The euphoria of webinar during the Covid-19 pandemic in Indonesia

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PROCEEDINGS OF THE 6TH INTERNATIONAL CONFERENCE ON EDUCATION IN MUSLIM SOCIETY, (ICEMS 2020), JAKARTA, INDONESIA, 18–19 NOVEMBER 2020

Emerging Trends in Technology for Education in an Uncertain World

Edited by

Dwi Nanto, Maila D.H. Rahiem & Tita Khalis Maryati

UIN Syarif Hidayatullah Jakarta, Indonesia

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ISBN: 978-1-032-11289-3 (Pbk) ISBN: 978-1-003-21924-8 (ebk) DOI: 10.1201/9781003219248

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Emerging Trends in Technology for Education in an Uncertain World – Nanto, Rahiem & Khalis Maryati (Eds)

The euphoria of webinar during the Covid-19 pandemic in Indonesia

W. Susiawati

Department of Arabic Education, Faculty of Educational Sciences, Universitas Islam Negeri Syarif Hidayatullah Jakarta, Tangerang Selatan, Banten, Indonesia

K. Umbar

Department of Arabic Education, Faculty of Educational Sciences, Universitas Islam Negeri Syarif Hidayatullah Jakarta, Tangerang Selatan, Banten, Indonesia

ABSTRACT: There was an interesting phenomenon during the Covid-19 pandemic. The phenomenon of webinars not only appeared with a fantastic number but also the participation rate in webinars increased drastically compared to before the pandemic. This research used a survey research method approach with a questionnaire using Google Form. The number of respondents involved in this study was 1698 respondents. The data collection is verified, classified, and analyzed in diagrammatic form. This research reveals that many seminars are triggered by various government policies. Online seminars are the only media for learning and sharing knowledge that is conducted without having to meet. The participation of lecturers, students, teachers, and students in participating in webinars has increased rapidly more than 10 times in one semester.

The reasons are between; insight, the fulfillment of institutional obligations, obtain certificates for promotion for lecturers, teachers, and graduation requirements for students.

Keyword: webinars, covid-19 pandemic, learning, government policy

I. INTRODUCTION

The year 2020 will be memorable as one of the dark years in the history of human life in the world. As usual, at the beginning of the year, everyone from various elements, both government and private will be busy with their big plan to fill the new year with something optimistic to be better than the previous year. However, all of these plans are failed early because of coronavirus disease 2019 (COVID-19) or SARS-CoV-2 (Wawan Mas’udi, 2020).

The virus appeared in Wuhan, the capital of Hubei Province, a province in China at the end of 2019. In a quick moment, the virus spread throughout the world in early January. Responding to this phenomenon, WHO declared that the world was hit by a pandemic on January 30. A three- month pause later, on April 13, Indonesia also declared a pandemic.

To prevent the transmission of a virus, the Indonesian government has made several policies to suppress the spread of the outbreak, such as locking down areas that are in the red zone - areas with very high transmission rates - applying physical quarantine, maintaining social distancing, social protection, physical distancing to avoid physical contact. The Indonesian government has also published various health protocols (Tuwu, 2020, p. 271).

The implementation of several health protocols to reduce the spread of the epidemic has an impact on education throughout the world, without the exception of Education in Indonesia.

To avoid physical contact, learning that was initially offline and carried out face-to-face between students and teachers, was forced to change to online learning or learning from home School from Home (SFH) following the Indonesian Minister of Education and Culture Circular number 3 of 2020 concerning Prevention Corona Virus Disease (Covid-19) in the Education unit.

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The reform of school-to-house learning patterns forces all parties to take advantage of information technology. This phenomenon is proven to make the education community shocked because they are not ready. After all, it is not like in general. As a result, the dynamics of education in Indonesia are disrupted. The factors are, of course, homeschooling and online learning processes; transformation of technology-based learning media through WhatsApp group, zoom, google classroom, WeBex, YouTube, and television channels (TVRI); new learning evaluation patterns; as well as the assistance of parents of students at home as a substitute for teachers to control children's learning.

In higher education, not only learning is carried out online, the practice of the tri dharma of higher education, namely teaching, research, and community service is also carried out online (Wijayanti, Yunita and Dharmanto, 2020, p. 35). For students, for example, they do service by holding webinars with themes according to their fields and expertise. For research, students and lecturers also conduct a lot of survey research using application platforms such as Google Forms.

