The effectiveness of online learning in the mathematics and sciences department: in learning biology
DOI:
https://doi.org/10.55379/sule-ij.v1i3.18Keywords:
Biology Education, Effectiveness, Online Learning, PlatformsAbstract
Since the COVID-19 pandemic, online learning has become commonplace, but the effectiveness of online learning has never been evaluated; therefore, it is necessary to evaluate the effectiveness of online learning. This descriptive study aims to describe the effectiveness of online learning for lecturers and students of the Biology Education Study Program, FKIP Unsri, with a sample of 140 students and 16 lecturers in the odd semester. The study results show that online learning from the aspects of support, facilities and infrastructure, stakeholders, learning processes and student achievement indexes is included in the effective category. The platforms that are often used by students and lecturers besides Unsri e-learning are Google Classroom and several supporting platforms such as Zoom Cloud Meeting and WhatsApp. Applications and platforms, and online-based learning can still be used even though the pandemic has ended, because the online-based learning process is still better when combined with offline learning, which can facilitate direct interaction between students and teachers.
References
Albashtawi, A. H., & Al Bataineh, K. B. (2020). The effectiveness of google classroom among EFL students in Jordan: An innovative teaching and learning online platform. International Journal of Emerging Technologies in Learning, 15(11), 78–88. https://doi.org/10.3991/IJET.V15I11.12865
Anwar, Y., Rustaman, N. Y., Widodo, A., & Redjeki, S. (2014). Kemampuan Pedagogical Content Knowledge Guru Biologi Yang Berpengalaman Dan Yang Belum Berpengalaman. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 19(1), 69. https://doi.org/10.18269/jpmipa.v19i1.426
Baber, H. (2023). Online learning during the COVID-19 pandemic, lessons learned and what’s next? https://doi.org/10.32388/TG5VLG
Bae Kwon, J., Debruler, K., & Kennedy, K. (2019). A Snapshot of Successful K-12 Online Learning: Focused on the 2015-16 Academic Year in Michigan. Journal of Online Learning Research, 5(2), 199–225.
Barbour, M. K., LaBonte, R., Hodges, C., & Moore, S. (2020). Understanding pandemic pedagogy: differences between emergency remote, remote, and online teaching. State of the Nation: K-12 e-Learning in Canada, December, 1–24. https://vtechworks.lib.vt.edu/handle/10919/101905
Becker, S., Klein, P., Gößling, A., & Kuhn, J. (2020). Using mobile devices to enhance inquiry-based learning processes. Learning and Instruction, 69. https://doi.org/10.1016/j.learninstruc.2020.101350
Borup, J., Jensen, M., Archambault, L., Short, C. R., & Graham, C. R. (2020). Supporting students during COVID-19: Developing and leveraging Academic Communities of Engagement in a time of crisis. Journal of Technology and Teacher Education, 28(2), 161–169. https://www.learntechlib.org/primary/p/216288/
Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218–237. https://doi.org/10.1016/j.compedu.2015.07.003
Bulic, M., & Blazevic, I. (2020). The impact of online learning on student motivation in science and biology classes. Journal of Elementary Education, 13(1), 73–87. https://doi.org/10.18690/rei.13.1.73-87.2020
Cimer, A. (2019). What Makes Biology Learning Difficult and Effective: Students Views. Educational Research and Reviews, 3(7), 61–71.
Dewa, E., Maria Ursula Jawa Mukin, & Oktavina Pandango. (2020). Pengaruh Pembelajaran Daring Berbantuan Laboratorium Virtual Terhadap Minat dan Hasil Belajar Kognitif Fisika. JARTIKA Jurnal Riset Teknologi Dan Inovasi Pendidikan, 3(2), 351–359. https://doi.org/10.36765/jartika.v3i2.288
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1–16. https://doi.org/10.1186/s41239-017-0087-5
Farkhani, Z. A., Badiei, G., & Rostami, F. (2022). Investigating the teacher’s perceptions of classroom management and teaching self-efficacy during Covid-19 pandemic in the online EFL courses. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), 25. https://doi.org/10.1186/s40862-022-00152-7
Herliandry, L. D., Nurhasanah, N., Suban, M. E., & Kuswanto, H. (2020). Pembelajaran Pada Masa Pandemi Covid-19. JTP - Jurnal Teknologi Pendidikan, 22(1), 65–70. https://doi.org/10.21009/jtp.v22i1.15286
Hung, J.-L., Rice, K., Kepka, J., & Yang, J. (2020). Improving predictive power through deep learning analysis of K-12 online student behaviors and discussion board content. Information Discovery and Delivery, 48(4), 199–212. https://doi.org/10.1108/IDD-02-2020-0019
Jamaluddin, D., Ratnasih, T., Gunawan, H., & Paujiah, E. (2020). Online Learning during the Covid-19 Pandemic for Prospective Teachers: Obstacles, Solutions and Projections. Karya Tulis Ilmiah UIN Sunan Gunung Djjati Bandung, 1–10.
Korthagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and Teaching: Theory and Practice, 23(4), 387–405. https://doi.org/10.1080/13540602.2016.1211523
Ma, M., Chen, J., Zheng, P., & Wu, Y. (2022). Factors affecting EFL teachers’ affordance transfer of ICT resources in China. Interactive Learning Environments, 30(6), 1044–1059. https://doi.org/10.1080/10494820.2019.1709210
Mandasari, L., Rahmadhani, E., & Wahyuni, S. (2020). Efektivitas Perkuliahan Daring Pada Mata Kuliah Analisis Kompleks Selama Pandemi Covid 19. Jurnal As-Salam, 4(2), 269–283. https://doi.org/10.37249/as-salam.v4i2.205
Maulana, M. A. (2021). Efektivitas Pembelajaran Daring Siswa Kelas X IPA Terhadap Hasil Belajar Biologi Pada Konsep Biodiversitas. JRIP: Jurnal Riset Dan Inovasi Pembelajaran, 1(1), 85–95.
Mehra, V. (2017). Teachers’Attitude Towards computer use implications for Emerging Technology Implication in ET. Journal of Teacher Education and Research, 2(2).
Miller, K. W. (2008). Teaching Science Methods Online: Myths about Inquiry-Based Online Learning. Science Educator, 17(2), 80–86. http://vuw.summon.serialssolutions.com/link/0/eLvHCXMwTZ07DgIxDERzAUqouUCkzddJjTYgCqpFok0ydrkV9xcJoqD0BeaNRrZHqfPCFn7YbCPkpPVIA_EwvhFQTcSMsa8vv97p8QzlT83LUW1l3S43_esB0DxgrQWhOyO5Dzhyb2MUhxwrR0aa7d-2pyoxZBAvJPNfiizJG1uRYrJwJ3Woc118f3_PyvABS40pdQ
Mustakim, M. (2020). Efektivitas Pembelajaran Daring Menggunakan Media Online Selama Pandemi Covid-19 Pada Mata Pelajaran Matematika. Al Asma : Journal of Islamic Education, 2(1), 1. https://doi.org/10.24252/asma.v2i1.13646
Panggabean, F. T. M., Purba, J., & Sinaga, M. (2021). Pengembangan Pembelajaran Daring Terintegrasi Media Untuk Mengukur HOTS Mahasiswa Pada Mata Kuliah Kimia Organik. Jurnal Inovasi Pembelajaran Kimia, 3(1), 11. https://doi.org/10.24114/jipk.v3i1.24298
Roblyer, M. D., Davis, L., Mills, S. C., Marshall, J., & Pape, L. (2008). Toward Practical Procedures for Predicting and Promoting Success in Virtual School Students. American Journal of Distance Education, 22(2), 90–109. https://doi.org/10.1080/08923640802039040
Rohmawati, A. (2015). Efektivitas Pembelajaran. Jurnal Pendidikan Usia Dini, 9(1`), 17. https://doi.org/10.21009/JPUD.091.02
Sadikin, A., & Hamidah, A. (2020). Pembelajaran Daring di Tengah Wabah Covid-19. Biodik, 6(2), 214–224. https://doi.org/10.22437/bio.v6i2.9759
Smith, M. A. V. (2021). CURE in Antibiotic Discovery Using a Combination of in-Person, Hands-On Laboratory Activities and Remote, Mentor-Type Experiences during COVID-19. Journal of Microbiology & Biology Education, 22(1). https://doi.org/10.1128/jmbe.v22i1.2461
Son, J. Y., Narguizian, P., Beltz, D., & Desharnais, R. A. (2016). Comparing physical, virtual, and hybrid flipped labs for general education biology. Online Learning Journal, 20(3), 228–243. https://doi.org/10.24059/olj.v20i3.687
Suyanto, S., Suratsih, Aprilisa, E., & Limiansi, K. (2022). Learning Biology Using Real Object, Ict, and Blended Learning To Improve Factual and Conceptual Knowledge. Jurnal Pendidikan IPA Indonesia, 11(2), 322–332. https://doi.org/10.15294/jpii.v11i2.33706
Syahfitri, J., & Herlina, M. (2022). Online Learning Using Google Classroom for Biology Education Students During Covid-19 Outbreak. International Journal of Biology Education Towards Sustainable Development, 2(1), 23–33. https://doi.org/10.53889/ijbetsd.v2i1.118
Vekli, G. S., & Çalik, M. (2023). The Effect of Web-Based Biology Learning Environment on Academic Performance: A Meta-analysis Study. Journal of Science Education and Technology, 32(3), 365–378. https://doi.org/10.1007/s10956-023-10033-4
Walker, C. E., & Kelly, E. (2007). Online instruction: Student Satisfaction , Kudos , and Pet Peeves. The Quarterly Review of Distance Education, 8(4), 309–319. http://books.google.com/books?hl=en&lr=&id=XsaMxqarby4C&oi=fnd&pg=PA309&dq=%22correspondence+courses.+Over%22+%22C.+Eugene+Walker,+University+of+Oklahoma,+College+of+Liberal+Studies,+1610+Asp+Avenue,+Ste.+108,+Norman,+OK%22+%22online.+Many+faculty%22+%22a
Wang, Y., Pan, Z., & Wang, M. (2023). The moderating effect of participation in online learning activities and perceived importance of online learning on EFL teachers’ teaching ability. Heliyon, 9(3), e13890. https://doi.org/10.1016/j.heliyon.2023.e13890
Wörner, S., Kuhn, J., & Scheiter, K. (2022). The Best of Two Worlds: A Systematic Review on Combining Real and Virtual Experiments in Science Education. Review of Educational Research, 92(6), 911–952. https://doi.org/10.3102/00346543221079417
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Yenny Anwar, Kodri Madang, Ketang Wiyono, Efendi Nawawi, Hapizah Hapizah, Indah Intan Sari (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
