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A Portrait of Online Learning Implementation during the Lockdown in Greater Jakarta


A majority of students in Jakarta, Bekasi, and Depok had encountered some problems while learning during the lockdown due to inappropriate internet infrastructure, teachers’ lack of skills to organize online learning courses and students' lack of experience in web-based learning.

Introduction
As a part of the efforts to contain the coronavirus spread, schools across the world at all levels of education have been closed. UNESCO recorded that by the end of April 2020, more than 1.2 billion students in 182 countries had been assigned to study from home, including more than 68 million students in Indonesia. To make the students keep on learning, distance learning is implemented. In Greater Jakarta, schools and campuses employed online learning to facilitate distance learning.

Since online learning is essentially not a new practice and most students in Greater Jakarta are quite familiar with it. It has emerged as a consequence of information and communication technology (ICT) advancement. Soon after its launch in the late 1980s, more and more universities and K-12 schools worldwide keep on implementing it, and the number of students taking online courses continues to increase. In 2018, more than a quarter of students in the US took online classes. In 2019, 31 states in the US have opened full online learning for elementary and middle school students, with more than 310,000 students. Besides, 23 states also opened virtual schools that use online learning as a support for traditional learning, with a total of 420,000 students.

Online learning is also not an unfamiliar method for Indonesian students, particularly those living in big cities like Greater Jakarta. Many universities and secondary schools have implemented it. The distance learning program (SPADA Indonesia), for instance, has collaborated with 51 universities. The great potential to succeed online learning in Indonesia is also supported by Indonesian students’ passion for using ICT. Cambridge International’s (2018) research involving 502 Indonesian students revealed that, globally, Indonesian students have the highest interest in using computer space (40%) and are at the second-highest rank in desktop computer use (54%) after the US. It was also found that 67% of Indonesian students use smartphones in class and 81% use them to deal with homework. Indonesian students who use laptops to do homework reached 84%, slightly lower than students in the US (85%). Indonesian students’ passionate use of ICT was also revealed through the APJII survey (2018) showing that 25.2% of children aged 5-9 years have used the internet; children aged 10-14 years, 66.2%, teens aged 15-19 years, 91%; and those aged 20-24 years, 88%.

Since it is not a new learning method, many universities and schools have adopted it, and Indonesian students are passionate users of ICT, it could be expected that online learning would have been effectively implemented during the lockdown due to coronavirus pandemic. To see whether the expectation came true, a survey was conducted.

The Survey
Based on the background above, the writer aimed at getting a general portrait of the online learning implementation among students in greater Jakarta during the lockdown due to the coronavirus epidemic. More specifically, the survey was conducted to see the dominant platform or media and tools employed, whether students enjoyed the learning process, and the obstacles students might have faced. To achieve this goal, data was collected from elementary, secondary, and tertiary education students in Greater Jakarta through an online survey employing Google Form.

Method
The survey was conducted from April 27 to May 2, 2020. Due to the implementation of “Work from Home” which made it impossible to take samples randomly, the convenience sampling technique was employed. The respondents in this survey were invited to participate by sending the questionnaire link to the writer’s colleagues, friends, relatives, and neighbors and asked them to have their children, relatives, neighbors, or acquaintances who are learning from home fill out the questionnaire. The survey was responded by 164 participants. However, 28 of them were attending offline learning or did not learn at all, while the 136 others participated in online learning. Since this survey aimed to portray the implementation of online learning, only 136 participants were included as the participants.

Since the survey was intended as a preliminary study for getting general portrait concerning online learning implementation, the sample determining technique and the instrument design were not carried out by following strict statistical methods. What is more, the number of participants involved might be too small to represent the population. The results, however, could be used to describe the online learning implementation in a general way. The proportion of the participants by their educational levels is presented in Figure 1. The respondents live in DKI Jakarta (61%), Bekasi (29%), and Depok (10%). 

