Efektifkah perkuliahan daring pada statistika pendidikan di era pandemik covid-19?

Imaludin Agus* -  Institut Agama Islam Negeri (IAIN) Kendari, Indonesia
Muh Syarwa Sangila -  Institut Agama Islam Negeri Kendari
Firman Riansyah -  Institut Agama Islam Negeri Kendari

DOI : 10.30863/ekspose.v1i1.1373

Online lecture during Covid-19 outbreak is one of methods chosen to contain the spread of the virus and ensure the course objective can be achieved. However, such learning model brings some problems for the students of Islamic study program when learning statistics due to its difficult formulas to explain. Thus, this study aims to descriptively analyze the effectiveness of online lectures in educational statistics courses. Selected by purposive sampling, the sample of the study was third semester of Islamic education students in 2019/2020 academic year. The research data was collected through documentation of students' final grades and interviews via an online form. Based on the interviews, most students stated that the learning was effective.  This is also supported by the final grades of students who are mostly in the good category. However, the results also revealed some obstacles faced by the students in learning such as poor internet connection, the difficulty to understand the material and make a good discussion as well as the poor learning tools facility. Another finding obtained was that if the Covid-19 pandemic ends, the majority of students want face-to-face lectures, but not a few also want lectures with a combination of face-to-face and online (blended learning). Based on these results, blended learning can be an alternative choice for lecturers to implement in the future.

Perkuliahan daring diera pandemic covid-19 merupakan alternatif yang dipilih untuk menekan menyebaran virus sekaligus memastikan terlaksananya dan tercapainya tujuan perkuliahan. Khususnya pada matakuliah statistika pendidikan di program studi PAI pembelajaran daring memiliki kesulitan tersendiri, sebab mahasiswa dihadapkan oleh data yang harus dianalisis dengan rumus tertentu, sehingga membutuhkan penjelasan yang lebih. Dengan demikian, penelitian ini bertujuan untuk mengetahui secara deskriptif tentang keefektifan perkuliahan daring pada mata kuliah statistika pendidikan. Sampel yang digunakan adalah mahasiswa PAI semester III tahun akademik 2019/2020 yang dipilih secara purposive sampling. Data penelitian ini dikumpulkan melalui dokumentasi nilai akhir mahasiswa dan wawancara melalui form online. Dari hasil respon mahasiswa tentang keefektifan perkuliahan daring yaitu sebagian besar menyatakan efektif. Hal ini didukung pula oleh nilai akhir mahasiswa yang sebagian besar berada pada kategori baik. Meskipun demikian, dari hasil penelitian diperoleh pula informasi tentang kendala yang dihadapi mahasiswa yaitu sulitnya jaringan internet, sulit memahami materi, sulitnya berdiskusi, serta perangkat yang kurang memadai. Temuan lain yang diperoleh adalah jika pandemik covid-19 berakhir maka mayoritas mahasiswa menginginkan perkuliahan tatap muka, namun tidak sedikit juga menginginkan perkuliahan dengan kombinasi antara tatap muka dan online (blended learning). Berdasarkan hasil ini maka blended learning bisa menjadi alternatif pilihan dosen dalam melaksanakan perkuliahan dimasa mendatang.

