Email this article 
(Universitas Ahmad Dahlan, Indonesia)(2) * Moh. Irma Sukarelawan
(Universitas Ahmad Dahlan, Indonesia)(3) M. Anas Thohir
(Universitas Negeri Malang, Indonesia)(4) Fitria Arifiyanti
(Szegedi Tudományegyetem (SZTE), Szeged, Hungary)*corresponding author
AbstractThis study aims to explore students’ perceptions of the implementation of online learning during the pandemic in terms of gender perspective, ownership of social media, and duration of internet access. This research was conducted by a survey involving 87 students (P = 51% and L = 49%) in junior high school. Data were analyzed using Logit Value of Item (LVI) and Wright map combined with Logit Value of Person (LVP). Students’ perceptions were reviewed based on gender, social media ownership, and duration of daily internet access. The results showed that, in general, students have a positive perception of online learning. Based on gender, male and female students have almost the same positive perception of online learning. In terms of ownership of social media accounts, students with one account or two social media accounts have a perception of online learning above the average logit person. Most students who access the internet for more than 5 hours have a perception above the average logit person. Students whose internet access duration is 3-4 hours have a perception above the average logit person. So, gender, social media ownership, and internet access duration of 3-4 hours have positive perceptions of online learning.
KeywordsStudents Perceptions; Online Learning; Perception base on Gender; Perception base on Social Media; Perception base on Internet Access
|
DOIhttps://doi.org/10.31763/ijele.v4i1.517 |
Article metrics10.31763/ijele.v4i1.517 Abstract views : 1808 | PDF views : 621 |
Cite |
Full Text Download
|
References
[1] Mailizar, A. Almanthari, S. Maulina, and S. Bruce, “Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia,” Eurasia J. Math. Sci. Technol. Educ., vol. 16, no. 7, 2020, doi: 10.29333/EJMSTE/8240.
[2] B. L. Moorhouse, “Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic,” J. Educ. Teach., vol. 46, no. 4, pp. 609–611, Aug. 2020, doi: 10.1080/02607476.2020.1755205.
[3] P. Lowenthal, J. Borup, R. West, and L. Archambault, “Thinking Beyond Zoom: Using Asynchronous Video to Maintain Connection and Engagement During the COVID-19 Pandemic,” J. Technol. Teach. Educ., vol. 28, no. 3, pp. 383–391, 2020, doi: 10.24252/elite.v7i1a6.
[4] A. E. Clark, H. Nong, H. Zhu, and R. Zhu, “Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic,” China Econ. Rev., vol. 68, no. May, p. 101629, 2021, doi: 10.1016/j.chieco.2021.101629.
[5] Y. M. Tang et al., “Comparative analysis of Student’s live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector,” Comput. Educ., vol. 168, no. January, p. 104211, Jul. 2021, doi: 10.1016/j.compedu.2021.104211.
[6] H. C. Wei and C. Chou, “Online learning performance and satisfaction: do perceptions and readiness matter?,” Distance Educ., vol. 41, no. 1, pp. 48–69, 2020, doi: 10.1080/01587919.2020.1724768.
[7] K. L. Smart and J. J. Cappel, “Students’ Perceptions of Online Learning: A Comparative Study,” J. Inf. Technol. Educ. Res., vol. 5, pp. 201–219, 2006, doi: 10.28945/243.
[8] M. Bączek, M. Zagańczyk-Bączek, M. Szpringer, A. Jaroszyński, and B. Wożakowska-Kapłon, “Students’ perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students,” Medicine (Baltimore)., vol. 100, no. 7, p. e24821, 2021, doi: 10.1097/MD.0000000000024821.
[9] S. J. Lee, S. Srinivasan, T. Trail, D. Lewis, and S. Lopez, “Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning,” Internet High. Educ., vol. 14, no. 3, pp. 158–163, 2011, doi: 10.1016/j.iheduc.2011.04.001.
[10] N. Balta, L. Mâță, C. H. Gómez, and K. Tzafilkou, “Students’ perception and acceptance of web-based technologies: a multi-group PLS analysis in Romania and Spain,” Educ. Inf. Technol., vol. 25, no. 5, pp. 4437–4458, 2020, doi: 10.1007/s10639-020-10170-y.
[11] D. P. Parlindungan, M. Al Ghani, and S. Nurhaliza, “Peranan Guru dan Orang Tua dalam Menghadapi Pembelajaran Jarak Jauh (PJJ) Dimasa Pandemi Covid-19 di SDS Islam An-Nuriyah,” in Penguatan Kapasitas dan Kolaborasi Penelitian Serta Pengabdian kepada Masyarakat Pasca Pandemi Covid-19, 2020, pp. 1–10. Available at: jurnal.umj.ac.id
[12] W. R. Syachtiyani and N. Trisnawati, “Analisis Motivasi Belajar dan Hasil Belajar Siswa di Masa Pandemi Covid-19,” Prima Magistra J. Ilm. Kependidikan, vol. 2, no. 1, pp. 90–101, Mar. 2021, doi: 10.37478/jpm.v2i1.878.