This does not organizer smoothly, because not all students and lecturers have good digital literacy, especially since the application of online learning is not designed but a coincidence of a pandemic.

For developed countries that are supported by various modern technological facilities and infrastructure, online education is certainly not an obstacle. In previous research conducted by Tartavulea, this pandemic did not completely harm education. In a study conducted in Europe involving 362 professors and students from 13 European countries, this pandemic has triggered a new culture of the use of educational technology. This is marked by the very fast adaptation process of the academic community in utilizing technology in the educational process (Tartavulea et al., 2020).

This is different from Indonesia. The wide territory of Indonesia turns out to be an obstacle in the even distribution of technology. The problem that arises is that the network does not arise even for access to learning via WhatsApp groups, which is classified as difficult, such as the research conducted by Mansyur in Makassar, whose development was relatively fast, this is not to mention more remote areas (Mansyur, 2020, p. 114).

Amid network problems and technological literacy problems, researchers found an interesting phenomenon during this pandemic. Online seminars (webinars) have sprung up almost every day in Indonesia, some are free or paid. Based on the observations of researchers, in one of the groups on Facebook that publish webinars with the Webinar Indonesia group account, there are 18-19 webinars per day. Even more than that, the findings of researchers on the Instagram account @webinarzoom, this October alone, can reach 58 to 63 online seminars per day.

Researchers term this phenomenon the euphoria of online seminars, because researchers see this phenomenon as something out of the ordinary and happen just like that, naturally, and coincidentally. Supporting applications used are also various, ranging from zoom, YouTube, google meet, google classroom, WeBex. The organizers are also diverse, ranging from government agencies, higher education institutions, expertise groups, non-governmental organizations to communities. The participants are also diverse, from students, teachers, college students, lecturers, and staff. Note the distribution of the following data:

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3 Keyword

Webinar Nasional, Seminar Onlie, Seminar Virtual, Bincang Online, Workshop Online, Kuliah Tamu, Online Talkshow, Sharing Online, Konferensi Nasional Online, Workshop Daring, Lokakarya Online, Zoom Seminar, FGD Online, Desiminasi Online, Seminar Daring, Webinar Series, an-nadwah al- iftiradhiyyah, pandu digital daring, zoom webinar,

The data were processed from researcher investigations in the Webinar Indonesia Facebook group and

@webinarzoom IG on 12-14 October 2020.

Table 1. Result of the number of webinars during the 2020 pandemic

The results of tracking researchers related to webinars during this pandemic from April to October with samples from August to September and September to October were fantastic. In the period August 12^nd – September 12^nd2020, data from the Facebook Webinar Indonesia group contained 565 webinar information advertisements for a month, with 18 webinars on average per day. In contrast to the data from the @webinarzoom Instagram account, in the same period, there were 1750 webinars, with an average of 58 webinars per day, both paid and free.

Meanwhile in the second period, which is September 13^rd - October 13^rd, the Facebook group of Indonesia Webinar data shows that about 613 webinars or 20 webinars on average a day.

Moreover, the @webinarzoom's Instagram data shows that 1890 webinars a month, or 63 webinars on average per day.

Researchers see this is an unusual phenomenon. When the dynamics of education are constrained and affect learning patterns, there are many open forums that provide the widest possible opportunity to access useful knowledge from experts in their fields. It could be that this is one part of the era of the digital education revolution to become an electronic university (e- university) (Pujilestari, 2020) because it is based on its changes.

This research is held to provide an answer to this unique phenomenon. What is the reason for webinars that have sprung up? For the webinar participants what has motivated them to join webinars.

II. THEORETICAL FRAMEWORK Euphoria in perspective

The word euphoria comes from the Greek word euphoria (EU + pherein), which means 'more resilient' or 'healthier' (Longman, 2020a). The word is absorbed by English into euphoria which means 'joy' or 'feeling better'. The word is then absorbed into euphoria, which means 'an exaggerated feeling of joy'. Excessive joy is interpreted too much so that it often takes the form of parties, parades around the city, and some even ignore the existing rules. The excessive euphoria can cause people to act anarchically.

