.png)
.png)
Student learning outcomes through technology-based online learning in the Biology Education Study Program
Abstract
Online learning is an alternative solution in the learning process in the Covid-19 pandemic era. Technology plays a vital role as a teaching medium in the online learning process. This study aims to describe the learning outcomes of 323 Biology Education study program students. This research is a descriptive study with data obtained using observation sheet instruments to collect data related to online learning and documentation of learning outcomes scores which were analyzed using descriptive statistics. The technology used in online learning is Zoom Meeting, Google Metting, WhatsApp, Youtube, and LMS (Learning Management system) in the form of SIMARI. The results of this study indicate that the average student learning outcomes of the Biology Education Study Program are 99%, having met the course completion criteria. This result shows that technology also plays a vital role in education, especially distance learning. Lecture activities experience a faster transformation in the use of technology.
Abstrak
Pembelajaran daring menjadi alternatif solusi dalam proses pembelajaran di era pandemic Covid-19. Teknologi berperan penting sebagai media ajar dalam proses pembelajaran daring. Penelitian ini bertujuan untuk mendeskripsikan hasil belajar mahasiswa program studi Pendidikan Biologi sebanyak 323 orang. Penelitian ini adalah penelitian deskriptif dengan data diperoleh mengunakan instrument lembar observasi untuk mengumpulkan data terkait pembelajaran daring dan dokumentasi skor hasil belajar yang dianalisis menggunakan statistic deskriptif. Teknologi yang digunakan dalam pembelajaran online yaitu Zoom Meeting, Google Metting, Whatsapp, Youtube, dan LMS (Learning Management system) berupa SIMARI. Hasil penelitian ini menunjukkan bahwa rata rata hasil belajar mahasiswa Program Studi Pendidikan Biologi 99% telah memenuhi kriteria ketuntasan mata kuliah. Hal ini menunjukkan bahwa teknologi juga berperan penting pada dunia Pendidikan terutama pada pembelajran jarak jauh. Kegiatan perkuliahan mengalami transformasi lebih cepat dalam penggunaan teknologi.
Keywords
Full Text:
PDFReferences
Aboagye, E., Yawson, J. A., & Appiah, K. N. (2020). Covid-19 and e-learning: The challenges of students in tertiary institutions. Social Education Research, 2(1), 1–8. DOI: https://doi.org/10.37256/ser.21202142 2.
Ahmad, I. F. (2022). Urgensi literasi digital di indonesia pada masa pandemi covid-19: Sebuah tinjauan sistematis. Nusantara: Jurnal Pendidikan Indonesia, 2(1), 1-18. DOI: https://doi.org/10.14421/njpi.2022.v2i1-1
Al-Jaberi, N. M. (2018). The use of computer programs and applications by undergraduates and its relations to their motivation toward e-learning and academic performance. International Journal of Education & Literac Studies, 6(4), 114–121. DOI: https://doi.org/10.7575/aiac.ijels.v.6n.4p.114
Andini, I., Safitri, N. A. N., & Hendri, H. (2022). Analisis efek pandemi Covid-19 terhadap pendidikan di Indonesia. JIKEM: Jurnal Ilmu Komputer, Ekonomi Dan Manajemen, 2(1), 196-204. Retrieved from https://ummaspul.e-journal.id/JKM/article/download/2866/828
Darmalaksana, W. (2020). WhatsApp kuliah mobile (Fakultas Ushuluddin UIN Sunan Gunung Djati). Retrieved from https://digilib.uinsgd.ac.id/30354/
El Refae, G. A., Kaba, A., & Eletter, S. (2021). Distance learning during COVID-19 pandemic: satisfaction, opportunities and challenges as perceived by faculty members and students. Interactive Technology and Smart Education, 18(3), 298-318. DOI: https://doi.org/10.1108/ITSE-08-2020-0128
Enriquez, M. A. S. (2014, March). Students’ perceptions on the effectiveness of the use of Edmodo as a supplementary tool for learning. In DLSU Research Congress (Vol. 2, No. 6, pp. 1-6). Retrieved from https://www.dlsu.edu.ph/wp-content/uploads/dlsu-research-congress-proceedings/2014/LLI-II-010-FT.pdf
Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18-26. DOI: https://doi.org/https://doi.org/10.1016/jjheduc.2013.06.002
Harsha, R., & Bai, T. (2020). Covid-19 lockdown-challenges to higher education. Cape Comorin, 2(4), 26-8. DOI: https://doi.org/https://doi.org/10.13140/RG.2.2.16290 .25281.
