The Implementation of Virtual Learning in Vocational Subjects at SMP Negeri 17 Banda Aceh
Rosmala Dewi1, Fitriana Fitriana1, Rifqi Akmal1, Nailul Muna2
1) Faculty of Teacher Training and Education, Syiah Kuala University, Aceh, Indonesia
2)Alumni Faculty of Teacher Training and Education, Syiah Kuala University, Aceh, Indonesia
Email: [email protected]; [email protected]
Abstract
This study aims to find out student learning outcomes in taking virtual learning and to find out the obstacles faced by teachers and students in Soft Material Craft Vocational Subjects during the virtual learning process. The method used in this research is qualitative with the technique of selecting subjects by purposive sampling. The research subjects were 5 people consisting of 1 teacher and 4 varied- achieved students who were proved to have the highest score, lowest score, and those who missed assignment submissions. Data were collected through observation, interviews, and documentation. The results showed that the virtual learning results obtained by four students were different, some were very good at mastering soft material Vocational Subject, some were average, and some were poor. The obstacles faced by students were difficulties in absorbing learning subjects, weak internet networks and links that were sometimes difficult to access. While the obstacles faced by the teacher are difficulties in controlling and guiding students, especially when collecting assignments from the students. It is suggested that there is a cooperation between teachers and parents in instilling moral values, attitudes, and character during the virtual learning process.
Keywords: The Implementation, Virtual Learning, Vocational Subjects.
1. Introduction
One of the benchmarks of a nation's success is the success in education. Education is pivotal in life, whether life in the family, community, or nation. The success of education will be achieved if there are efforts to improve the quality of education of the nation itself. To be successful in education, cooperation between educators and learners is required. Education becomes a pillar in the development of human resources in a nation. Whether or not a nation progresses will depend on its human resources. Therefore, educators play a role in achieving the established educational process.
Concerning the pandemic, the Indonesian government issued a circular letter dated March 18th, 2020, that indoor and outdoor activities in all sectors were temporarily postponed to reduce the spread of the coronavirus, especially in the field of education. Furthermore, on March 24th, 2020, the Minister of Education and Culture of the Republic of Indonesia issued another Circular Letter No. 4 of 2020 concerning the Implementation of Education Policy in the Emergency Period of the Spread of Covid-19. In the circular letter, it is explained that the learning process must be carried out at home through online/remote learning to provide a meaningful learning experience for students. Learning at home must be focused on life-skill education, particularly life during the Covid-19 pandemic.
Students in Aceh province, including SMP Negeri 17 Banda Aceh are currently implementing this online learning. Learners are required to do online learning from home with guidance from their respective subject teachers. Similarly, vocational subjects that used to be given at school by the vocational teachers, are now given online, too.
The most fundamental problem in the vocational subjects learning is how to create a learning atmosphere that can increase students' learning interest, make students more active in every learning process, and provide a very useful meaning, of which the success are determined by the curriculum system used by the school (Fitria, S.R., at. al. 2017:24). Vocational subjects learning orientation so far is to facilitate the experience of emotions, intellectuals, physical, precepts, social, aesthetics, artistic, and creative to learners by conducting appreciation and creative activities on various products of skill and technology. Therefore, this study aimed to know the readiness of teachers and learners in facing the vocational subject online learning process, to know the learning outcomes during the online learning, and to know the obstacles faced in teaching soft materials at SMP Negeri 17 Banda Aceh.
2. Method
The approach used in this research is a qualitative approach. This type of research is classified as qualitative descriptive research. To find out the effectiveness of online learning or e- learning in Pre-work Subjects at SMP Negeri 17 Banda Aceh, the reason for application of the qualitative approach in this research took into account the possibility of data that needs in-depth analysis. Therefore, the qualitative approach was chosen, especially with the involvement of researchers themselves in the field.
The study subjects were selected based on certain criteria set by the researchers, so the technique used in this study is purposive sampling. The subjects in this study consisted of 5 respondents; 1 teacher who taught vocational Subjects, 2 students who had the highest scores in the vocational subjects, 1 student who had the lowest score (submitting all assignments) in the vocational subjects, and 1 student who had the lowest score but never submitted their assignments in pre-work subjects of Soft Materials at SMP Negeri 17 Banda Aceh.
Data collection was done through observation and interview. Regarding the interview, the researchers asked questions about the subjects that had been summarized in the interview guidelines sheet. The interviews applied to this study were close interviews. The interview process was conducted both face-to-face and also online (video calls).
3. Results and Discussions
The results obtained and discussed in this study consist of two parts as follows:
1. Student Learning Outcomes During the Online Learning
The unpreparedness of teachers in online learning leads to a decrease in learning motivation that affects student learning outcomes. The results of the study of respondents D and E show that the lack of learning motivation can prevent them from gaining an optimal score.