0 500 1000 1500 2000

12 Agutus - 12 September

13 September - 13 Oktober Webinar Sample during the

Pandemic

Webinar Indonesia FB group IG Webinar Zoom

0 10 20 30 40 50 60 70

12 Agutus - 12 September

13 September - 13 Oktober Webinar Average during the

Pandemic

Webinar Indonesia FB group IG Webinar Zoom

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The word euphoria is more often used in the world of psychology and medicine to describe a feeling of happiness that is overflowing and occurs continuously over a while. "A mental and emotional condition in which a person experiences intense feelings of well-being, elation, happiness, excitement, and joy," (Maniacci and Sperry, 2014). Usually, this period occurs briefly. Usually, euphoria is felt by someone who was previously experiencing a saturated life situation or in a deep psychological conflict. This is what causes when there is even a little positive stimulus, for example in the form of good news, a person feels it excessively because the condition is in stark contrast to the previous condition.

Euphoria also describes a new habit that arises because of a new situation that is different from what has happened before in life. The new situation is then accepted by an individual as a very amazing thing. The researcher chose this phrase because there is a similarity with the phenomenon being studied. This is very relevant to the proliferation of online seminar activities and is attended by enthusiastic participants and occurs within the planned time frame.

Webinar

The word "webinar 'is a combination of the word' web + seminar 'which means a seminar via the internet. In Longman, webinars mean lectures, lessons, etc. provided on the Internet, where everyone who takes part sees the same information on their computer screen and can talk to each other, usually using a telephone (Longman, 2020b).

This webinar can only be done using the help of this software which is an extraordinary innovation in technology. The software offers a platform for people to interact and collaborate across broad geographic boundaries via www or application-based as is the case today, for example, zoom, google meet, Webex, google classroom. The platform offers two-way communication leading to greater effectiveness and commitment by participants.

Verma and Singh described that usually, webinars consist of presentations that are hosted by a service provider on a web server. The webinar link is shared with participants who can enter the site and participate in it. The Webinar platform has carved a niche for itself in the business arena and now starting to be used in the educational arena as well. Having increased the dynamism in the industry, the webinars are poised to bring about a revolution in the education sector. The main feature of webinars is their potential for discussion and sharing of information (Verma and Singh, 2010).

Based on the phenomenon that is currently developing, the criteria for webinars are not limited as expressed by Verma and Singh alone, namely the existence of services for sharing presentation screens that can be seen by participants, enabling communication between participants or organizers through writing and voice, and having features for recording. Webinars can be done cross-platform, use three to four software at once in a webinar and all of them make it possible to communicate with the committee and participants for discussions, for example using zoom, YouTube, Facebook, and other applications.

The infrastructure needed is in the form of electronic devices that can connect to the internet, for example, personal computers (PCs), laptops, or smartphones, the availability of an internet network, and equipped with sound and cameras.

The Impact of the Covid-19 Pandemic and Indonesian Education

The Covid-19 pandemic has had a huge impact on education in the world, including Indonesia (Schleicher, 2020; United Nations, 2020). All levels of educational institutions in Indonesia ranging from basic education to colleges or universities under the auspices of the

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Ministry of Education and Culture of the Republic of Indonesia or those under the auspices of the Indonesian Ministry of Religion must be closed and carry out learning from home with an undetermined time limit.

The change in education from face-to-face to online forces lecturers, teachers, and other educators as well as students and students to adapt quickly in utilizing technology in the learning process. The problem is, not all educators are familiar with learning technology even though theoretically they master it. Likewise, students, not all students and students from the wealthy circles who can afford to buy electronic devices are adequate for online learning needs. Such a problem by Khasanah etc. said to be the bad impact of the Covid-19 pandemic in the world of education. Not all elements of education are accustomed to fully using technology in learning (Hasanah et al., 2020).

The bad effects during the pandemic cannot be avoided, but Herliandry sees this phenomenon as a transformation of learning media during the Covid-19 pandemic (Herliandry et al., 2020). This is also the same as Pujilestari's opinion which emphasized that the Covid-19 pandemic in education is a path to e-university (Pujilestari, 2020). Garfin also stated that the emergence of Covid-19 was a factor in the flexibility of communication between humans because it could directly meet and communicate over long distances, and of course, it had to be supported by the availability of technology. Although, Garfin explained that the use of communication technology could not be separated from depression because of recommendations at home alone (Garfin, 2020).