Previous Experience in Attending Online Learning Courses
Based on the criterion of whether they had ever attended online learning courses or not before the outbreak, it was found that only 32% of respondents who had ever attended online learning. The rest 68% had only attended purely traditional learning (Figure 2). Thus, their intensity and interest in using ICT in daily life had not yet been used by 68% of them to help their learning process.


The Media/Flatform Employed
Table 1 shows that almost half (49%) of respondents did online learning by using only WhatsApp (WA). Only 15% were facilitated by their teachers/lecturers to learn by using a learning management system (LMS), either owned by schools or using open-source software on the internet. Other respondents used WA combined with various media or other programs (17%) or combined WA with a videoconferencing tool, such as zoom or hangout (19%). This finding reflects the schools or campuses’ lack of facilities for online learning. It also indicates many of the teachers’ lack of competence to utilize various free LMS available on the internet to support online learning.


Tools
Figure 3 shows that most respondents took part in online learning using smartphones (53%). The next dominant tool was laptops, then desktops, and finally iPad/Tablets (4%). This finding confirms Cambridge International’s (2018) finding which revealed Indonesian students’ level of smartphone and laptop use is very high. The habit and passion in using this technology, if directed correctly, are essentially very potential to support online learning. Kadry and Roufayel (2017) argued that a large number of educational institutions have provided supplemental courses via smart devices and automated systems to facilitate students in grasping more knowledge using their smartphones.
Communication Frequency
The data reveals that communication between students and teachers/lecturers was very minimum. Figure 4 reveals only 21% of students who always or often communicated; 28% of students rarely communicated with teachers, and 51% never communicated with their teachers/lecturer sat all.

Communication between students and their classmates was more intensive than that with teachers/lecturers, although the frequency was still low. Figure 5 reveals 33% of students always or often communicated with their classmates; the other 30% communicated rarely, and the rest 37% never communicated at all.

The small frequency of student-teacher and student-student communication is certainly very disadvantageous because communication is the foundation of collaborative learning, and collaborative learning is one of the keys to successful online learning. The study of Su et al (2005) revealed that student interaction with teachers and students with other students is a key factor in quality online learning programs. Intensive feedback enhances student’s involvement in the learning process and diminishes their loneliness or the feeling of being isolated.

The Obstacles Encountered
Concerning the constraints encountered by the participants, Table shows that the inappropriateness of the employed media/platform/software is the main obstacle. This finding is closely related to the data in Table 1 showing that 49% of online learning courses use only WA, and the other 19% rely on WA combined with a teleconference tool. Only 15% of the courses use an LMS to facilitate a virtual classroom.

The second major obstacle was the difficulty to discuss with teachers/lecturers, which is stated by 81% of the respondents. This finding is closely related to the findings in Figure 4 which shows that only 21% of students can always or frequently communicate with their teachers/lecturers. Such lack of communication made it difficult for the majority of the participants to get advice, guidance, or encouragement when they needed it. This condition was worsened by the participants’ difficulty to discuss with their classmates so that they could not give and receive feedback one to another. Moreover, as revealed in Figure 2, only 32% of respondents had previously participated in online learning. Having no experience, their inability to communicate made them confused and depressed for they could not obtain suggestions, instructions, or feedback. Pardede (2020) posited that feedback plays a crucial role in online learning. Opportunities for exchanging feedback, especially between students and students, not only overcome their feelings of isolation, difficulty in concentrating, and difficulty for engaging in learning but also improve their learning outcomes and develop their skills to communicate, collaborate, and think critically and creatively.

The fourth and fifth constraints faced by students are related to internet quota and signal speed. It seems that 63% of the students could not afford the internet quota required, and 50% of them were troubled by the 'slow' internet signals, especially when they needed to watch videos. Research by Michigan State University (2020) reported that slow Internet connections or limited access from homes in rural areas can contribute to students falling behind academically. Therefore, to facilitate future online learning such infrastructure problems should be resolved. To do so, the role of government is highly expected. With the support of Palapa Ring officially inaugurated by President Jokowi on October 14, 2019, such obstacles must be quite easy to overcome.

