LAPORAN
PENELITIAN PENGUATAN MUTU PROGRAM STUDI (PPMPS)
PERSPEKTIF MAHASISWA PASCASARJANA TERHADAP DUKUNGAN LEARN FROM HOME
DALAM MENGATASI PANDEMIK COVID 19
Tim Pengusul
Dr. Hj. Ihsana El Khuluqo, M.Pd (NIDN. 0309015703) Prof. Dr. Abdul Rahman A. Ghani, M.Pd (NIDN. 0310036104)
Nomor Surat Kontrak Penelitian : 335/F.03.07/2020 Nilai Kontrak : Rp. 12.000.000
ADMINISTRASI PENDIDIKAN SEKOLAH PASCASARJANA
SURAT KONTRAK PENELITIAN
ABSTRAK
Covid-19 atau yang lebih dikenal dengan nama corona virus merupakan virus yang menyerang pernapasan jenis terbaru dengan penularan yang sangat cepat. Virus ini dapat menyebabkan gangguan pernafasan, pneumonia hingga kematian. Dampak dari adanya virus ini mengenai seluruh aspek kehidupan salah satunya sektor pendidikan, sehingga proses kegiatan belajar dan mengajar terganggu. Penelitian Prespektif Mahasiswa Pascasarjana Terhadap Dukungan Learn From Home dalam Mengatasi Pandemik COVID-19 dilakukan untuk mengetahui bagaimana pandangan mahasiswa pascasarjana pada pembelajaran berbasis online pada masa darurat pandemik COVID-19. Metode yang digunakan dalam penelitian ini yaitu metode penelitian mixed metodh atau metode kombinasi antara kualitatif dan kuantitatif. Responden yang ditetapkan untuk penelitian ini yaitu mahasiswa Sekolah Pascasarjana Universitas Muhammadiyah Prof DR HAMKA yang masih aktif melaksanakan perkuliahan serta mengikuti perkuliahan online dari rumah. Penarikan suara responden dilaksanakan menggunakan google form sehingga data yang terkumpul dapat diolah secara cepat dan akurat.
Luaran yang ditargetkan untuk penelitian ini yaitu artikel jurnal.
Kata kunci: Covid-19, Learn From Home, E-Learning
DAFTAR ISI
HALAMAN SAMPUL ... 1
HALAMAN PENGESAHAN ... 2
SURAT KONTRAK PENELITIAN ... 3
ABSTRAK... 5
DAFTAR ISI ... 6
BAB 1. PENDAHULUAN ... 7
BAB 2. TINJAUAN PUSTAKA ... 8
BAB 3. METODE PENELITIAN ... 10
BAB 4. HASIL DAN PEMBAHASAN ... 11
BAB 5. KESIMPULAN DAN SARAN ... 15
BAB 6 LUARAN YANG DICAPAI ... 16
BAB 7 RENCANA TINDAK LANJUT DAN PROYEKSI HILIRISASI ... 17
DAFTAR PUSTAKA ... 18
LAMPIRAN ... 19
- Artikel ilmiah (draft, status submission atau reprint) ... 19
BAB 1. PENDAHULUAN
Latar Belakang
Virus Corona COVID 19 berdampak besar bagi seluruh lini kehidupan masyarakat tak terkecuali sektor pendidikan. Proses kegiatan belajar dan mengajar peserta didik di seluruh penjuru nusantara terganggu sejak Presiden Joko Widodo mengumumunkan kasus pertama pasien positif virus corona COVID-19 pada 2 Maret 2020. Pemerintah menghimbau agar pelaksanaan pendidikan dilaksanakan dari rumah menggunakan jaringan internet sehingga proses pendidikan dapat terus berjalan dan peserta didik mendapat hak nya dalam memperoleh pendidikan.