During the online learning process, researchers reviewed that respondent D had never collected any tasks on Soft Materials Craft so that the value gained was not optimal. Istarani and Pulungan, I. (2015:56) state that "... In teaching and learning activities, if there is a student who does not do something that he should be doing, then it needs to be investigated. Otherwise, they will keep lacking energy to study, and feel unmotivated". Based on the results of present study, during the
online-based learning process, respondent D was unable to complete the task in pre-employment subjects because he was not motivated both intrinsically and extrinsically. Meanwhile, the value gained by respondent E did not increase. Respondent A said that during online learning students have never been given a task of making products or crafts. Nuraini, A (2018:28) said that "Craft lessons are generally designed to equip learners to be able to develop creativity through the manufacture of products in the form of Handicrafts, Engineering, Cultivation, and Processing, which are useful in daily life. It is expected to develop creativity through creating, designing, modifying or modifying, and reconstructing based on basic technology education of entrepreneurship and local wisdom".
At SMP Negeri 17 Banda Aceh, the parents are involved in the assessment of the online learning process that includes the assessment of students' attitudes and character. The assessment sheets then are collected in the form of hardcopy. Meanwhile, the subject assessment is carried out by the subject teacher by asking the students to submit their works. One of the indicators in assessing the works is that it should be (1) timely and (2) appropriately answer the questions presented by the teacher. Meanwhile, the assessment of temporary skills is assessed through photo documentation submitted by the student following the assignment presented and then calculated as a substitute for the practical-skill score.
2. Obstacles Faced During Online Learning
During the online learning process, the obstacles faced by respondent A are limited to the use of applications that support the online learning process. Respondents were also constrained in applying methods. Sometimes it is also hampered by the network and the scheduled time. The next obstacle is students who are late submitting the assignments. For students who do not submit their assignments, the subject teacher will notify the classroom teacher, then the classroom teacher will contact the student. However, if the student does not respond and still does not collect the assignment, the homeroom teacher will contact the student's parent or guardian.
Currently, the problem faced by most students of SMP Negeri 17 Banda Aceh is the internet that is sometimes inaccessible, and the limitation in utilizing certain applications in the teaching and learning process, including e-learning in Banda Aceh. This has caused some students to be constrained so that they could not complete their tasks on time. Seeing the condition of this field concerning the use of the internet in the teaching and learning process to improve the quality of education in SMP Negeri 17 Banda Aceh in the vocational Subjects has not been effective. The results of research by Novita, D, and Hutasuhut (2020:9) on the constraints during the online learning process reported that "... Most of the obstacles that occur when using online learning applications are network problems, and difficulty understanding the material delivered by lecturers or teachers. Another obstacle is the expensive cost of the internet and threats from hackers on the application". Next, Nugrahehi (2020: 3) states that the inequality in the quality of Indonesian education is the main obstacle to the application of online learning policies, because the readiness of students who go to school in urban areas is very different from students who go to school in rural areas and based on the economic background of students. This is also explained by Husamah (2013) that if the network is inadequate, it will affect the learning carried out, so it will be ineffective.
Furthermore, the results of interviews with respondents B, C, and D, the obstacles they face in terms of material in the vocational Subjects at the time of online learning is that links or links
shared on WhatsApp groups are sometimes difficult to open and access. This hampered them while doing tasks and accessing materials for vocational subject learning.
Also, they find it difficult because the subject teacher does not explain the material provided. Respondents B, C, D, and E said that during online learning in Pre-employment Subjects the teacher only assigns students to read certain materials and then assigns assignments.
Usually, they are assigned to make a summary of the material and work on the practice. So that during the online learning process carried out in their respective homes as it now makes them a little overwhelmed in terms of absorbing learning materials. Especially in the vocational Subjects where in general the subjects are designed to develop students' creativity in the manufacture of products that can be useful in daily life, the obstacles faced by the students of these four students can cause difficulties in absorbing the learning process. However, respondent C said that respondents who teach vocational subjects give flexibility if there are students who want to ask questions through WhatsApp chat.
The four students said that they were happier to take part in class learning face-to-face as before. When learning face-to-face in class, in terms of explaining the learning materials teachers play a more active role. The use of the internet in online learning in pre-employment subjects according to respondents B and respondent C is very good. While according to respondents D in terms of utilization is good. However, he did not understand about the learning materials given because it was not explained by the subject teacher. While respondent E said the utilization is good, but he prefers if the learning is implemented directly.
Regarding this, the four students said that currently, the teacher only sends the assignment to the Whatsapp group without explaining the materials. Therefore, they are happier when the learning process can be re-enacted face-to-face. As mentioned by Istarani and Pulungan (2015:111) that "... Effective learning demands active student engagement. In its implementation, this requires a process of exchange of thoughts, discussions, and debates to achieve the same understanding of the standard material that students must master". Based on the statements of the four students, it would be nice if the Teachers of the vocational subjects implemented a discussion forum during the online learning process.
In connection with this, based on the results of research by Handarini, O. I., and Wulandari, S.S. in the Journal of Office Administration Education (2020:501) stated that "...