The next problem concerns the atmosphere at the students’ homes. Almost a quarter of the respondents (23%) felt that their homes’ atmosphere was not conducive enough for learning. Some said their houses were too crowded or noisy. Most likely, students who experienced this did not have an appropriate place where they could focus on learning.

The written responses from the participants support the finding that most teachers’ competence to facilitate online learning is so poor that it became monotonous, tiring, and unattractive. The written responses can be summarized as follows: (1) Some teachers excessively assigned students to summarize from the textbook; (2) Some teachers asked the students to answer too many questions from the textbook; (3) Many teachers only sent assignments to do via WA/ But although the students had submitted some assignments via email the teachers never returned them with feedback; (4) Some students could be assigned by three to four different teachers of different subjects to finish many items of works at the same period; (5) Some teachers asked the students to do some assignments that were not 'connected' to the subject; and (6) Some teachers/lecturers of different subjects only assign students to write an essay or paper every week.

Conclusion
Although the technological-based online learning promises many advantages, its implementation during the lockdown was ineffective and even problematic due to some factors. First, the internet infrastructure in many areas of Greater Jakarta was too slow to facilitate learning. Second, many teachers lacked the competency to design and run a sound online learning course.  This caused the learning activities they instructed were not incorporated into the online learning environment and were not integrated into the learning objectives. Their lack of competence can also be seen from their choice of media/ software/platforms employed to house the online course. Just like face-to-face learning which necessitates a space to conduct, online learning also requires virtual "classrooms" in the form of LMS. Third, many of the students had no previous experience in an online learning environment. To a certain extent, this also contributed to the failure of online learning implementation to provide effective learning to students during the "learning from home" in the era of the COVID 19 outbreak.

We will soon enter the New Normal era. Where we are required to implement health protocols until the coronavirus vaccine is found. In that era, the use of online learning methods seems to be the main choice. Reflecting on what students had experienced during the lockdown as portrayed by this survey, education stakeholders must make good preparations to facilitate quality learning for our young generation. To get more insights for the preparation, you can read the article titled Blended Learning: The Best Solution forLearning in the New Normal Era. ***


Comments

  1. Hallo, I am Elyta Eureka Br Sukatendel, The findings in this survey sound similar to my findings about the implementation of online learning during the lockdown in North Sumatera. this survey was conducted from 7 -8 June, 2020 involving 39 students (Elementary, Junior and Senior High schools and also University) in Medan, Binjai, and Langkat. Only 1/3 of them (28 students) had experienced online learning before the lockdown, and when all of them were forced to learn online during the coronavirus pandemic, this concludes that online learning during the lockdown is not effective and even many problems are faced due to various factors. First, only 37% of them learn using LMS. the others merely used WA with or without some other programs or softwares. Second, more than 80% learnt using smartphones, and the rests used laptop or iPads. Third, almost 52% rarely communicated with their teachers; 29% often communicated and only 19% always communicated.
    According to the participants, the followings are the main causing factors: Most participants (82%) stated that the internet signal was sometimes too slow; 60% stated online learning consumed a lot quota; 58% stated the found it very difficult to contact their teachers; and 58% stated their house was not conducive to learning.
    To conclude, the problems emerged due to the poor infrastructure and the teachers' inadequate preparation, skills to design and to implement effective online learning, and comunication, whereas in online learning, the frequency of students communication with teacher must effective, must very high and very advantageous because communication with teacher in this situation is foundation of collaborative learning, effectiveness of learning, get many factors in quality of online learning program, and more understand about the material.

    ReplyDelete
  2. Good evening, thank you for sharing the informative article. My name is Esta Melina Uning. We have the same study but my respondents were from West Kalimantan. I would like to share my finding here. I used a convenience sampling technique by sending the questionnaire link to the participants. It aimed to see whether online learning can work effectively due to COVID 19 Work from Home. The participants were 15 consists of Primary students, Junior High School students, Senior High School students, and Higher Education students of West Kalimantan. The finding showed that online learning during lockdown ineffective because the internet infrastructure in many areas of Greater West Kalimantan was too slow to facilitate learning, the students difficult to discuss with teachers/lecturers, participants' houses atmosphere was not conducive for learning, and many students had no previous experience in an online learning environment.
    Thank you so much and I hope it can be useful for all of the readers.