Sesuai dengan himbauan pemerintah untuk kerja dari rumah, berlajar di rumah dan ibadah di rumah, Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. HAMKA turut melaksanaan himbauan tersebut dengan mengganti sistem kegiatan belajar mengajar tatap muka menjadi pembelajaran berbasis internet di rumah. Setiap pertemuan perkuliahan akan dicatat secara rinci mengenai materi perkuliahan serta jumlah peserta didik yang mengikuti kelas online. Setiap dosen wajib melaporkan proses perkuliahan online perharinya.
Seiring dengan perkembangan teknologi, banyak platform yang menyediakan jasa untuk melaksanakan perkuliahan online sehingga pembelajaran tetap berlangsung. Namun hal ini bukan berati tidak ada kendala yang muncul. Beberapa faktor penghambat dalam mengikuti kegiatan learn from home diantaranya 1) keterbatasan jaringan yang diakibatkan oleh letak geografis sehingga sulit untuk mengakses platform perkuliahan online. 2) keterbatasan biaya, hal ini diakibatkan dalam mengakses platform perkuliahan online diperlukan data yang cukup besar sehingga menambah beban untuk sebagian peserta didik..
Urgensi Penelitian
Penelitian ini berfokus pada pendapat mahasiswa pascasarjana terkait pembelajaran berbasis internet yang dilaksanakan selama masa darurat COVID-19. Pembelajaran berbasis internet atau learn from home memiliki keunggulan sekaligus kelemahan yang dapat dirasakan langsung oleh seluruh mahasiswa sehingga mahasiswa dapat memberikan prespektif secara real berdasarkan pengalaman mereka dalam melaksanakan kegiatan perkuliahan dari rumah
BAB 2. TINJAUAN PUSTAKA
A. State of the Art
(Sun & Chen, 2016) “distance education is teaching and planned learning in which teaching normally occurs in a different place from learning, requiring communication through technologies as well as special institutional organization”
(Crawford-Ferre, Heather GlynnWiest, Lynda R., 2012) Online learning can be implemented effectively when supported by the quality of the faculty. Online learning should have training related to online design and instruction. The training that must be held is adequate in the technology that applies to online teaching: How to use the online system and of course Soft- Ware, knowing what to do and who to contact when certain technological problems occur.
(Iqbal & Ahmad, 2010) For many developing countries, e-Learning is regarded as a solution to meet the growing demand for higher education. In Pakistan, online education is promoted as "Education for all" because it aims to reach students who live too far away from the city where higher education is implemented and can not afford to pay conventional higher education costs.(Ngampornchai & Adams, 2016) e-learning solves the problems of large classrooms, increasing enrollment, and limited staff.
B. Pembelajaran Jarak jauh
(Darmayanti, Setiani, & Oetojo, 2007) Konsep pembelajaran perguruan tinggi selalu digambarkan pada pertemuan tatap muka antara pendidik dengan peserta didik yang berada pada ruang yang sama dalam pandangan tradisional. Paradigma baru muncul terkait proses kegiatan belajar mengajar berlangsung tidak lagi diharuskan untuk tatap muka dalam ruangan yang sama. Kehadiran teknologi internet memecahkan paradigma lama dimana proses kegiatan belajar mengajar harus berada dalam satu ruangan yang sama dan melalui tatap muka. Kini kegiatan proses pembelajaran dapat dilakukan dimana saja tampa terhalang ruang dan waktu.
Pembelajaran dapat dilakukan dimana saja dan kapan saja berkat adanya kemajuan teknologi informasi berupa internet. Berbagai media pembelajaran online tersedia untuk mendukung proses pembelajaran tampa harus tatap muka di lingkungan yang sama merupakan bagian positif dari dampak kemajuan teknologi internet ini. Namun pembelajaran melalui internet ini membutuhkan pengelolaan para pendidik agar ilmu yang disampaikan tepat sasaran dan menyeluruh pada peserta didik.
