Persepsi Siswa terhadap Pembelajaran Bahasa Indonesia Berbasis Daring di SMAN 1 Pasuruan
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Keywords:
Learning; Indonesian; Perception; Covid-19 pandemic.
Abstract
The Covid-19 pandemic has had a major impact on all aspects of education around the world. This pandemic shattered the previously established education system. Face-to-face offline learning in schools has been forced to close and disrupt the learning of more than 1.6 billion students worldwide. Learning in droves has turned to using online-based technology, including learning Indonesian in Indonesia. Students are forced to follow these fundamental changes for the sake of the continuity of the learning process. This study attempts to describe students' perceptions of online-based Indonesian language learning in one of the Indonesian schools, SMAN 1 Pasuruan.
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References
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Dietz, B. G. K. B. C. M. (2021). Pivoting during a Pandemic: Creating Presence for All Students. Journal of Teaching and Learning with Technology, 10, 194–206.
Fitzpatrick, C., Archambault, I., Barnet, T., & Pagani, L. (2020). Preschool Cognitive Control and Family Adversity Predict the Evolution of Classroom Engagement in Elementary School. South African Journal of Childhood Education, 10(1).
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Naidu, S., & Laxman, K. (2019). Factors Inhibiting Teachers’ Embracing eLearning in Secondary Education: A Literature Review . Asian Journal of Distance Education, 14(2), 124–143.
Özkan, M., Balci, S., Kayan, S., & Is, E. (2018). Quality of Educational Resources: A Comparative Evaluation of Schools That Joined PISA 2015 from Turkey and Singapore. International Education Studies, 11(4), 132–143.
Richardson, J. C. |Besser. E. A. J. M. (2016). Instructors’ Perceptions of Instructor Presence in Online Learning Environments. International Review of Research in Open and Distributed Learning, 17(4), 82–104.
Richardson, J. C., Koehler, A. A., Besser, E. D., Caskurlu, S., Lim, J., & Mueller, C. M. (2015). Conceptualizing and investigating instructor presence in online learning environments. The International Review of Research in Open and Distributed Learning, 16(3), 256–297.
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Sezer, S. E. (2020). School Happiness: A Grounded Theory. Educational Policy Analysis and Strategic Research, 15(1), 44–62. Retrieved from https://doi.org/10.29329/epasr.2020.236.3
Smith, K. L. |Good. M. R. |Jankowski. N. (2018). Considerations and Resources for the Learning Improvement Facilitator. Research & Practice in Assessment, 13, 20–26.
Toro, L. V. |Pinza. E. I. |Vargas. A. B. |Zuniga. A. F. M. |Espinosa. F. O. (2019). Teachers and Students’ Perceptions of Teaching and Learning English in Small Classes: A Case of Ecuador. Turkish Online Journal of Educational Technology - TOJET, 18(1), 95–104.
Vawter, D. (2019). Keynote. Motivation: Theory into Practice. Current Issues in Middle Level Education, 24(1).
Vu, P., & Fadde, P. J. (2013). When to talk, when to chat: Student interactions in live virtual classroom. Journal of Interactive Online Learning, 12(2), 41–52.
Vu, P., Fredrickson, S., & Meyer, R. (2016). Help at 3: 00 am! Providing 24/7 timely support to online students via a virtual assistant. Online Journal of Distance Learning Administration, 19(1).
Walgito, B. (2010). Pengantar Psikologi Umum. Yogyakarta: Andi Offset.
Wichadee, S. (2018). Significant Predictors for Effectiveness of Blended Learning in a Language Course. JALT CALL Journal, 14(1), 25–42.
Windhiyana, E. (2020). DAMPAK COVID-19 TERHADAP KEGIATAN PEMBELAJARAN ONLINE DI PERGURUAN TINGGI KRISTEN DI INDONESIA. Perspektif Ilmu Pendidikan, 34(1), 1–8. https://doi.org/10.21009/PIP.341.1
Wulandari, A. (2020). Dramatik Pembelajaran Daring Pada Masa Pandemi Covid-19. Mimbar PGSD, 8(3), 515–526. Retrieved from https://ejournal.undiksha.ac.id/index.php/JJPGSD/article/view/29259
Zamahsari, G. K., Putikadyanto, A. P. A., & Maulana, F. I. (2020). The Contribution of Assessment Platform Technology to Promote Teacher’s Work in Schools. 6th International Conference on Interactive Digital Media, ICIDM 2020. https://doi.org/10.1109/ICIDM51048.2020.9339634
Al Ghazali, F. (2020). Learners’ Perceptions on Using Social Networking Sites to Reinforce Their Linguistic Performance. Journal of Language and Linguistic Studies, 16(2), 580–594. Retrieved from www.jlls.org
Alvarez, A. V. (2020). The Phenomenon of Learning at a Distance through Emergency Remote Teaching amidst the Pandemic Crisis. Asian Journal of Distance Education, 15(1), 144–153.