    ReplyDelete
    Replies
    1. Dear Esta,
      It seems that your findings confirm mine and Elyta's. Thanks for sharing.

      Delete
  3. Good Evening Mr, I am Maria Angelina. I will share my result small scale survey.
    Clearly online time cannot provide many of the informal social interactions’ students have at school, but how will online learning do in terms of moving student learning forward? Research to date gives us some clues and also points us to what we could be doing to support students who are most likely to struggle in the online setting. Teachers need to understand what students know and what they don’t know, as well as how to help them learn new material. What is different in the online setting is that students may have more distractions and less oversight, which can reduce their motivation. The teacher will need to set norms for engagement—such as requiring students to regularly ask questions and respond to their peers—that are different than the norms in the in-person setting.
    Online learning are generally not as effective as in-person classes, but they are certainly better than no classes. A substantial research base developed by Karl Alexander at Johns Hopkins University and many others shows that students, especially students with fewer resources at home, learn less when they are not in school. Right now, virtual courses are allowing students to access lessons and exercises and interact with teachers in ways that would have been impossible if an epidemic had closed schools even a decade or two earlier. So, we may be skeptical of online learning, but it is also time to embrace and improve it.

    ReplyDelete
    Replies
    1. Hi Maria,
      It will much better if you share the data you obtained from the survey. Where and when did you conduct it? How many participants? What tools did they employ? What problems did they encounter? What factors causing the problems?
      Thanks.

      Delete
  4. Hello everyone! I’m Deassy Wisudawati. Thank you for sharing this informative article. Today, I’d like to share my findings in here. My topic is “The Implementation of Online Learning In The Midst of COVID-19 Pandemic among students in Jakarta. I used online questionnaire posted Google Form as the instruments. The participants consist of 4 (primary students), 5 (junior high students), 6 (senior high students), and the rest 5 college students, the total is 20 students. The participants were selected by convenience sampling. The survey was conducted from June 8, 2020 and was closed on June 9, at 3 p.m. The results, could be used to know the implementation of online learning in a general way of students.


    This study revealed that in 40% of the respondents that have already faced online learning class, whereas 60% of the respondents were never attended the onlien learning before COVID-19. Almost half of them (60%) of respondents did online learning by using Learning Management System (LMS) such as Edmodo, Google Classroom, Moodle, Schoology, etc. The most of respondents took part in online learning by using smartphones (55%) and the next dominant tool was laptops (40%). As a matter of fact in this survey, only 15% of students who always communicated with their teachers/lecturers; 50% of students who often communicated; 30% of students who rarely communicated; and 5% of students who never communicated with their teachers/lecturers. Meanwhile, the communication between students and their classmates was more intensive than with teachers/lecturers. In spite of the fact that the frequency was still low, whereas 35% of students who at all the times communicated with their classmates; 40% of students who often communicated; the other 15% communicated rarely, and the rest 10% of students never communicated with their classmates at all.


    In order to make a good online learning in the midst of COVID-19, this study found that there are still obstacles encountered by students who are learning by using online media/platform. The obstacles are: (1) The internet signal was sometimes low for learning which is stated by 75% of students. (2) 55% of students faced the high consumption of internet quota. (3) 30% of the respondents have obstacles with their house atmosphere that was not conducive for learning. (4) 25% of students have difficulties to discuss with classmates. (5). 10% of students have obstacles with the used of media/platform that didn’t support the online learning. To conclude, the teachers/lecturers should look at the students’ condition in any terms such as the internet access for students, and selection of online learning application that are effective and efficient to the implementation of online learning for students in a better ways, so students can run to the fullest.