Pembelajaran jarak jauh atau lebih dikenal dengan sebutan online learning / e- learning sudah ada dan diterapkan sejak tahun 1980. (Harasim, 2000)The first online course was conducted in 1981, and the first online program was established by the Western behavior Sciences Institute in the year 1982. Pembelajaran jarak jauh ini dilaksanakan karena adanya suatu kondisi perbedaan geofrafis antara pengajar dengan peserta didik.
(Nugroho, 2012) Pembelajaran jarak jauh memerlukan media pembelajaran yang interaktif untuk menartik perhatian peserta didik. Selanjutnya, pada pertengahan abad ke-
20 usaha pengembangan sarana atau media pembelajaran sudah semakin maju yaitu ditandai dengan adanya pemanfaatan alat visual yang mulai dilengkapi dengan peralatan audio, maka terciptalah peralatan audio-visual pembelajaran. Salah satu gambaran yang paling banyak dijadikan acuan sebagai landasan teori penggunaan media dalam proses belajar adalah Dale’s Cone of Experience (Kerucut pengalaman Dale)
(Palvia et al., 2018) Web-based learning or online education change the way we perform teaching and learning. Changes in education models happen very quickly. All institutions around the world adapt to this change, a highly dynamic educational landscape has generated a great interest among researchers, educators, administrators, policymakers, publishers, and businesses.
BAB 3. METODE PENELITIAN
Jenis penelitian yang dilakukan oleh penulis adalah lapangan (field research) peneliti menggunakan jenis penelitian campuran/kombinasi (mixed methodology). Mixed method menghasilkan fakta yang lebih komprehensif dalam meneliti masalah penelitian, karena peneliti ini memiliki kebebasan untuk menggunakan semua alat pengumpul data sesuai dengan jenis data yang dibutuhkan. Sedangkan kuantitatif atau kualitatif hanya terbatas pada jenis alat pengumpul data tertentu saja.
Metode Penelitian yang digunakan yaitu metode penelitian Mix Method. Penelitian Mix Metodh dapat menggambarkan hasil penelitian dengan akurat mengacu pada data akurat yang mengacu pada data yang diberikan mahasiswa terkait preskpektif mahasiswa terhadap dukungan learn from home dalam mengatasi COVID-19.
BAB 4. HASIL DAN PEMBAHASAN
Responden penelitian ini adalah mahasiswa Sekolah Pascasarjana Universitas Muhammadiyah PROF. DR. HAMKA terdiri dari 9 (sembilan) program studi. Responden dipilih dengan ketentuan bahwa siswa telah mengikuti pembelajaran jarak jauh berbasis online.
Jumlah peserta adalah 428 mahasiswa / responden yang terdiri dari 9 (sembilan) program studi di Sekolah Pascasarjana PROF Universitas Muhammadiyah. DR. HAMKA dengan rincian seperti pada tabel berikut.
0 2040 60 80 100 120140 160 180
Study Program
0 50 100 150 200 250 300 350
zoom Google Classroom Whatsapp Schoology Email E-learning Skype
lain dalam melakukan kegiatan pembelajaran melalui kesepakatan dan fitur yang disediakan di setiap flat form.
Dari diagram tersebut diketahui terdapat 3012 responden yang menyatakan bahwa dosen melaksanakan pembelajaran jarak jauh berbasis online atau kuliah online tepat waktu sesuai dengan jadwal.
Terlihat pula bahwa 398 responden menyatakan bahwa dosen terus menerus memberikan tugas individu atau kelompok setiap kali melakukan kuliah online atau pembelajaran jarak jauh berbasis online.
0 50 100 150 200 250
Strongly Agree Agree doubtful disagree
Teaching Schedule
Strongly Agree Agree Doubtful Disagree Strongly Disagree
0 50 100 150 200 250 300
Task
Data tersebut juga mengungkapkan terdapat 408 responden yang menyatakan adanya komunikasi dua arah antara dosen dan mahasiswa selama kuliah online atau kegiatan pembelajaran jarak jauh berbasis online.