III. METHOD

Researchers used survey research methods to answer the above problem questions with a questionnaire using Google Form. The number of respondents involved in this study was 1698 respondents with a classification of 396 lecturers, 558 teachers, 711 college students, and 33 students. Researchers distributed questionnaires using the google form platform twice. The first questionnaire distributed on June 18^th 2020 at the National Webinar and Book Review held by the Arabic Language Education (PBA) study program UIN Syarif Hidayatullah Jakarta, received 764 respondents with a classification of 178 lecturers, 189 teachers, 390 college students, and 7 students. The second questionnaire was distributed on August 13^rd, 2020, at the Virtual Conference for the PBA S2 Study Program at UIN Sultan Maulana Hasanuddin Banten, which received 934 respondents, 218 lecturers, 369 teachers, 321 college students, 26 students. As supporting data, researchers also made observations on online media that publish, announce, and advertise online seminar activities.

The data collected from these respondents is verified to ensure the completeness of the respondent's answers and the data can be used. Furthermore, the data is classified based on criteria to facilitate analysis. Furthermore, the researcher tabulated the data, calculated the percentage, and visualized it in tabular form accompanied by its interpretation.

IV. RESULT AND DISCUSSION

This survey research involved a total of 1698 respondents who were verified. The respondents consist of lecturers and teachers, as well as college students and students. The data will be classified and tabulated based on the questions in the questionnaire, then the percentage is calculated and analyzed carefully. The following is the distribution of respondent data.

Based on the first questionnaire, the number of valid respondents was 764 respondents.

Respondents were dominated by students reaching 51%, then 25% of teachers, 23% of lecturers,

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and 1% of students. Meanwhile, the second questionnaire found 934 respondents with 40% from teachers, 34% from students, 23% from lecturers, and 3% from students.

Furthermore, the data that has been obtained is described in detail according to the question items in the questionnaire given.

Experience taking webinar

Diagram 1. Quantity Pre-Pandemic Webinar Participation Covid-19

Based on diagram 2, the researcher knows that the quantity of the participation of lecturers, college students, teachers, and students in webinars, online seminars, virtual seminars before the COVID-19 pandemic, the majority ranges from 1-5 with a percentage of 69%. There were 21%

of those who participated in webinars in the range of 6-10 times, and the rest of those who attended webinars more than 10 times were only 10%. If we look in more detail based on the classification of researchers, 248 lecturers take part in the webinar 1-5 times; those who follow 6-10 times 98, and those who are more than 10 times there are only 50 people. With the same pattern, the majority of students also participated in webinars 1-5 before the pandemic with a total of 493 people, 145 people participated in 6-10 times, and the rest were over 10 times there were 73. From the teacher group, those who took webinar 1-5 times there were 409 people, 6-10 times there were 97 people, and for those who attended the webinar more than 10 times, there were 52. For this student item, at first, the researchers were hesitant to include the item, but it turns out that their participation in the webinar also exists, those who follow 1-5 are 20 people, for 6-10 people there are 11 people, and the rest > 10 there are 2 students.

To see the opposite phenomenon, the researchers also raised a question item that asked about the quantity of their participation during the Covid-19 pandemic which has been determined by the Indonesian government since April 2020. The following are the results of the diagram analysis.

Diagram 2. Webinar Participation Quantity during the Covid-19 Pandemic

1 - 5 69%

6 - 10 21%

> 10 10%

COUNT PRE PANDEMIC COVID-19

0 200 400 600

1 - 5 6 - 10 > 10

Pre Pandemic Covid-19

Lecturer College student Teacher Student

0 100 200 300 400 500

1 - 5 6 - 10 > 10

During Pandemic Covid-19 Era

Lecturer College student Teacher Student

1 - 5 17%

6 - 10 33%

> 10 50%

COUNT DURING PANDEMIC COVID-19

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Based on data from diagram 3, researchers found a drastic increase in the participation of lecturers, college students, teachers, and students during the Covid-19 pandemic. Those who participate > 10 dominate with a percentage of 50%, then followed by 6-10 reaching 33%, and the remaining 1-5 times there is 17%. The data from diagram 3 shows a contrast with the data in diagram 2 which asked about their participation in the webinar before the covid-19 pandemic.

