The Voice of Senior High School Alumni in Border Area

Eppendi, Jhoni; Firdausya, Arfha Rizky

doi:10.2991/assehr.k.201230.126

Cited by 1 publication

(1 citation statement)

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“…Despite its benefits, the online class cannot take place in the confronting class, for it does not assist in meeting the fortuitous learning achievement (Eppendi & Firdausya, 2020). Most students consider that the online learning class drives them to an unclear understanding of the material discussed.…”

Section: B Interview Resultsmentioning

confidence: 99%

Can gadget manage the classroom?

Eppendi,

Muliawaty,

Aisyah

2021

celt

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The Pandemic is switching the teaching and learning process, which usually organizes face-to-face into a virtual setting. This condition initiated research to determine how the gadgets influence students' learning motivation and whether gadgets can manage face-to-face or not. The respondents were thirty-six addicted and seventy-four non-addicted gadgets of junior and senior high school students from five districts in North Kalimantan. The data collected was a closed questioner, and an interview was conducted virtually. The results showed that the gadget motivates the students since it enables all the respondents to practically access the material and minimizes respondents' anxiety in expressing the ideas. Discouragingly, the gadget could not take place in the face-to-face learning setting. Non-addicted and most addicted respondents claim that face-to-face learning builds direct interaction between peers and teachers, which cannot be found in online classes. Furthermore, the e-learning class supplies unmanageable assignments with the defective explained material. The class often holds asynchronously and gives fewer responses once the students ask for a detailed explanation. Furthermore, once the synchronous class is hosted, the internet connection distracts the class.

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Section: B Interview Resultsmentioning

confidence: 99%