[13] M. A. Subarkah and A. Salim, “Analisis Kesulitan Belajar Peserta Didik dalam Pembelajaran Jarak Jauh (PJJ) di Tengah Pandemi Covid-19,” Rausyan Fikr J. Pemikir. dan Pencerahan, vol. 17, no. 1, pp. 22–30, Mar. 2021, doi: 10.31000/rf.v17i1.4184.
[14] Z. Larisu, M. Idrus, A. Upe, and S. S. Kasim, “Pengembangan Perangkat Pembelajaran Jarak Jauh (PJJ) Berbasis Website Sebagai Media Komunikasi Interaktif di Masa Pandemi Covid-19 di Kota Kendari [Development of Website-Based Distance Learning Devices (PJJ) as Interactive Communication Media during the ,” Anoa J. Pengabdi. Masy. Sos. Polit. Budaya, Hukum, Ekon., vol. 2, no. 1, pp. 127–136, Oct. 2020, doi: 10.52423/anoa.v2i1.15160.
[15] T. R. Liyanagunawardena, “Measuring student perception and actual usage of online learning management system,” Innov. Knowl. Manag. Bus. Glob. Theory Pract. - Proc. 10th Int. Bus. Inf. Manag. Assoc. Conf., vol. 1–2, pp. 727–730, 2008. Available at: Google Scholar.
[16] Z. Wan, Y. Wang, and N. Haggerty, “Why people benefit from e-learning differently: The effects of psychological processes on e-learning outcomes,” Inf. Manag., vol. 45, no. 8, pp. 513–521, 2008, doi: 10.1016/j.im.2008.08.003.
[17] C. Keller and L. Cernerud, “Students’ Perceptions of E‐learning in University Education,” J. Educ. Media, vol. 27, no. 1–2, pp. 55–67, 2002, doi: 10.1080/1358165020270105.
[18] T. Muthuprasad, S. Aiswarya, K. S. Aditya, and G. K. Jha, “Students’ perception and preference for online education in India during COVID -19 pandemic,” Soc. Sci. Humanit. Open, vol. 3, no. 1, p. 100101, 2021, doi: 10.1016/j.ssaho.2020.100101.
[19] F. Martin and D. U. Bolliger, “Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment,” Online Learn. J., vol. 22, no. 1, pp. 205–222, 2018, doi: 10.24059/olj.v22i1.1092.
[20] K. Mukhtar, K. Javed, M. Arooj, and A. Sethi, “Advantages, limitations and recommendations for online learning during covid-19 pandemic era,” Pakistan J. Med. Sci., vol. 36, no. COVID19-S4, pp. S27–S31, 2020, doi: 10.12669/pjms.36.COVID19-S4.2785.
[21] A. Wong, S. Ho, O. Olusanya, M. V. Antonini, and D. Lyness, “The use of social media and online communications in times of pandemic COVID-19,” J. Intensive Care Soc., vol. 22, no. 3, pp. 255–260, 2021, doi: 10.1177/1751143720966280.
[22] A. K. M. Chan, C. P. Nickson, J. W. Rudolph, A. Lee, and G. M. Joynt, “Social media for rapid knowledge dissemination: early experience from the COVID-19 pandemic,” Anaesthesia, vol. 75, no. 12, pp. 1579–1582, 2020, doi: 10.1111/anae.15057.
[23] J. A. Tiedt, J. M. Owens, and S. Boysen, “The effects of online course duration on graduate nurse educator student engagement in the community of inquiry,” Nurse Educ. Pract., vol. 55, no. July, p. 103164, 2021, doi: 10.1016/j.nepr.2021.103164.
[24] P. Z. Huzaimah and A. Risma, “Hambatan yang dialami siswa dalam pembelajaran daring matematika pada masa pandemi Covid-19 [Barriers experienced by students in online learning of mathematics during the Covid-19 pandemic],” Cendekia’s J. J. Math. Educ. Cendekia J. Pendidik. Mat., vol. 5, no. 1, pp. 533–541, 2021, doi: 10.33603/jnpm.v5i1.4392.
[25] L. Sari, “Upaya Menaikkan Kualitas Pendidikan dengan Pemanfaatan Youtube Sebagai Media Ajar Pada Masa Pandemi Covid-19,” J. Tawadhu, vol. 4, no. 1, pp. 1074–1084, 2020. Available at: Google Scholar.