Empat ratus dua belas (412) responden menyatakan bahwa selama perkuliahan online atau pembelajaran jarak jauh berbasis online terjadi beberapa kendala yang cukup signifikan yang mengganggu proses pembelajaran.
0 50 100 150 200 250
Strongly Agree Agree Doubtful Disagree Strongly Disagree
2-way Communication
Strongly Agree Agree Doubtful Disagree Strongly Disagree
0 50 100 150 200 250
Obstacle in Online Learning
Strongly Agree Agree Doubtful Disagree Strongly Disagree
Terdapat 304 responden yang mengungkapkan bahwa keterbatasan internet menjadi penghambat dalam melakukan perkuliahan online. Tiga puluh satu (31) responden menyatakan kendala teknologi menghambat perkuliahan online, dan 105 responden menyatakan keterbatasan penggunaan aplikasi menghambat perkuliahan online.
0 50 100 150 200 250 300 350
Internet Network Limitations Technological Limitations Aplication Mastery Limitations
BAB 5. KESIMPULAN DAN SARAN
Dari hasil diagram pertama terlihat sebanyak 316 responden menggunakan flat form zoom sebagai aplikasi pendukung proses pembelajaran jarak jauh berbasis online. Sedangkan responden lainnya memilih untuk menggunakan google classroom, whatsspp dan aplikasi lainnya dalam melaksanakan kegiatan pembelajaran melalui kesepakatan dan fitur-fitur yang disediakan oleh masing-masing flat form. Pada diagram berikutnya, terkait proses perkuliahan online atau pembelajaran jarak jauh berbasis online, terdapat 302 responden yang menyatakan bahwa dosen melaksanakan tugasnya tepat waktu sesuai dengan jadwal. Tiga ratus sembilan puluh delapan (398) responden menyatakan bahwa dosennya terus menerus memberikan tugas.
Terdapat 408 responden yang menyatakan bahwa terjalin komunikasi dua arah antara dosen dan mahasiswa. Empat ratus dua belas (412) responden menyatakan beberapa kendala signifikan mengganggu proses pembelajaran, dan 304 responden menyatakan keterbatasan internet menghambat proses pembelajaran. Sedangkan 31 responden menyatakan keterbatasan teknologi menjadi penghambat proses pembelajaran. Terdapat 105 responden yang menyatakan bahwa keterbatasan penggunaan aplikasi menjadi kendala dalam pelaksanaan proses pembelajaran.
BAB 6 LUARAN YANG DICAPAI
Luaran yang dicapai berisi Identitas luaran penelitian yang dicapai oleh peneliti sesuai dengan skema penelitian yang dipilih.
Jurnal
IDENTITAS JURNAL
1 Nama Jurnal Research in Learning Technology 2 Website Jurnal https://journal.alt.ac.uk/
3 Status Makalah Submitted
4 Jenis Jurnal Jurnal International 4 Tanggal Submit 5 Agustus 2020 5 Bukti Screenshot submit
BAB VII RENCANA TINDAK LANJUT DAN PROYEKSI HILIRISASI
Minimal mencakup 2 hal ini.
Hasil Penelitian Penelitian yang peneliti lakukan termasuk
pengembangan keilmuan dengan melihat perspektif mahasiswa dalam pelaksanaan pembelajaran secara online. Untuk riset selanjutnya akan di desain sebuat platform khusus untuk mewadahi seluruh
pembelajaran online.
Rencana Tindak Lanjut Mendesain dan membuat platform yang dapat menjadikan wadah pembelajaran online dengan berbagai macam pilihan seperti tatap muka online atau hanya diskusi saling berkirim tugas.
DAFTAR PUSTAKA
Crawford-Ferre, Heather GlynnWiest, Lynda R. (2012). Effective Online Instruction in Higher Education. Quarterly Review of Distance Education, 13(1), 11–14.