    That’s all from me. Thank you for reading this one. I hope this can be useful for you all.
    Hope that this COVID-19 will be gone as soon as possible. Stay safe everyone!

    ReplyDelete
    Replies
    1. Hi Deassy,
      Thanks for sharing you research findings.

      Delete
  5. Hello Mr,thank you for sharing the new findings due to online learning from home.
    my name is Hana, i also did this survey.
    The survey was conducted from 7 - 8 June , 2020. The convenience sampling technique was employed due to “ work from home”. The respondents in this survey were 54, but 2 of them did not take online learning.
    The main obstacles that the students faced while doing online learning was the connection of the internet (69,2%) and the second was the high consumption of internet quota (50%),almost a half of respondents have a difficulty to discuss the teachers, 23 ( 44,2%) have an obstacle on the house atmosphere was not conductive for learning; the media/platform/website did not support learning; difficulty to discuss with classmates. And also the respondents stated that the teachers’ competence was low, as follow ; a few respondents complained that the teachers just give the materials without any explanation, too much assignments, the material was hard to understand and the teachers is not on time while starting and ending the class.


    hoping, this findings can be used as a guidance for teacher to reach the goals of learning itself.

    Thank you.

    ReplyDelete
    Replies
    1. Hello Hana. Thanks a lot for sharing the results of your research. However, can you inform us where did your respondents live?
      Thanks again.

      Delete
  6. Hello Mr, I’m Greta Natasia
    The findings in this survey sound similar to my findings carried out on 8-14 June 2020 involving 17 students in DKI Jakarta. Only 1/3 of them had experienced online learning before the lockdown, and when all of them were forced to learn online during the coronavirus pandemic, many problems emerged. The problems were not only caused the students' lack of experience in online learning but also due to some factors. First, only 35.3% of them learn using LMS. The others merely used WA with or without some other programs or softwares. Second, there are 64.7% of students learnt using smartphones, and the rest using laptops. Third, there are 29.4% of students rarely communicated with their teacher; 17.6% is often communicated and only 52.9% always communicated.
    According to the participants, the followings are the main causing factors: Most participants (58.8%) had difficulty communicating / discussing / asking teachers during online learning; (52.9%) participants were disturbed by slow internet signals; (47.1%) participants who needed a lot of internet quota; (23.5%) Media / Platform / Software that used doesn’t support; (23.5%) had difficulty communicating / discussing / asking classmates; and (23.5%) stated that their homes were not conducive to learning. To conclude that technology-based online learning is not always effective, some respondents argued many obstacles that they experienced during the online learning. Firstly, teachers are poorly prepared to prepare the material discussed until the students have difficulty understanding the material. Secondly, the lack of a media/software/platform option is used to execute a virtual "Classroom" in the form of an LMS. Thirdly, some students never do online learning before the Covid-19 outbreak and it makes them unprepared with online learning.

    ReplyDelete
  7. Hello! I’m Amenda Martha Ulii. I made a survey too, it was “A Portrait of Online Learning Implementation during the Lockdown in Greater Jakarta". I used online questionnaire posted Google Form as the instruments with total 72 participants. The participants consist of 8,1% (primary students), 12,2%(junior high students), 52,7%(senior high students), and the rest 27% college students. To be more specifically, the data was collected from elementary, JHS, SHS, and college students in the central area such as DKI Jakarta, Bogor, Depok, Tangerang, and Bekasi. The respondent in this survey were the writer’s friends and relatives that invited to participate by sending the questionnaire link in their personal chat (Whatsapp or Instagram) one by one. The survey was conducted from June 7 to June 9, 2020. The survey was conducted by using the convenience sampling techniques.