[26] P. Xhelili, E. Ibrahimi, E. Rruci, and K. Sheme, “Adaptation and Perception of Online Learning during COVID-19 Pandemic by Albanian University Students,” Int. J. Stud. Educ., vol. 3, no. 2, pp. 103–111, Jan. 2021, doi: 10.46328/ijonse.49.
[27] K. Syauqi, S. Munadi, and M. B. Triyono, “Students’ perceptions toward vocational education on online learning during the COVID-19 pandemic,” Int. J. Eval. Res. Educ., vol. 9, no. 4, pp. 881–886, Dec. 2020, doi: 10.11591/ijere.v9i4.20766.
[28] A. Sulistio, “Peningkatan Prestasi Belajar Bahasa Inggris Melalui Pembelajaran Jarak Jauh (PJJ) dalam Penerapan Pembelajaran Sinkron dan Asinkron Melalui Google Classroom, Google Meet dan Aplikasi E-Learning,” Second. J. Inov. Pendidik. Menengah, vol. 1, no. 2, pp. 63–69, Jul. 2021, doi: 10.51878/secondary.v1i2.128.
[29] J. Kuswanto and F. Radiansah, “Media Pembelajaran Berbasis Android pada Mata Pelajaran Sistem Operasi Jaringan Kelas XI [Android-Based Learning Media on Network Operating System Subject Class XI],” Infotama Media Journal/Jurnal Media Infotama, vol. 14, no. 1, pp. 15–20, Apr. 2018, doi: 10.37676/jmi.v14i1.467.
[30] Y. Fitriani, “Analisa Pemanfaatan Learning Management System (LMS) Sebagai Media Pembelajaran Online Selama Pandemi Covid-19 [Analysis of the Use of Learning Management Systems (LMS) as Online Learning Media During the Covid-19 Pandemic],” J. Inf. Syst. Informatics Comput., vol. 4, no. 2, pp. 1–8, Dec. 2020, doi: 10.52362/jisicom.v4i2.312.
[31] N. S. Herawati and A. Muhtadi, “Pengembangan modul elektronik (e-modul) interaktif pada mata pelajaran Kimia kelas XI SMA [Development of interactive electronic modules (e-modules) in Chemistry class XI SMA],” J. Educ. Technol. Innov. Inov. Teknol. Pendidik., vol. 5, no. 2, pp. 180–191, Oct. 2018, doi: 10.21831/jitp.v5i2.15424.
[32] A. Amarulloh, E. Surahman, and V. Meylani, “Digitalisasi dalam Proses Pembelajaran dan Dampaknya terhadap Hasil Belajar Peserta Didik [Digitalization in the Learning Process and Its Impact on Student Learning Outcomes],” Bioedukasi, vol. 11, no. 1, pp. 1–10, 2020, doi: 10.24127/bioedukasi.v11i1.2815.
[33] S. Y. Yulfianti and R. M. Dewi, “Efek Learning Management System Berbasis Google Classroom dan Minat Belajar Terhadap Hasil Belajar Ekonomi Siswa,” J. Kependidikan J. Has. Penelit. dan Kaji. Kepustakaan di Bid. Pendidikan, Pengajaran dan Pembelajaran, vol. 7, no. 2, pp. 491–502, Jun. 2021, doi: 10.33394/jk.v7i2.3717.
[34] M. S. A. Dewi and N. A. P. Lestari, “E-Modul Interaktif Berbasis Proyek Terhadap Hasil Belajar Siswa [Project-Based Interactive E-Module on Student Learning Outcomes],” Sci. J. Educ. Learn. Ilm. Pendidik. dan Pembelajaran, vol. 4, no. 3, pp. 433–441, 2020, doi: 10.23887/jipp.v4i3.28035.
[35] K. K. Bhagat, L. Y. Wu, and C. Chang, “Development and Validation of the Perception of Students Towards Online Learning (POSTOL),” Educ. Technol. Soc., vol. 19, no. 1, pp. 350–359, 2016, doi: 10.1037/t64255-000.
[36] J. M. Linacre, “Winsteps® (Version 5.0.0) [Computer Software].” 2021. Available at: www.winsteps.com
[37] B. Setiawan, M. Panduwangi, and B. Sumintono, “A rasch analysis of the community’s preference for different attributes of Islamic banks in Indonesia,” Int. J. Soc. Econ., vol. 45, no. 12, pp. 1647–1662, Dec. 2018, doi: 10.1108/IJSE-07-2017-0294.