An, Y. (2021). A History of Instructional Media, Instructional Design, and Theories. International Journal of Technology in Education, 4(1), 1–21.
Arikunto, S. (2018). Dasar-dasar Evaluasi Pendidikan (3rd ed.). Jakarta: PT Bumi Aksara.
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115.
Boukhechba, H., & Bouhania, B. (2019). Adaptation of Instructional Design to Promote Learning in Traditional EFL Classrooms: Adobe Captivate for E-Learning Content . International Journal of Education and Development Using Information and Communication Technology, 15(4), 151–164.
Can, T. S. I. (2020). Examining K-12 Students’ Preferences and Attitudes on Mobile Learning. International Journal of Technology in Teaching and Learning, 15(2), 95–108.
Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 11(2), 932.
Cejas Martínez, M. F., Navarro Cejas, M., Venegas Alvarez, G. S., Proaño Rodríguez, C. E., & Mendoza Velazco, D. J. (2021). Student Perceptions of Ecuadorian Virtual Platforms during the COVID-19 Pandemic. Problems of Education in the 21st Century, 79(2), 241–254.
Cleveland-Innes, M., & Campbell, P. (2012). Emotional Presence, Learning, and the Online Learning Environment. International Review of Research in Open and Distance Learning, 13(4), 269–292.
Dietz, B. G. K. B. C. M. (2021). Pivoting during a Pandemic: Creating Presence for All Students. Journal of Teaching and Learning with Technology, 10, 194–206.
Fitzpatrick, C., Archambault, I., Barnet, T., & Pagani, L. (2020). Preschool Cognitive Control and Family Adversity Predict the Evolution of Classroom Engagement in Elementary School. South African Journal of Childhood Education, 10(1).
Gross, B. A. (2020). Too Many Schools Leave Learning to Chance during the Pandemic. Center on Reinventing Public Education.
Hava, K. (2021). The Effects of the Flipped Classroom on Deep Learning Strategies and Engagement at the Undergraduate Level. Participatory Educational Research, 8(1), 379–394. Retrieved from http://www.perjournal.com
Heath, S., & Shine, B. (2021). Teaching Techniques to Facilitate Time Management in Remote and Online Teaching. Journal of Teaching and Learning with Technology, 10, 164–171.
Herold, D. S. |Chen. T. (2021). Switching from Face-to-Face to Online Instruction Midsemester: Implications for Student Learning. Journal of Teaching and Learning with Technology, 10, 321–336.
Kazu, I. Y., & Is, A. (2018). An Investigation about Actualization Levels of Learning Outcomes in Early Childhood Curriculum. Journal of Education and Training Studies, 6(3), 66–77.
Kenney, C. (2018). How Will You Contribute? A Look at an Instructional Strategy to Improve Student-Centered Learning. Networks: An Online Journal for Teacher Research, 20(1). Retrieved from https://dx.doi.org/10.4148/2470-6353.1270
Krstić, S. V. M., & Radulović, L. R. M. (2021). Evaluating Distance Education in Serbia during the COVID-19 Pandemic. Problems of Education in the 21st Century, 79(3), 467–484.
Mawn, M. V., Carrico, P., Charuk, K., Stote, K. S., & Lawrence, B. (2011). Hands‐ on and online: scientific explorations through distance learning. Open Learning: The Journal of Open, Distance and ELearning, 26(2), 135–146.