Harasim, L. (2000). Harasim2000. 3, 41–61.
Iqbal, M. J., & Ahmad, M. (2010). Enhancing quality of education through e-learning: The case study of Allama Iqbal Open University. Turkish Online Journal of Distance Education, 11(1), 84–97. https://doi.org/10.17718/tojde.23439
Ngampornchai, A., & Adams, J. (2016). Students’ acceptance and readiness for E-learning in Northeastern Thailand. International Journal of Educational Technology in Higher Education, 13(1). https://doi.org/10.1186/s41239-016-0034-x
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R., & Sindhi, S. (2018).
Online Education: Worldwide Status, Challenges, Trends, and Implications. Journal of Global Information Technology Management, 21(4), 233–241.
https://doi.org/10.1080/1097198X.2018.1542262
Samir Abou El-Seoud, M., Taj-Eddin, I. A. T. F., Seddiek, N., El-Khouly, M. M., & Nosseir, A. (2014). E-learning and students’ motivation: A research study on the effect of e- learning on higher
education. International Journal of Emerging Technologies in Learning, 9(4), 20–26.
https://doi.org/10.3991/ijet.v9i4.3465
Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review.
Journal of Information Technology Education: Research, 15(2016), 157–190.
https://doi.org/10.28945/3502
LAMPIRAN
Postgraduate Students’ Perspective on Supporting “Learning From Home” to Solve the COVID-19 Pandemics
Ihsana El Khuluqoa and Abdul Rahman A. Ghanib
AHead of Education Management Administration Programme, Graduate School Muhammadiyah University Prof. DR, HAMKA, [email protected], Indonesia; b Graduate School Muhammadiyah University Prof. DR, HAMKA, [email protected], Indonesia;
It is very important to study this topic because it is a novel education process applied in the postgraduate program in UHAMKA. The objective of this present research was to reveal how the postgraduate student perceive of or respond to the online learning process. A mixed method between qualitative and quantitative ones was adopted in this present research. The research results showed that most students who had experienced of the online learning activities encountered some obstacles because they had never conducted “LFH (Learning From Home) activities before. The respondents were 428 postgraduate students who actively joined in the “LFH” activities. From the students, 316 students used the platform zoom as the supporting application in the LFH activities. The respondents filled in the Google Form, then the collected data could be quickly and accurately processed. Other respondents preferred the google classroom, the whatsapp and other applications in following the learning activities according to the agreement and features provided in each flat form. There were 408 respondents stating that there was a two-way communication between the lecturers and the students during the LFH activities. They stated that the limited Internet network hindered the online lecturing. Thirty one respondents declared that technology limitations hampered the online lecturing, and 105 students revealed that it is the limitations in using the application that caused the online lecturing to become obstacles.
Keywords: Covid-19,LFH, E-Learning
Introduction
COVID-19 (Corona Virus Disease 2019 ) has given great impacts on the whole life lines of the society, including the education sector. The teaching and learning process of the students throughout the archipelago was disturbed since President Joko Widodo announced the first case of the first patient suffering from the COVID-19 on March 2, 2020. The government has appealed that the education activities should be implemented from home using the Internet so that the education process can go on and the students get their education rights.
In line with the government’s appeal to working from home, learning at home and worshipping at home, the Graduate School, Muhammadiyah University Prof. DR. HAMKA has been participating in changing the system of the face-to-face teaching-learning activities into the Internet-based learning at home. Each session will be noted in detail in terms of the lecturing materials and the number of students joining in the online class.
Each lecturer is obliged to report his/her online lecturing every day.
cause some difficulties in accessing the online lecturing platforms since it needs big enough data. This adds the burden to the students.
(Sher, 2009) Technology in the field of education in the form of Web technology has now begun to be utilized in the learning process slowly began to change the face of education. The World Wide Web has become a useful learning medium and has given students new learning experiences that were previously impossible. In a web- based environment, anytime and anywhere, 24 hours a day, 7 days a week, students with the help of an internet connection, can receive instructions, arrange and submit assignments, and ask questions to instructors and their fellow students. They can actively participate in class discussions from the nearest home, office or computer laboratory.
