Elementary Students’ Attitudes towards an Online Visiting Lecture in Covid-19 School Closure Period
Abstract
This study aims to describe the attitudes of elementary students towards online visiting lectures and teacher problems while teaching in the Covid-19 school closure period. The visiting lecture was conducted to relieve the boredom of online learning. The novelty of online visiting lecture conducted at elementary school level in Covid-19 school closure period. This study sample comprised 48 third grade students at a private elementary school in Bandung, West Java, Indonesia. This study used a qualitative approach. The data were collected through observation and interviews with elementary school students. The results showed that the students' attitudes towards online visiting lecture in Covid-19 school closure period were very good. The students engaged in learning actively. When the visiting lecturer asked questions, the students answered the questions confidently. In conclusion, the visiting lecture can be held in Covid-19 school closure period when students need a new online learning atmosphere. In Indonesia, Covid-19 pandemic has lasted more than 1 year, and it causes boredom of online learning. Holding visiting lecture is an effective way to increase students’ learning interest and motivation so that the online teaching and learning process runs more efficiently.
Keywords
Full Text:
PDFReferences
Açıkgül, K., & Aslaner, R. (2020). Effects of Geogebra supported micro teaching applications and technological pedagogical content knowledge (TPACK) game practices on the TPACK levels of prospective teachers. Education and Information Technologies, 25(3), 2023–2047. https://doi.org/10.1007/s10639-019-10044-y
Akyuz, D. (2018). Measuring technological pedagogical content knowledge (TPACK) through performance assessment. Computers and Education, 125(May 2017), 212–225. https://doi.org/10.1016/j.compedu.2018.06.012
Alebaikan, R. (2016). Online and face-to-face guest lectures: graduate students’ perceptions. Learning and Teaching in Higher Education: Gulf Perspectives, 13(2), 1–13. https://doi.org/10.18538/lthe.v13.n2.229
Alim, J. A., Fauzan, A., Arwana, I. M., & Musdi, E. (2020). Model of Geometry Realistic Learning Development with Interactive Multimedia Assistance in Elementary School. Journal of Physics: Conference Series, 1471(1). https://doi.org/10.1088/1742-6596/1471/1/012053
Allen, D., & Fraser, B. J. (2007). Parent and student perceptions of classroom learning environment and its association with student outcomes. Learning Environments Research, 10(1), 67–82. https://doi.org/10.1007/s10984-007-9018-z
Arrosagaray, M., González-Peiteado, M., Pino-Juste, M., & Rodríguez-López, B. (2019). A comparative study of Spanish adult students’ attitudes to ICT in classroom, blended and distance language learning modes. Computers and Education, 134(October 2018), 31–40. https://doi.org/10.1016/j.compedu.2019.01.016
Ashokka, B., Ong, S. Y., Tay, K. H., Hooi, N., Loh, W., Gee, F., & Samarasekera, D. D. (2020). Coordinated responses of academic medical centres to pandemics : Sustaining medical education during COVID-19 Coordinated responses of academic medical centres to pandemics : Sustaining medical education during COVID-19. Medical Teacher, 0(0), 1–10. https://doi.org/10.1080/0142159X.2020.1757634
Bakar, K. A., Ayub, A. F. M., Luan, W. S., & Tarmizi, R. A. (2010). Exploring secondary school students’ motivation using technologies in teaching and learning mathematics. Procedia - Social and Behavioral Sciences, 2(2), 4650–4654. https://doi.org/10.1016/j.sbspro.2010.03.744
Chen, Y. L. (2020). Students’ Attitude Toward Learning and Practicing English in a VR Environment. In Lecture Notes in Computer Science: Vol. 12555 LNCS. Springer International Publishing. https://doi.org/10.1007/978-3-030-63885-6_15
Chotimah, S., Bernard, M., & Wulandari, S. M. (2018). Contextual approach using VBA learning media to improve students’ mathematical displacement and disposition ability. Journal of Physics: Conference Series, 948(1). https://doi.org/10.1088/1742-6596/948/1/012025
Excell, P. S., Eds, M. A., Coulson, G., & Ferrari, D. (2020). Emerging Technologies in Computing. springer. https://doi.org/10.1007/978-3-030-60036-5
Fitri, S., Syahputra, E., & Syahputra, H. (2019). Blended learning rotation model of cognitive conflict strategy to improve mathematical resilience in high school students. International Journal of Scientific and Technology Research, 8(12), 80–87.