Molotsi, A. (2020). The University Staff Experience of Using a Virtual Learning Environment as a Platform for E-Learning. Journal of Educational Technology and Online Learning, 3(2), 133–151. Retrieved from http://dergipark.gov.tr/jetol
Moore-Beyioku, C. (2021). COVID-19 Transition to Online: Quick! Bring the Fun!. Journal of Teaching and Learning with Technology, 10, 393–396. Retrieved from https://quizlet.com/live
Munday, D. (2021). Teaching and Learning Post Pandemic. Research-Publishing.Net. https://doi.org/10.14705/rpnet.2021.49.1219
Myers, C. A. |Hatchel. J. M. (2019). Personality and Cognitive Factors Related to Completing Extra Credit Assignments. International Journal for the Scholarship of Teaching and Learning, 13(2). Retrieved from https://doi.org/10.20429/ijsotl.2019.130207
Naidu, S., & Laxman, K. (2019). Factors Inhibiting Teachers’ Embracing eLearning in Secondary Education: A Literature Review . Asian Journal of Distance Education, 14(2), 124–143.
Özkan, M., Balci, S., Kayan, S., & Is, E. (2018). Quality of Educational Resources: A Comparative Evaluation of Schools That Joined PISA 2015 from Turkey and Singapore. International Education Studies, 11(4), 132–143.
Richardson, J. C. |Besser. E. A. J. M. (2016). Instructors’ Perceptions of Instructor Presence in Online Learning Environments. International Review of Research in Open and Distributed Learning, 17(4), 82–104.
Richardson, J. C., Koehler, A. A., Besser, E. D., Caskurlu, S., Lim, J., & Mueller, C. M. (2015). Conceptualizing and investigating instructor presence in online learning environments. The International Review of Research in Open and Distributed Learning, 16(3), 256–297.
Rukajat, A. (2018). Pendekatan Penelitian Kuantitatif: Quantitative Research Approach . Yogyakarta: Deepublish.
Sezer, S. E. (2020). School Happiness: A Grounded Theory. Educational Policy Analysis and Strategic Research, 15(1), 44–62. Retrieved from https://doi.org/10.29329/epasr.2020.236.3
Smith, K. L. |Good. M. R. |Jankowski. N. (2018). Considerations and Resources for the Learning Improvement Facilitator. Research & Practice in Assessment, 13, 20–26.
Toro, L. V. |Pinza. E. I. |Vargas. A. B. |Zuniga. A. F. M. |Espinosa. F. O. (2019). Teachers and Students’ Perceptions of Teaching and Learning English in Small Classes: A Case of Ecuador. Turkish Online Journal of Educational Technology - TOJET, 18(1), 95–104.
Vawter, D. (2019). Keynote. Motivation: Theory into Practice. Current Issues in Middle Level Education, 24(1).
Vu, P., & Fadde, P. J. (2013). When to talk, when to chat: Student interactions in live virtual classroom. Journal of Interactive Online Learning, 12(2), 41–52.
Vu, P., Fredrickson, S., & Meyer, R. (2016). Help at 3: 00 am! Providing 24/7 timely support to online students via a virtual assistant. Online Journal of Distance Learning Administration, 19(1).
Walgito, B. (2010). Pengantar Psikologi Umum. Yogyakarta: Andi Offset.
Wichadee, S. (2018). Significant Predictors for Effectiveness of Blended Learning in a Language Course. JALT CALL Journal, 14(1), 25–42.
Windhiyana, E. (2020). DAMPAK COVID-19 TERHADAP KEGIATAN PEMBELAJARAN ONLINE DI PERGURUAN TINGGI KRISTEN DI INDONESIA. Perspektif Ilmu Pendidikan, 34(1), 1–8. https://doi.org/10.21009/PIP.341.1
Wulandari, A. (2020). Dramatik Pembelajaran Daring Pada Masa Pandemi Covid-19. Mimbar PGSD, 8(3), 515–526. Retrieved from https://ejournal.undiksha.ac.id/index.php/JJPGSD/article/view/29259
Zamahsari, G. K., Putikadyanto, A. P. A., & Maulana, F. I. (2020). The Contribution of Assessment Platform Technology to Promote Teacher’s Work in Schools. 6th International Conference on Interactive Digital Media, ICIDM 2020. https://doi.org/10.1109/ICIDM51048.2020.9339634
Published
2021-11-26
How to Cite
Putikadyanto, A. P. A., Efendi, A. N., Romadhon, S., Amin, M. B., & Sefrianah, N. A. (2021). Persepsi Siswa terhadap Pembelajaran Bahasa Indonesia Berbasis Daring di SMAN 1 Pasuruan. GHANCARAN: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 104-116. https://doi.org/10.19105/ghancaran.vi.5398
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