely online learning. The purpose of this study is to describe the learning strategies applied by the teacher, their implementation, and the obstacles in online education in informatics at SMA Negeri 3 Jeneponto. This research is qualitative research and a type of qualitative descriptive research. This research was conducted at SMA Negeri 3 Jeneponto, with the subject of the study being the informatics subject teacher. Data collection techniques through observation, interviews, and documentation. The data analysis of this research consisted of data reduction, data presentation, and conclusion drawing/verification. The results show that teachers use the WhatsApp application and utilize WhatsApp groups as an online informatics teaching and learning class; teachers apply exposition strategies and individual learning strategies and assign assignments to informatics subjects at SMA Negeri 3 Jeneponto. The application of a teacher's online learning strategy focuses on delivering theory and giving lessons to students, while the implementation of online informatics practice still cannot be applied. The teacher found several internal and external obstacles during the online learning period of informatics at SMA Negeri 3 Jeneponto.

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Section: Hambatan Yang Dihadapi Guru Dalam Menerapkan Strategi Pembel...unclassified

Strategi Pembelajaran Online Pada Mata Pelajaran Informatika di SMA Negeri 3 Jeneponto

Sabrina

2022

comserva

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“…During the transitional period, teachers also possible to conduct the learning activity using technology. As the study conducted by previous study showed that in teaching English, teacher use technology such as Google Form, Quizizz, Google Meet, and video (Widarini et al, 2021). Moreover, previous study also reveals about several teaching strategies that in accordance with the I2M3 standard process, and can be implemented in English classes (Azhar, 2009).…”

Section: Introductionmentioning

confidence: 99%

Teaching Strategies Employed by the English Teacher during the Onsite Transitional Period

Dewi

Artini

Wahyuni

2023

JPBI

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The government again start new regulations in the education field, which open the school and start onsite learning. This is considered an onsite transitional period since this is the first time that onsite learning is conducted again after being temporarily suspended due to the Covid-19 pandemic. Teachers need to adapt and adjust the teaching strategies during the onsite transitional period. The aim of this study is to analyses English teachers’ teaching strategies during the onsite transition period. This study applied the descriptive qualitative method. The data collection methods are classroom observation and interviews. The findings of the study were interpreted through data reduction, data display, and conclusion. The results of the study found that English teacher has implemented several strategies starting from pre-activity, main-activity, and post-activity. The strategies are reviewing, discussion, question & answer, elicitation, brainstorming, ice breaker, reading activity, cooperative learning, lecturing, exercise, drawing the conclusion, self-reflection, and quiz. Moreover, the teaching strategies also align with the I2M3 standard process. The present study is conducted due to the urgency of empirical data, some previous studies have researched teaching strategy, nevertheless, the study about teaching strategy during the onsite transitional period remains unclear.

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“…Furthermore, according to Wena (2009), cooperative learning is a form of group learning that follows a set of laws. The fundamental concept of cooperative learning is that students form small communities and instruct others to accomplish shared goals; clever students can educate students who are not as bright without feeling inferior.…”

Section: Introductionmentioning

confidence: 99%

EFL Teachers’ Strategy in Teaching English Narrative Writing During Covid-19 Outbreak

Jihan

Karim

Royana³

et al. 2023

Journey

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The COVID-19 outbreak throughout the world forced the government of Indonesia to shift academic programs into online mode. The objectives of this study are to describe the teachers' strategies for teaching narrative writing during the COVID-19 outbreak and to find out the teachers' reasons to choose the strategies. Therefore, a qualitative research design was applied and the data was gathered through semi-structured interviews and online observation. Two exemplary teachers were involved as the respondents in the present study. Data coding was conducted to analyze the data gained from those research instruments. The findings revealed that the first respondent (JY) used cooperative learning, group discussion, and translation as her strategies in teaching English narrative writing text. Meanwhile, the second respondent (RN) used guided questions, cooperative learning, and translation as her strategies for teaching English narrative text during the pandemic. The findings showed that the first respondent (JY) utilized those strategies to increase students' participation, enhance students' vocabulary mastery, and developed student writing ability. Meanwhile, the second respondent (RN) utilized the aforementioned strategies to enrich students' vocabulary mastery, and improve students sentence structure.

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Teachers Strategies in Online Learning During Covid Pandemic

Cited by 6 publications

References 7 publications

Strategi Pembelajaran Online Pada Mata Pelajaran Informatika di SMA Negeri 3 Jeneponto

Strategi Pembelajaran Online Pada Mata Pelajaran Informatika di SMA Negeri 3 Jeneponto

Teaching Strategies Employed by the English Teacher during the Onsite Transitional Period

EFL Teachers’ Strategy in Teaching English Narrative Writing During Covid-19 Outbreak

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