There are only 85 lecturers who took part in webinars 1-5 times during the Covid-19 pandemic, 151 lecturers who attended webinars 6-10 times, and mostly 161 lecturers who attended webinars > 10 times. From the college student, 112 students attended 1-5 times, 211 people participated in 6-10 times, and 418 students participated in the webinar > 10 times. From the teacher, 91 people attended the webinars 1-5 times, 211 teachers attended 6-10 times, and 256 teachers attended > 10 webinars during this pandemic. From the student, there were 9 people participated in webinars 1-5 times, 10 people participated in 6-10 times, and 14 people attended webinars > 10 times.

All of this data shows the opposite of the number of webinars that followed before the pandemic. Before the pandemic, the majority attended webinars 1-5 times, and those who attended webinars > 10 times were not that many. Whereas during this pandemic, the majority of all elements studied, lecturers, students, teachers, and students, many attended webinars > 10 times, even the percentage 50%, while those who attended webinars 1-5 times were limited to 17% only.

Motivation to Join Webinars

To address the changes in participation in pre-pandemic and post-pandemic webinars, researchers also offered participants a question item that motivated them.

Based on respondent data compiled by researchers, 83% of respondents answered that their motivation was simply to add knowledge, 7% of respondents whose motivation was to increase credit rank and gain knowledge, 4% of respondents answered because it was required by the institution where they worked, and other motivations were to increase rank credit and gain knowledge., 2% of respondents said only institutional obligations, 2% of other respondents answered institutional obligations and gained knowledge, and 2% of other respondents answered for credit increases in rank.

Diagram 3. Motivations of participants to take part in webinars during the Covid-19 pandemic 2% 7%

2%4%

2%

83%

increase credit rank

increase credit rank, knowledge

the fulfillment of institutional obligations

the fulfillment of institutional obligations, increase credit rank, knowledge

the fulfillment of institutional obligations, knowledge

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The data in the diagram provides information on how much participation in the webinar is inseparable from practical interests such as the need for promotion for lecturers and teachers and the fulfillment of certificate companion certificates (SKPI). Besides, educational institutions both schools and campuses also provide new obligations for academicians to take part in webinars related to their knowledge. Apart from these practical needs, the enthusiasm to add knowledge is still the dominant motivation for respondents to attend webinars.

Media Applications for Online Seminars

Diagram 4. Application used in webinars during the Covid-19 pandemic

The media frequently used by respondents in attending webinars is quite diverse. There are 39% of respondents who use zoom meetings, while who use YouTube are almost the same in quantity, 37%. The use of Google Meet is far from the two media mentioned, only 16%. There are 7% who use Facebook, while respondents who use the WeBex meet applications are only 1%

or about 17 people of the total response.

Constraints and Advantages of Online Seminars

The number of entries to the webinars which are quite fantastic is not without problems.

From open questionnaires to respondents, researchers have several obstacles during online seminars. Based on these findings, researchers categorized these constraints in two ways. First, related to infrastructure such as the uneven internet network and had been discussed by many researchers (Suni Astini, 2020). Second, related to the need for the quota to increase drastically to take part in live webinars or join the meeting application directly. However, this problem was helped a little with the help of quota from the government (Kompas.com, 2020).

Behind these constraints, respondents also found several advantages in participating in online seminars. Researchers classify these advantages as follows: easy access to knowledge from national and international figures without being limited by long distances; the time to take part in online seminars is flexible, some respondents attend more than one seminar in a while;

respondents also learned to adapt to technology. When the material presented in the online seminar has not been understood, the respondent can play it back because the material is a recording. This advantage is also widely mentioned in the results of research abroad (Verma and Singh, 2010; Garfin, 2020; Tartavulea et al., 2020).

Discussion

The number of webinars during the Covid-19 pandemic is the same as the interest of the academic community in gaining knowledge. For participants, many webinars that were held

7%

16%

1%

37%

39%

Facebook Google Meet Webex meet Youtube Zoom meeting

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provided the widest possible opportunity to access useful knowledge from experts in their fields.

Moreover, it is noted that most of the webinars can be followed for free by participants, whether they provide e-certificates or not. Another advantage, in normal conditions to attend seminars requires a lot of costs, ranging from transportation, registration fees are expensive, limited time, and not flexible. In online seminars by utilizing technology, participants play audio-visual recordings of material from seminars that are not understood independently (Verma and Singh, 2010).