    This study revealed that in 63,5% of the respondents that have already faced online learning class, whereas 36,5% of the respondents were never attended the onlien learning before COVID-19. Almost of them (38,9%) of respondents did online learning by using Learning Management System (LMS) such as Edmodo, Google Classroom, Moodle, Schoology, etc. And only using WhatsApp is 9,7% of them. The most of respondents took part in online learning by using smartphones (61,1%) and the next dominant tool was laptops (36,1%). About the communication frequency of teacher-students 12,5% of students who always communicated with their teachers/lecturers; 50% of students who often communicated; 36,1% of students who rarely communicated; and 1,4% of students who never communicated with their teachers/lecturers. Meanwhile, the communication between students-peers was pretty good than with teachers/lecturers whereas 29,2% of students who at all the times communicated with their classmates; 43,1% of students who often communicated; the other 26,4% communicated rarely, and the rest 1,4% of students never communicated. This study found that there are still obstacles encountered by students who are learning by using online media/platform. The obstacles are: (1) The internet signal was sometimes low for learning which is stated by 44,4% of students. (2) 44,4% of students faced the high consumption of internet quota. (3) 44,4% of the respondents have obstacles with their house atmosphere that was not conducive for learning. (4) 19,4% of students have difficulties to discuss with classmates. (5). 15,3% of students have obstacles with the used of media/platform that didn’t support the online learning. (6) and 58,3% of students had difficulty to discuss with teacher.

    We can conclude that online learning had many disadvantages. The implementation was not pretty ineffective because some factors. First, the hardly communication between students and teachers/lectures. The respondents had to deal with the lack of their teacher/lecture explanation plus the bad connection in their area. Second, the monotone teaching by the teachers/lectures made the students more bored and the strict-deadline made them more frustrating. Third, because of the expensive internet quota. With their differences of economics condition during this pandemic, it might be the most terrible factors that can be caused in the online learning courses which was concerning that the internet quota was quite expensive. Fourth, the students more preferred to the old method which was face-to-face method. with many reasons such as more comfortable, more understandable, and commonly used in teaching learning process. However, the students’ advancement of ICT was surprisingly good because they could maintain the problem that caused in their LMS or their free LMS. Reflecting to this general view of online learning implementation during this pandemic, we hope that government more pay attention to the educational sector and more facilitate the teaching learning process.

    ReplyDelete
  8. I also conducted a study that similar with this topic on 7-10 June, 2020. My study aims to investigate the implementation of online learning during the COVID-19 pandemic in DKI Jakarta. The participants were 25 students that come from different levels of education namely primary school (8%), junior high school (24%), senior high school (36%), and university (32%). My study applied a convenience sampling technique to get the data. The data was collected by sending questionnaire link via WhatsApp to my family, friends and neighbors that use online learning during corona virus pandemic. My study revealed some findings, (1) first; the percentage of students who had no experience in online learning before the corona virus pandemic (56%) are higher than students who had experience in online learning (44%), (2) second; most respondents (84%) had utilized the learning media provided on internet such as LMS or WhatsApp combined with various programs for learning, while the rest (16%) only used WhatsApp with one program or WhatsApp only, (3) third; the percentage of smartphone used are more greater (62.5%) than laptop (37.5%), (4) fourth; students’ communication frequency with their teachers and classmates were still lack, (5) fifth; bad internet signal (76%) and high consumption of internet quota (60%) became the main obstacles faced by students during the implementation of online learning followed by obstacles in the atmosphere of students' home that was not conducive for online learning (52%); communication with teachers (48%) and their classmates (24%); and the last is the obstacle in media used for online learning (28%). Some students stated that those difficulties make them feel not satisfy with online learning implementation and feel hard to understand the learning materials during the implementation of online learning in this pandemic. By conducting this study, I hope both government and educational institution can aid to reduce the obstacles faced by students in order to create effective online learning process during COVID-19 pandemic.

    ReplyDelete
  9. Hello Mr. I'm Novella Florentina. Thank you for sharing this informative article. Today, I would like to share my findings. My topic is "A Portrait of Online Learning Implementation during the Lockdown in Greater Bekasi". I used online questionnaire posted Google Form as the instruments. The participants consist of 9 (primary students), 11 (junior high students), 12 (senior high students), and 10 college students, the total is 42 students. The participants were selected by convenience sampling. The survey was conducted from June 7, 2020.