This present research was focused on the postgraduate students’ opinions about the internet-based learning conducted during the COVID-19 emergency period. The internet-based learning or learning from homes activities have strengths and weaknesses that may be directly felt by all students so that they may present their real perspectives based on their experiences in joining in the lecturing from home activities.
Literature review
A. State of the Art
Due to the technology advancement in education, face-to-face interactions in learning activities are not a must in the teaching and learning practices. This technology advancement has opened boundaries among the students and the teachers in terms of space and time. Learning that should always done in a room in a predetermined time can now be conducted anywhere and anytime as long as there is an interned connection.
(Browne et al., 2017) The concept of students as creators or pioneers involves students directly in the learning process by asking them to contribute using digital media to design learning activities, for development as 21st century learners
One of the technology limitations in the world of education is the ability to use the technology maximally. Almost all students posses the technology in the forms of smartphones and laptops to support the learning activities in this era, but technical hindrances often happen during the use of the technology.
This technical hindrances may be internal factors such as one’s incompetence in using it or internal factors namely unstable internet or other factors out of the ability of the technology owners.
(Alexander, B., Adams Becker, S., Cummins, 2016) Research from various sources shows the fact that problems related to learning and technology do not originate from device errors, but are smooth in the use of these devices.
(Oliver & Goerke, 2007)Just having a device does not guarantee that the owner can use the device to its full potential. Statistics on technology ownership in Australian universities collected over a decade ago show that most students have smartphones and / or tablets, and most have access to desktop and laptop computers
The impacts from the education technology from the positive side are greatly useful in the COVID- 19 pandemics condition where when the government has determined to learn, work, and worship from home, students and teachers still connect one another. The teaching and learning activities may go on regardless of the distance. The teachers can directly communicate with the parents in order help monitor the students during the learning from home activities.
Some researchers consider an important element in student learning interactions overall, the level of success in managing distance education (A Taxonomy of Factors to Promote Quality Web-Supported Learning 1 Jill W. Fresen (PhD), University of Pretoria, South Africa, 2007; Burnett et al., 2007; Kim et al., 2005) interactions between students and interactions between instructors and students as "educational transactions" (p.1) there is transactional distance in the distance learning environment because instructors and learners do not interact in the same physical and temporal space.
(Nielsen et al., 2017) Digital media has now been used in education for learning through inquiry approaches (Reyna & Meier, 2020) Students' perceptions about assignments through digital media have been very positive since 2015. Validated evaluation questionnaires show positive student results for digital
media support, attitudes towards technology, task understanding, knowledge construction and digital media for learning and careers
(Sun & Chen, 2016) “distance education is teaching and planned learning in which teaching normally occurs in a different place from learning, requiring communication through technologies as well as special institutional organization”
(Crawford-Ferre, Heather GlynnWiest, Lynda R., 2012) Online learning can be implemented effectively when supported by the quality of the faculty. Online learning should have training related to online design and instruction. The training that must be held is adequate in the technology that applies to online teaching: How to use the online system and of course Soft- Ware, knowing what to do and who to contact when certain technological problems occur.
(Iqbal & Ahmad, 2010) For many developing countries, e-Learning is regarded as a solution to meet the growing demand for higher education. In Pakistan, online education is promoted as "Education for all" because it aims to reach students who live too far away from the city where higher education is implemented and can not afford to pay conventional higher education costs.(Ngampornchai & Adams, 2016) e-learning solves the problems of large classrooms, increasing enrollment, and limited staff.
B. Distance Learning
All students in Indonesia and throughout the world do not do the teaching and learning activities as usual. The COVID-19 pandemics compels the government to make a regulation to “Learn from Home”
to reduce the danger of the transmission of the corona viruses. These viruses not only threaten the students but also all school citizens, as a result, the teaching and learning activities are implemented under the COVID-19.