One of the vocational school students in Surabaya claimed to get assignments more often through Whatsapp, then written in books and photographed to be sent to teachers. For video conference activities are also scheduled, once a week twice to conduct discussions. Assignments through google form application are also done, where after completing the task will immediately appear value". Based on the results of the study, although the learning process and assignments are more often done by teachers through the application whatsapp, the discussion activities through video conference are still carried out once a week as scheduled. Activities initiated through video conferences on the online learning process is important in maintaining good communication between teachers and students, as well as between students and peers.
Researchers observed interactions that occur in the field between the classroom teacher, the subject teacher, and their students. The subject teacher informs the classroom teacher about the assignment that the student must do, then the classroom teacher informs the class he/she is working on. When sending their assignments, students can directly send it to the teacher of the subject. And students can ask if there is something that is not understood to the teacher of the subject. So, the interaction between peers on pre-work subjects shows little problems during the learning process.
4. Conclusions
a. The acquisition of student learning results during virtual learning is known to not get maximum results. This is influenced by the unpreparedness of teachers and students in dealing with online learning, resulting in a decrease in their learning motivation. The attitude and character assessments are carried out by parents during the home learning process, then the results of the assessment are submitted to the classroom teacher.
Meanwhile, the assessment of skills and knowledge are still assessed by teachers who teach vocational Subjects.
b. The problem is the limitations of teachers in using various applications and methods for online learning. In general, internet networks are often interrupted and cannot be accessed smoothly thus interrupting the timing of the learning schedule.
Suggestions
1. For teachers, when virtual learning interaction with students is very limited, it is worth once a week to regularly provide video conferences that can involve all students in one discussion forum, to discuss things that are not understandable.
2. Good cooperation between parents and teachers is required, during the learning process done from home makes parents or guardians of students as the most influential in instilling knowledge and moral values in teachers.
References
Ferismayanti. (2020). Meningkatkan Motivasi Belajar Siswa Pada Pembelajaran
Online Akibat Pandemi Covid 19. (Online).
https://www.google.com/url?sa=t&source=web&rct=j&url=http://lpmplampung.kemdikb ud.go.id/pocontent/uploads/Meningkatkan_Motivasi_Belajar_Siswa_pada_Pembelajaran _Online_Akibat_Pandemi_COVID19.pdf&ved=2ahUKEwjSz_KArYvtAhWi1VkKHXzl DpgQFjAAegQIAxAC&usg=AOvVaw27qeub
Fitria, S.R., Mukhirah, Fitriana. (2017). Implementasi Kurikulum 2013 Pada Mata Pelajaran Prakarya di MAN 1 Banda Aceh. Jurnal Ilmiah Mahasiswa
Pendidikan Kesejahteraan Keluarga, 2(3), (Online).
http://www.jim.unsyiah.ac.id/pkk/article/view/9705/3960
Fitriyani, Y., Irfan, F & Sari, M. Z. 2020. Motivasi Belajar Mahasiswa Pada Pembelajaran Daring Selama Pandemik Covid-19. Jurnal
Kependidikan, (Online), Vol.6, No.2,
http://ojs.ikipmataram.ac.id/index.php/jurnalkependidikan/index. Accessed on 11 November 2020.
Handarini, O.I. & Wulandari, S.S., (2020). Pembelajaran Daring Sebagai Upaya Study from Home (SFH) Selama Pandemi Covid 19. Jurnal Pendidikan
Administrasi Perkantoran, 8(3),
(Online), https://www.google.com/url?q=https://journal.unesa.ac.id/index.php/j pap/article/view/8503&sa=U&ved=2ahUKEwimhqr01I7tAhVxdt8KHaN_CJYQ
FjAAegQIAhAB&usg=AOvVaw1zk3NMW-edGXsn_mvLlGB5.
Husamah. (2013). Pembelajaran Bauran (Blended Learning). Jakarta: Hasil Pustaka.
Istarani & Pulungan, I. (2015). Ensiklopedi Pendidikan. Sumatera Utara: LARISPA.
Nugraheny. A. R. (2020). Peran Teknologi Guru dan Orang Tua Dalam Pembelajaran Daring di Masa Pandemi. (Online,).
(https://www.google.com/url?sa=t&source=web&rct=j&url=https://osf.io/hz57r/downloa d&ved=2ahUKEwjFzf2rIvtAhXDpFkKHVmBBBQQFjAAegQIARAB&usg=AOvVaw2 nZobo9iUA3ZobEcCzkw5Q. Accessed on 11 November 2020.
Nuraini, A. (2018). Evaluasi Implementasi Kurikulum 2013 Pada Mata Pelajaran Prakarya SMP 7 Salatiga, Tesis Strata 2 Manajemen Pendidikan. (Online) www.repsitoey.uksw.edw.
Novita, D., & Hutasuhut, A. R. (2020). Plus Minus Penggunaan Aplikasi Aplikasi Pembelajaran Daring Selama Pandemi Covid 19. (Online), https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.resea
rchgate.net/publication/341830562_plus_minus_aplikasi_pembelajaran_daring
&ved=2ahUKEwid3_LirIvtAhWvq1kKHdcyBXIQFjAAegQIARAB&usg=AO vVaw06DbiL5xJz_PTndwUVRBtF. Accessed on 11 November 2020.