[38] B. Sumintono and W. Widhiarso, Aplikasi Pemodelan Rasch pada Asesmen Pendidikan. Cimahi: Trim Komunikata, 2015. Available at: eprints.um.edu.
[39] J. Pallant, SPSS Survival Manual: A Step by Step Guide to Data Analysis Using IBM SPSS, 6th ed. New York: Open University Press, 2016. Available at: www.taylorfrancis.com/books
[40] S. L. Rusland, N. I. Jaafar, and B. Sumintono, “Evaluating knowledge creation processes in the Royal Malaysian Navy (RMN) fleet: Personnel conceptualization, participation and differences,” Cogent Bus. Manag., vol. 7, no. 1, p. 1785106, 2020, doi: 10.1080/23311975.2020.1785106.
[41] M. Maryati, Z. K. Prasetyo, I. Wilujeng, and B. Sumintono, “Measuring Teachers’ Pedagogical Content Knowledge using Many-Facet Rasch Model,” Cakrawala Pendidik., vol. 38, no. 3, pp. 452–464, 2019, doi: 10.21831/cp.v38i3.26598.
[42] M. I. Sukarelawan and E. Gustina, “Penelitian Alternatif di Masa Pandemi Bagi Guru Fisika: Implementasi Model Rasch dalam Penelitian Survei,” in Dinamika Pendidikan dan Pembelajaran Masa Pandemi, D. Sulisworo, Ed. Yogyakarta: Markumi Press, 2021, pp. 189–195. Available at: seminar.uad.ac.id
[43] B. Sumintono and W. Widhiarso, Aplikasi model rasch untuk penelitian ilmu-ilmu sosial [Rasch model application for social sciences research]. Cimahi: Trim Komunikata Publishing House, 2014. Available at: eprints.um.edu.
[44] D. Y. Irawati and J. Jonatan, “Evaluasi Kualitas Pembelajaran Online Selama Pandemi Covid-19: Studi Kasus di Fakultas Teknik, Universitas Katolik Darma Cendika [Evaluation of the Quality of Online Learning During the Covid-19 Pandemic: A Case Study at the Faculty of Engineering, Darma ,” J. Ind. Syst. Eng. Rekayasa Sist. Ind., vol. 9, no. 2, pp. 135–144, 2020, doi: 10.26593/jrsi.v9i2.4014.135-144.
[45] A. P. Makur, E. Jehadus, S. Fedi, S. Jelatu, V. Murni, and P. Raga, “Kemandirian Belajar Mahasiswa dalam Pembelajaran Jarak Jauh Selama Masa Pandemi [Student Learning Independence in Distance Learning During the Pandemic Masa],” Mosharafa J. Math. Educ. J. Pendidik. Mat., vol. 10, no. 1, pp. 1–12, 2021. doi: 10.31980/mosharafa.v10i1.862
[46] F. N. Hikmah, M. I. Sukarelawan, T. Nurjannah, and J. Djumati, “Elaboration of high school student’s metacognition awareness on heat and temperature material: Wright map in Rasch model,” Indones. J. Sci. Math. Educ., vol. 4, no. 2, pp. 172–182, 2021, doi: 10.24042/ijsme.v4i2.9488.
[47] D. Adams, K. M. Chuah, B. Sumintono, and A. Mohamed, “Students’ readiness for e-learning during the COVID-19 pandemic in a South-East Asian university: a Rasch analysis,” Asian Educ. Dev. Stud., vol. ahead-of-p, no. ahead-of-print, May 2021, doi: 10.1108/AEDS-05-2020-0100.
[48] Y. Ünal, G. Alır, and İ. Soydal, “Students Readiness for E-Learning: An Assessment on Hacettepe University Department of Information Management,” in IMCW 2013: Challenges of Information Management Beyond the Cloud, J. N. Gathegi, Y. Tonta, S. Kurbanoğlu, U. Al, and Z. Taşkın, Eds. Berlin: Springer, Berlin, Heidelberg, 2014, pp. 137–147. doi: 10.1007/978-3-662-44412-2_13
[49] D. Adams, M. T. H. Joo, B. Sumintono, and O. S. Pei, “Blended Learning Engagement in Public and Private Higher Education Institutions: A Differential Item Functioning Analysis of Students’ Backgrounds,” Malaysian J. Learn. Instr., vol. 17, no. 1, pp. 133–158, 2020, doi: 10.32890/mjli2020.17.1.6.
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Muhammad Ramdhan, Moh. Irma Sukarelawan, M. Anas Thohir, Fitria Arifiyanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
International Journal of Education and Learning
ISSN 2684-9240
Published by Association for Scientific Computing Electronics and Engineering (ASCEE)
W : http://pubs2.ascee.org/index.php/ijele
E : zalik@ascee.org
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.