Distance learning is not peculiar in the world of education. However, the COVID-19 pandemics affects all sectors of education so that they should apply the online-based distance learning system.
Certainly, this gives positive and negative impacts for various parties on the continuation of the teaching and learning process.
(Boud & Soler, 2016) The emergence of technological renewal and the adoption of digital technology to the world of education creates a breath of fresh new opportunities for educators to think creatively about assessment and improve long-term educational goals. (Ferrell, 2014) Bearing in mind the emergence of various skills and abilities that might be possible in a digital context - including the ease - of ease of doing online learning or online examinations (Ferrell 2014)
(Darmayanti et al., 2007) The concept of learning in high education is always imagined in face-to- face-sessions with the students in the same room under the traditional view. A new paradigm appears in terms of the teaching and learning process. Under this new paradigm, face-to-face sessions in the same room are not necessary. The appearance of the internet technology overthrows the old paradigm where the teaching and learning process should be implemented in one same room and through face-to-face sessions.
At present, the teaching and learning process can be done anywhere regardless of the space and time.
Learning activities can be held anytime and anywhere because of the information technology advancement in the form of the Internet. Various online learning media are available to support the learning process without face-to-face session in the same environment and it is the positive side from the impacts of the internet technology advancement. However, the learning activities through internet need a certain management system that enables the teachers to transfer their knowledge to the students properly and thoroughly.
Distance learning known as online learning/e-learning has existed and being applied since 1980s.
(Harasim, 2000) The first online course was conducted in 1981, and the first online program was established by the Western behavior Sciences Institute in the year 1982. This distance learning was
(Palvia et al., 2018) Web-based learning or online education change the way we perform teaching and learning. Changes in education models happen very quickly. All institutions around the world adapt to this change, a highly dynamic educational landscape has generated a great interest among researchers, educators, administrators, policymakers, publishers, and businesses.
(Uri, 2005) Criticisms related to deficiencies found in offline testing can be masked by online exams.
(Muller et al., 2019) Although a number of exams can be carried out on a computer-based online basis, but most of the exams must still be of a traditional nature (eg books that are physically inaccessible, closed books), this can be a distinct advantage because it allows candidates to take the exam at a time or place they choose, or facilitate access to online resources.
Technology really brings positive impacts in terms of time efficiency but its use should be habituated. While, the weakness from using technology to support distance learning is especially felt by the elderly students and the people with lower middle economy who have not any technology to support the implementation of the distance learning process through the internet or online learning activities.
Seeing many technological opportunities in providing convenience in the consistency of service in education, the whole world began to explore technology with the subject of students and other stakeholders (for example (Gašević et al., 2016; Gelan et al., 2018; Herodotou et al., 2017; Rienties & Toetenel, 2016;
Tait, 2018)
(Boud & Soler, 2016)Technological advances offer insights on learning experiences and online assessments both students and teachers (Study, 2009) for example, referring to technology digital as a tool that can be used to 'change' an existing system. whereas (Allan, 2020) say that technology brings a focus on the possibility of increasing efficiency while 'maintaining the reliability and durability of traditional methods'
The use of technology surely brings very tempting excellence. But it does not mean that its its implementation it does not cause pros and cons among the members of the society. Misunderstanding and evasiveness to new things become cons in implementing the technology in the sector of education.
Like other media, web-based instruction is not free from criticism. There are several relating to:
time-intensive commitment to develop and take web-based courses, lack of face-to-face interaction between students and their instructors, quality of education relative to class-based courses (Arbaugh, 2000), feelings of isolation among students (Weller, 2007), and lower level of online learners' completion rate. Others argue that the lack of face-to-face physical interaction is one of the main limitations in distance education because students and instructors are physically separated from each other and of course communication is mediated through internet communication tools. This physical separation has obstacles in terms of communication (Sorensen & Baylen, 1999) because many non-verbal cues such as eye contact and facial expressions are lost.