Harits, M., Sujadi, I., & Slamet, I. (2019). Technological, pedagogical, and content knowledge math teachers: To develop 21st century skills students. Journal of Physics: Conference Series, 1321(3). https://doi.org/10.1088/1742-6596/1321/3/032011
Hartnett, M. (2016). Motivation in Online Education. Motivation in Online Education, Bekele 2010, 5–32. https://doi.org/10.1007/978-981-10-0700-2
Herawaty, D., Widada, W., Adhitya, A., Sari, R. D. W., Novianita, L., & Falaq Dwi Anggoro, A. (2020). Students’ ability to simplify the concept of function through realistic mathematics learning with the ethnomathematics approach. Journal of Physics: Conference Series, 1470(1). https://doi.org/10.1088/1742-6596/1470/1/012031
Hoffman, D., & Johnson, C. R. (2002). Mathematics and Visualization in Art and Education (C. P. Bruter (ed.)). springer-verlag berlin.
Huang, M. C.-L., Chou, C.-Y., Wu, Y.-T., Shih, J.-L., Yeh, C. Y. C., Lao, A. C. C., Fong, H., Lin, Y.-F., & Chan, T.-W. (2020). Interest-driven video creation for learning mathematics. In Journal of Computers in Education (Vol. 7, Issue 3). Springer Berlin Heidelberg. https://doi.org/10.1007/s40692-020-00161-w
Huang, R., Tlili, A., Chang, T. W., Zhang, X., Nascimbeni, F., & Burgos, D. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-020-00125-8
Hutajulu, M., Wijaya, T. T., & Hidayat, W. (2019). the Effect of Mathematical Disposition and Learning Motivation on Problem Solving: an Analysis. Infinity Journal, 8(2), 229. https://doi.org/10.22460/infinity.v8i2.p229-238
Kumar, R., & Lightner, R. (2007). Games as an Interactive Classroom Technique: Perception of Corporate Trainers, College Instructors and Students. International Journal of Teaching and Learning in Higher Education, 19(1), 53–63.
Lapitan, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35(May 2020), 116–131. https://doi.org/10.1016/j.ece.2021.01.012
Lin, T. C., Tsai, C. C., Chai, C. S., & Lee, M. H. (2013). Identifying Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK). Journal of Science Education and Technology, 22(3), 325–336. https://doi.org/10.1007/s10956-012-9396-6
Manukonda, S. R., Priyadarshini, C., Ponnam, A., & Sode, R. (2019). What motivates students to attend guest lectures?: A comparative study across three popular disciplines in India. International Journal of Learning in Higher Education, 26(1), 23–34. https://doi.org/10.18848/2327-7955/CGP/V26I01/23-34
Manullang, S. O., Satria, E., Krisnadwipayana, U., & Hatta, U. B. (2020). The Review of the International Voices on the Responses of the Worldwide School Closures Policy Searching during Covid-19 Pandemic. 5(2), 1–13.