Keywords
Efektifitas; Perkuliahan Daring; Covid-19; Statistika Pendidikan
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  26. Bibi, S., & Jati, H. (2015). Efektivitas model blended learning terhadap motivasi dan tingkat pemahaman mahasiswa mata kuliah algoritma dan pemrograman. Jurnal Pendidikan Vokasi. https://doi.org/10.21831/jpv.v5i1.6074
  27. BNPB. (2021). Satgas Covid-19: Akurasi Data Kunci Kebijakan Efektif. Diambil dari https://bnpb.go.id/berita/satgas-covid19-akurasi-data-kunci-kebijakan-efektif
  28. Dewantara, J. A., & Nurgiansah, T. H. (2020). Efektivitas Pembelajaran Daring di Masa Pandemi COVID 19 Bagi Mahasiswa Universitas PGRI Yogyakarta. Jurnal Basicedu. https://doi.org/10.31004/basicedu.v5i1.669
  29. Garrison, D. R., & Vaughan, N. D. (2012). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Blended Learning in Higher Education: Framework, Principles, and Guidelines. https://doi.org/10.1002/9781118269558
  30. Hui, D. S., I Azhar, E., Madani, T. A., Ntoumi, F., Kock, R., Dar, O., … Petersen, E. (2020). The continuing 2019-nCoV epidemic threat of novel coronaviruses to global health — The latest 2019 novel coronavirus outbreak in Wuhan, China. International Journal of Infectious Diseases, 91, 264–266. https://doi.org/10.1016/j.ijid.2020.01.009
  31. Jolanta, B., & Majella, D. (2020). Covid-19 Practice in Primary Schools in Ireland Report. Maynooth. https://doi.org/10.13140/RG.2.2.14091.03369
  32. Kemenag. Surat Edaran Kementerian Agama Nomor 697/03/2020 Tentang Upaya Pencegahan Penyebaran Covid-19 (2020).
  33. Kemendikbud. (2020). Pelaksanaan Kebijakan Pendidikan Dalam Masa Darurat Penyebaran Covid -19. Surat Edaran Permendikbud No 4 Tahun 2020.
  34. Kusumaningrum, B., & Wijayanto, Z. (2020). Apakah Pembelajaran Matematika Secara Daring Efektif? (Studi Kasus pada Pembelajaran Selama Masa Pandemi Covid-19). Kreano, Jurnal Matematika Kreatif-Inovatif, 11(2), 139–146. Diambil dari https://journal.unnes.ac.id/nju/index.php/kreano/article/view/25029
  35. Leny Dhianti. (2021). Efektivitas Blended Learning Berbasis LMS dalam Pembelajaran Matematika. JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH. https://doi.org/10.21009/jrpms.051.10
  36. Limbong, T., & Simarmata, J. (2020). Menentukan Matakuliah yang Efektif Belajar Daring (Belajar dan Ujian) Dengan Metode Multi-Attribute Utility Theory (MAUT). Jurnal RESTI (Rekayasa Sistem dan Teknologi Informasi), 4(2), 370–376.
  37. Lin, Y. W., Tseng, C. L., & Chiang, P. J. (2017). The effect of blended learning in mathematics course. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 741–770. https://doi.org/10.12973/eurasia.2017.00641a
  38. Mulenga, E. M., & Marbán, J. M. (2020). Is COVID-19 the Gateway for Digital Learning in Mathematics Education? Contemporary Educational Technology, 12(2), ep269. https://doi.org/10.30935/cedtech/7949
  39. Nakamura, Y., Yoshitomi, K., & Kawazoe, M. (2018). Distance Learning, E-Learning and Blended Learning in Mathematics Education. Distance Learning, E-Learning and Blended Learning in Mathematics Education. https://doi.org/10.1007/978-3-319-90790-1
  40. Obligation, M. (2021). Equitable and Effective Distribution of the COVID-19 Vaccines – A Scientific and Moral Obligation. International journal of health policy and manajement, (x), 1–3. https://doi.org/10.34172/ijhpm.2021.49
  41. Riasari, D. (2018). Peranan Model Pembelajaran Matematika Berbasis Blended Learning Terhadap Komunikasi Matematis Siswa dalam Materi Statistik Pada SMAN 1 Tapung. Jurnal Pendidikan Tambusai, 2(4), 813–820.
  42. Setyaningrum, W. (2018). Blended learning : Does it help students in understanding mathematical concepts ?, 5(2), 244–253.
  43. Supandi, S., Kusumaningsih, W., & Aryanto, L. (2016). Keefektifan Pembelajaran Blended Learning Berbasis Kearifan Lokal pada Pembelajaran Matematika. Jurnal Pendidikan dan Pembelajaran, 23(1), 64–69. https://doi.org/journal.um.ac.id/index.php/pendidikan-dan-pembelajaran/article/view/10154
  44. Syah, R. H. (2020). Dampak Covid-19 pada Pendidikan di Indonesia: Sekolah, Keterampilan, dan Proses Pembelajaran. SALAM: Jurnal Sosial dan Budaya Syar-i, 7(5). https://doi.org/10.15408/sjsbs.v7i5.15314
  45. Tuomainen, S. (2016). A Blended Learning Approach to Academic Writing and Presentation Skills. International Journal on Language, Literature and Culture in Education, 3(2). https://doi.org/10.1515/llce-2016-0009
  46. World Health Organization. (2020). WHO Timeline - COVID-19. Who.

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Submitted: 2021-05-04
Published: 2021-08-12
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In Vol 20, No 1 (2021)