With the existence of many online seminars, it seems that the academic community has the freedom to choose the seminar theme they are interested in. If the academic community does not have time to attend seminars that are considered important, they can still look for it on the YouTube channel - where the organizer publishes the event.

In the conditions of the Covid-19 pandemic, online seminars are truly a solution for distance learning that can continue without physical contact. It is very appropriate if organizers such as campus, expertise groups, workgroups, communities, and other educational institutions organize online seminars to share knowledge. This online seminar offers several advantages, the organizer can hold seminars with a panel of several speakers without having to meet, allowing them to communicate via voice, writing, and send documents. Some online seminar applications also offer the smallest number of participants for a limited circle up to thousands of participants in meetings (Verma and Singh, 2010).

According to Toquero (Toquero and Talidong, 2020), the webinar trend in education is a form of emergency mitigation in education. Educational institutions should turn to emergency online learning. Teachers as educators who were previously unprepared to face such conditions faced many unexpected challenges from this courage-based learning. As a result, teachers in most countries around the world are undergoing training via webinar technology. Apart from education, webinars also occur in various strategic aspects, from discussions on medical, business, nature conservation, business, tourism, and mining.

This phenomenon is not just a trend in the era of the Covid-19 pandemic, webinars have provided many benefits. For educators such as lecturers and teachers, webinars can promote a better understanding of e-learning and create a constructive e-portfolio that helps students learn productively. Many teachers and trainers have expressed satisfaction with the webinars as a means of disseminating concepts or knowledge as per the author's search results.

Besides, webinars are not only useful in the educational field but also effective in training sales agents or business-minded individuals in the marketing industry. In the marketing sector, they serve as tools for disseminating information and reaching a wider market. Webinars have become a means of communication between employers and sales agents. In the medical field, webinars are used by medical practitioners to facilitate the exploration and dissemination of scientific knowledge on various aspects of medicine. Webinars are organized by medical instructors to lecture citizens on clinical ideas about medical competence. They imply that using webinars allows participants to actively participate in seminars, provide feedback, build better interactions, and be informed efficiently. Another positive aspect of using webinars as an effective tool in training is flexibility in gaining knowledge anywhere and easy access to training materials (Toquero and Talidong, 2020).

Such conditions make webinars an appropriate tool for sharing knowledge that is beneficial to society. Organizing webinars can be strategically used as a means of promotion and the existence of an organizing institution executor. In other words, this euphoria provides an opportunity or a new alternative form of implementation of the 4.0 industrial revolution in education.

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In the explanation above, many advantages can be obtained in online seminars. However, in reality, the problem of the availability of an uneven internet network is a problem for the majority of respondents. So, this online seminar only is enjoyed in areas with adequate network availability, such as urban and semi-urban areas, and the majority of rural areas are constrained, as found (Syah, 2020).

V. CONCLUSION

Based on the analysis of the respondent's data and the researcher's investigation for the online seminars, the researcher can conclude the following.

First, the euphoria of online seminars arises because offline seminars that usually attended by many people and face-to-face cannot be held on the Covid-19 pandemic. Apart from network problems, online seminars "webinars" offer advantages, for organizers as a medium for promotion and knowledge sharing, for participants to be able to access knowledge freely and as widely as possible.

The number of webinars is same as the number of webinars interested in the Covid-19 pandemic. Before the pandemic, the standard of the academic community following webinars in the last six months was limited to 1-5 times. In the pandemic in Indonesia since April has changed, the majority of the academic community is > 10 times.

The motivation of the participants is knowledge from the experts, obtained certificates that could be used for promotion and also graduation requirements for students, as well as fulfilling the demands of the institutions.

This study has limitations, because researchers only track the quantity of respondents participating in the pre-pandemic covid-19 webinar and during the pandemic and the respondents' motivation. For further research, the researcher recommends an in-depth interview approach so that the data can support and confirm the quantitative findings of the study.

ACKNOWLADGEMENTS

The author would like to thank ICEMS 2020 committee, UIN Syarif Hidayatullah Jakarta, LPDP (Indonesia Endowment Fund for Education) for supporting and funding to publish this research.

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The euphoria of webinar during the Covid-19 pandemic in Indonesia

Emerging Trends in Technology for Education in an Uncertain World

Dwi Nanto, Maila D.H. Rahiem & Tita Khalis Maryati

Table of contents

The euphoria of webinar during the Covid-19 pandemic in Indonesia