Previous researches discussed in detail the history of E-Learning and the process of distance learning. The present researchers examined the online-based distance learning through the students’
perspectives under the COVID-19 pandemics condition.
Methods
The type of research conducted by the researchers was a field research where a mixed methodology was employed. A mixed method results in more comprehensive facts in answering the research problems.
Therefore, the present researchers possessed some freedoms to make use of all instruments to collect the data in line with the types of data needed. While quantitative or qualitative method is merely limited to the type of certain instruments for the data collection.
Therefore, in this present research a Mix Method was adopted. The Mix Method can delineate research results that accurately refer to data given by the students dealing with their perspective on the supports to Learning From Home activities to solve the COVIC-19 pandemics condition.
The researchers used the google platform to obtain students’ opinions concerning with their perspectives of the online-based distance learning process. This platform was used to get quantitative data. After the quantitative data were collected, the researchers would describe the data findings using the qualitative method.
It is this mix that became the researchers to choose the mixed method.
Participants
The respondents of this research were students of Graduate School Muhammadiyah University PROF. DR.
HAMKA consisting of 9 (nine) study programs. The respondents were selected using a stipulation that the students had joined in the online-based distance learning.
The number of participants was 428 students/respondents consisting of 9 (nine) study programs in Graduate School Muhammadiyah University PROF. DR. HAMKA with the details as presented in the following table.
Results
0 2040 60 80 100120 140 160 180
Study Program
0 50 100 150 200 250 300 350
zoom Google Classroom Whatsapp Schoology Email E-learning Skype
From the diagram, it is known that there were 3012 respondents stating that the lecturers implemented their online-based distance learning or the online lecturing on time in accordance with the schedule.
It is also shown that 398 respondents stated that the lecturers continually gave individual or group tasks each time they did their online lecturing or their online-based distance learning.
0 50 100 150 200 250
Strongly Agree Agree doubtful disagree
Teaching Schedule
Strongly Agree Agree Doubtful Disagree Strongly Disagree
0 50 100 150 200 250 300
Task
The data also revealed that there were 408 respondents stating that there was a two-way communication between the lecturers and the students during online lecturing or their online-based distance learning activities.
Four hundred and twelve (412) respondents said that during online lecturing or online-based distance learning, some significant obstacles that disturbed the learning process occurred.
0 50 100 150 200 250
Strongly Agree Agree Doubtful Disagree Strongly Disagree
2-way Communication
Strongly Agree Agree Doubtful Disagree Strongly Disagree
0 50 100 150 200 250
Obstacle in Online Learning
Strongly Agree Agree Doubtful Disagree Strongly Disagree
50 100 150 200 250 300 350
There were 304 respondents revealing that the limited internet became the hindrance in doing the online lecturing. Thirty one (31) respondents stated technology obstacles hindered the online lecturing, and 105 respondents said that the limitation of the use of the application hampered the online lecturing.
Conclusion
From the results of the first diagram, it is shown that 316 respondents used the flat form zoom as the supporting application the online-based distance learning process. While other respondents chose to use the google classroom, the whatsspp and other applications in executing the learning activities through the agreement and based on the features provided by each flat form. In the next diagram, dealing with the online lecturing or online- based distance learning process it is presented that there were 302 respondents stating that the lecturers did their tasks on time in line with the schedule. Three hundred and ninety eight (398) respondents said that their lecturers gave the tasks continually. There were 408 respondents saying that a two-way communication existed between the lecturers and the students. Four hundred and twelve (412) respondents stated that some significant obstacles disturbed the learning process, and 304 respondents said the the limited internet hampered the learning process.
Meanwhile, 31 respondents stated that that the limited technology hindered the learning process. At last there were 105 respondents saying that the limited use of applications became the hindrances in implementing the learning process.
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