He, W., Xu, G., & Kruck, S. E. (2014). Online IS education for the 21st century. Journal of Information Systems Education, 25(2), 101-106. Retrieved from https://aisel.aisnet.org/jise/vol25/iss2/1/
Iftakhar, S. (2016). Google classroom: what works and how. Journal of Education and Social Sciences, 3(1), 12–18. Retrieved from http://jesoc.com/wp-content/uploads/2016/03/KC3_35.pdf
Jamaluddin, D., Ratnasih, T., Gunawan, H., & Paujiah, E. (2020). Pembelajaran daring masa pandemik Covid-19 pada calon guru: hambatan, solusi dan proyeksi. Karya Tulis Ilmiah UIN Sunan Gunung Djjati Bandung, 5(2), 1-10. Retrieved from https://digilib.uinsgd.ac.id/30518/
James, P. C. (2021). What determines student satisfaction in an e-learning environment? A comprehensive literature review of key success factors. Higher Education Studies, 11(3), 1-9. DOI: https://doi.org/10.5539/hes.v11n3
Korucu, A. T., & Alkan, A. (2011). Differences between m-learning (mobile learning) and e-learning, basic terminology and usage of m-learning in education. Procedia-Social and Behavioral Sciences, 15, 1925-1930. DOI: https://doi.org/https://doi.org/10.1016/j. sbspro.2011.04.029
Kumar, V., & Nanda, P. (2019). Social media in higher education. International Journal of Information and Communication Technology Education, 15(1), 97–108. DOI: https://doi.org/10.4018/IJICTE.2019010107
Kuntarto, E. (2017). Keefektifan model pembelajaran daring dalam perkuliahan bahasa Indonesia di perguruan tinggi. Indonesian Language Education and Literature, 3(1), 99–110. DOI: https://doi.org/10.24235/ileal.v3i1.1820
Molinda, M. (2015). Instructional technology and media for learning New Jersey Colombus. Ohio.
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-learning, online learning, and distance learning environments: Are they the same?. The Internet and higher education, 14(2), 129-135. DOI: https://doi.org/https://doi.org/10.1016/jiheduc.2010.10.001
Nakayama, M., Yamamoto, H., & Santiago, R. (2007). The impact of learner characteristics on learning performance in hybrid courses among Japanese students. Electronic Journal of E-Learning, 5(3), 195-206. Retrieved from https://www.learntechlib.org/p/175506/
Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-learning, 16(1), pp46-55. Retrieved from https://www.learntechlib.org/p/191054/
Pangondian, R. A., Santosa, P. I., & Nugroho, E. (2019, February). Faktor-faktor yang mempengaruhi kesuksesan pembelajaran daring dalam revolusi industri 4.0. In Seminar Nasional Teknologi Komputer & Sains (SAINTEKS) (Vol. 1, No. 1). Retrieved from http://prosiding.seminar-id.com/index.php/sainteks/article/view/122
Setiyawan R A, & Wijayanti P S. (2020). Analisis kualitas instrumen untuk mengukur kemampuan pemecahan masalah siswa selama pembelajaran daring di masa pandemi. Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika, 1(2), 130–139. DOI: https://doi.org/10.46306/lb.v1i2.26
Sicat, A. S., & Ed, M. A. (2015). Enhancing college students’ proficiency in business writing via schoology. International Journal of Education and Research, 3(1), 159–178. Retrieved from http://ijern.com/journal/2015/January-2015/14.pdf
SO, W. W. S. (2016). Whatslearn: The use of whatsapp for teaching and learning. Turkish Online Journal of Educational Technology, 2016(December Special Issue), 1359-1365. Retrieved from https://repository.eduhk.hk/en/publications/whatslearn-the-use-of-whatsapp-for-teaching-and-learning-5
Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & education, 50(4), 1183-1202. DOI: https://doi.org/10.1016/j.compedu.2006.11.007
Susanto, T. (2020). Peningkatan hasil belajar siswa melalui metode team games tournament pada pembelajaran online matematika kelas V SD Negeri Jagalan. Jurnal Pendidikan Dompet Dhuafa, 10(2), 31–35. Retrieved from http://jurnal.pendidikandd.org/index.php/JPD/article/view/223
Syarif, A., & Mawardi, I. (2021). Learning policy analysis during the Covid-19 pandemic: Between opportunities and challenges and their impact on Islamic education. Urecol Journal. Part A: Education and Training, 1(1), 9-17. DOI: https://doi.org/10.53017/uje.10
Valk, J. H., Rashid, A. T., & Elder, L. (2010). Using mobile phones to improve educational outcomes: An analysis of evidence from Asia. International Review of Research in Open and Distributed Learning, 11(1), 117-140. DOI: https://doi.org/10.19173/irrodl.v11i1.794
Yansa, H., & Retnawati, H. (2021). Identifikasi praktik dan hambatan guru dalam asesmen kognitif matematika di masa pandemi Covid-19. Jurnal Elemen, 7(1), 86–99. DOI: https://doi.org/10.29408/jel.v7i1.2585
Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker, J. F. (2004). Can e-learning replace classroom learning?. Communications of the ACM, 47(5), 75–79. DOI: ttps://doi.org/10.1145/986213.986216.
DOI: http://dx.doi.org/10.20527/bino.v5i1.14470
Article Metrics
Abstract view : 614 timesPDF - 442 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
BIO-INOVED Journal has been Accredited:
|
BIO-INOVED Journal has been Indexed/Abstracted/Listed by:
|
Managed by: |
Collaborate with: |
Journal License: |