    This study revealed that in 71,4% of the respondents that have already faced online learning class, whereas 28,6% of the respondents were never attended the online learning before COVID-19. On the other hand (33,3%) of respondents did online learning by using Learning Management System (LMS) such as Edmodo, Google Classroom, Moodle, Schoology, etc. Almost half (47,6%) of respondents did online learning by using WhatsApp (WA) that combined with various media or other platform such as YouTube, Email, Zoom, Hangout etc. The most of respondents took part in online learning by using smartphones (88,1%) and the next dominant tool was laptops (11,9%).
    In this survey, only 40,5% of students who always communicated with their teachers/lecturers; 38,1% of students who often communicated, 19% of students who rarely communicated to the teachers/lecturers, and 2,4% of students who never communicated with their teachers/lecturers. On the other hand, I found that communication between students and their classmates was more intensive than that with teachers/lecturers, although the frequency was still low. The students often communicated with their classmates(42,9%); the other 19% communicated rarely, 33,3% always communicated and 4,8% never communicated at all.
    This study found that there are still obstacles hat the inappropriateness of the internet signal is the main obstacle. The internet signal was sometimes low for learning, which is stated by 71,4% of the respondents. Then, followed by 69% of the respondents who agreed about the high consumption of internet quota. The 3rd obstacle is difficulty to discuss with teachers/lecturer which is stated by 26,2% of the respondents. And then followed by house atmosphere was not conducive, the difficulty to discuss with classmates and the media or platform.

    Based on the study result above, it can be concluded that the implementation of online learning
    in learning from home during COVID-19 reveals that it was not good in COVID-19 pandemic.
    There are still problematic due to some factors such as internet access, financial issue, and online learning implementation. Many students had no previous experience in an online learning
    environment. Some of them are used to learn by face-to-face learning which in the classroom and they are comfortable with a face-to-face classes before this COVID-19. Based on this study,
    related to the implementation of online teaching in the pandemic COVID-19, teachers/lecturers
    should give motivation, guidance and look at the students’ condition and selection of online
    learning applications that are effective and efficient to the implementation of online learning.
    Then, their house didn’t have a good atmosphere so it makes the process learning unclear and not efficient. Their lack of competence can also be seen from their choice of media/
    software/platforms employed to house the online course. To conclude, the teachers/lecturers should look at the students’ condition in any terms such as the internet access for students, and selection of online learning application that are effective and efficient to the implementation of online learning for students in a better ways, so students can run to the fullest.

    ReplyDelete
  10. Hello sir, I am lusi nopy yanti made a survey too.
    The survey was conducted from June 9 to June 16, 2020. Due to the implementation of “Work from Home” which made it impossible to take samples randomly, the convenience sampling technique was employed. The method that the researcher is quantitative by using questionnaire. The respondents in this survey were invited to participate by sending the questionnaire link to the writer’s colleagues, junior in collage, relatives, and neighbors and asked them to have their children, relatives, neighbors, or acquaintances who are learning from home fill out the questionnaire. The survey was responded by 23 participants. However, all of them were attending in online learning. Since this survey aimed to portray the implementation of online learning.

    Since the survey was intended as a preliminary study for getting general portrait concerning online learning implementation, the sample determining technique and the instrument design were not carried out by following strict statistical methods. What is more, the number of participants involved might be too small to represent the population. The results, however, could be used to describe the online learning implementation in a general way.
    The questionnaire consists of 10 questions, that 5 of them discussed in this research. There are:
    What their learning method during “learning from home”
    What media / platforms / software do they use in online learning now?
    What is Tool that they use in online learning?
    How were they communication or discussion with the teacher during online learning? And How were they communication / discussion with classmates while studying online?
    What obstacles did they encounter during online learning?

    ReplyDelete
  11. The result and discussion

    Previous Experience in Attending Online Learning Courses
    Based on the results of the responded there are 13,0% of elementary school, 17,4% of junior high school, 17,4% of junior high school and 52,2% of university students, that if we see from the frequencies there are 12 participants from university students, 4 participants from junior and senior high school and 3 participants from elementary students in Jakarta. And all of them had ever attended online learning.
    The Media/Flatform Employed

    The Table shows that 39,1% were facilitated by their teachers/lecturers to learn by using a learning management system (LMS), either owned by schools or using open-source software on the internet. Other respondents used WA combined with various media or other programs (39,1%) or combined WA with a videoconferencing tool, such as zoom or hangout (17,4%). And the last (4.4%) of respondents did online learning by using only WhatsApp (WA). This finding reflects the schools or campuses’ good of facilities for online learning. It also indicates many of the teachers’ good of competence to utilize various free LMS available on the internet to support online learning.

    Tools
    the diagram shows that most respondents took part in online learning using smartphones (78,3%). The next dominant tool was laptops (17,4%), and finally iPad/Tablets (4,3%). This finding confirms Cambridge International’s (2018) finding which revealed Indonesian students’ level of smartphone and laptop use is very high. The habit and passion in using this technology, if directed correctly, are essentially very potential to support online learning. 
    Communication Frequency

    The data reveals that communication between students and teachers/lecturers was very minimum. The diagram showed that only 8,7% of students who always communicated. And 65,2% of students often communicated. And the last 26,1 % of students rarely communicated with their teachers/lecturer sat all.

    Communication between students and their classmates was more intensive than that with teachers/lecturers, although the frequency was still low. The diagrams showed that 17,4% of students always and 73,9% often communicated with their classmates; the other 8,7% communicated rarely. The small frequency of student-teacher and student-student communication is certainly very disadvantageous because communication is the foundation of collaborative learning, and collaborative learning is one of the keys to successful online learning. The study of Su et al (2005) revealed that student interaction with teachers and students with other students is a key factor in quality online learning programs. Intensive feedback enhances student’s involvement in the learning process and diminishes their loneliness or the feeling of being isolated.
    The Obstacles Encountered Concerning the constraints encountered by the participants, Table shows that the inappropriateness of the employed media/platform/software is the main obstacle. This finding is closely related to the data in Table 1 showing that 39,1% were facilitated by their teachers/lecturers to learn by using a learning management system (LMS), either owned by schools or using open-source software on the internet. Other respondents used WA combined with various media or other programs (39,1%) or combined WA with a videoconferencing tool, such as zoom or hangout (17,4%). And the last (4.4%) of respondents did online learning by using only WhatsApp (WA). This finding reflects the schools or campuses’ good of facilities for online learning. It also indicates many of the teachers’ good of competence to utilize various free LMS available on the internet to support online learning.

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  12. The second major obstacle was the difficulty to discuss with teachers/lecturers, that only 8,7% of students who always communicated. And 65,2% of students often communicated. And the last 26,1 % of students rarely communicated with their teachers/lecturer Such lack of communication made it difficult for the majority of the participants to get advice, guidance, or encouragement when they needed it. This condition was worsened by the participants’ difficulty to discuss with their classmates so that they could not give and receive feedback one to another. Having no experience, their inability to communicate made them confused and depressed for they could not obtain suggestions, instructions, or feedback. Pardede (2020) posited that feedback plays a crucial role in online learning. Opportunities for exchanging feedback, especially between students and students, not only overcome their feelings of isolation, difficulty in concentrating, and difficulty for engaging in learning but also improve their learning outcomes and develop their skills to communicate, collaborate, and think critically and creatively.
    The next problem concerns the atmosphere at the students’ homes. Almost a quarter of the respondents felt that their homes’ atmosphere was not conducive enough for learning. Some said their houses were too crowded or noisy. Most likely, students who experienced this did not have an appropriate place where they could focus on learning.
    The written responses from the participants support the finding that most teachers’ competence to facilitate online learning is so poor that it became monotonous, tiring, and unattractive. But most of them, said that all of the criteria that explained in the last question are covers everything they feel.

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