Martín, M., Gómez-pablos, V. B., & Muñoz-repiso, A. G. (2017). A quantitative approach to pre-service primary school teachers ’ attitudes towards collaborative learning with video games : previous experience with video games can make the difference. International Journal of Educational Technology in Higher Education, 14(11). https://doi.org/10.1186/s41239-017-0050-5
Mulyani, E. A., Alpusari, M., & Putra, E. D. (2021). The Effect of Learning Facilities and Family Environment on Motivation to Learn of Prospective Elementary Teacher Education on Online Learning. Journal of Teaching and Learning in Elementary Education, 4(1), 86-94. http://dx.doi.org/10.33578/jtlee.v4i1.7866
Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 0(0), 1–14. https://doi.org/10.1080/13523260.2020.1761749
Nuere, S., & de Miguel, L. (2020). The Digital/Technological Connection with COVID-19: An Unprecedented Challenge in University Teaching. Technology, Knowledge and Learning, 0123456789. https://doi.org/10.1007/s10758-020-09454-6
Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241–263. https://doi.org/10.1007/s10639-013-9278-4
Pandey, D., Ogunmola, G. A., Enbeyle, W., Abdullahi, M., Pandey, B. K., & Pramanik, S. (2021). COVID-19: A Framework for Effective Delivering of Online Classes During Lockdown. Human Arenas, 0123456789. https://doi.org/10.1007/s42087-020-00175-x
Putra, Z. H., Witri, G., & Sari, I. K. (2020). Prospective elementary teachers’ perspectives on online mathematics learning during coronavirus outbreak. Journal of Physics: Conference Series, 1655(1). https://doi.org/10.1088/1742-6596/1655/1/012057
Putri, R. I. I., & Zulkardi. (2018). Learning fraction through the context of Asian Games 2018. Journal of Physics: Conference Series, 1088. https://doi.org/10.1088/1742-6596/1088/1/012023
Ramirez, L., Machida, S. K., Kline, L., & Huang, L. (2014). Low-Income Hispanic and Latino High School Students’ Perceptions of Parent and Peer Academic Support. Contemporary School Psychology, 18(4), 214–221. https://doi.org/10.1007/s40688-014-0037-3
Reznik, A., Gritsenko, V., Konstantinov, V., Khamenka, N., & Isralowitz, R. (2020). COVID-19 Fear in Eastern Europe : Validation of the Fear of COVID-19 Scale.
Rotgans, J. I., & Schmidt, H. G. (2011). Situational interest and academic achievement in the active-learning classroom. Learning and Instruction, 21(1), 58–67. https://doi.org/10.1016/j.learninstruc.2009.11.001
Tamur, M., Juandi, D., & Adem, A. M. G. (2020). Realistic Mathematics Education in Indonesia and Recommendations for Future Implementation: A Meta-Analysis Study. JTAM | Jurnal Teori Dan Aplikasi Matematika, 4(1), 17. https://doi.org/10.31764/jtam.v4i1.1786
Utari, A., & Zulkardi. (2019). Mathematical literacy skill of students of Pisa type in the context of coconut. Journal of Physics: Conference Series, 1315(1), 0–5. https://doi.org/10.1088/1742-6596/1315/1/012015
Valtonen, T., Leppänen, U., Hyypiä, M., Kokko, A., Manninen, J., Vartiainen, H., Sointu, E., & Hirsto, L. (2020). Learning environments preferred by university students: a shift toward informal and flexible learning environments. Learning Environments Research, 0123456789. https://doi.org/10.1007/s10984-020-09339-6
Van den Heuvel-Panhuizen, M., & Drijvers, P. (2014). Realistic Mathematics Education. In Encyclopedia of Mathematics Education. https://doi.org/10.1007/978-94-007-4978-8_170
Wijaya, T. T., Jianlan, T., & Purnama, A. (2020). Developing an Interactive Mathematical Learning Media Based on the TPACK Framework Using the Hawgent Dynamic Mathematics Software. Emerging Technologies in Computing, 318–328. https://doi.org/10.1007/978-3-030-60036-5
Wijaya, T. T., Ying, Z., Purnama, A., & Hermita, N. (2020). Indonesian students’ learning attitude towards online learning during the coronavirus pandemic. Psychology, Evaluation, and Technology in Educational Research, 3(1), 17–25. https://doi.org/10.33292/petier.v3i1.56
Yako-Suketomo, H., Katanoda, K., Kawamura, Y., Katayama, K., Yuasa, M., Horinouchi, H., & Saito, K. (2019). Children’s Knowledge of Cancer Prevention and Perceptions of Cancer Patients: Comparison Before and After Cancer Education with the Presence of Visiting Lecturer -Guided Class. Journal of Cancer Education, 34(6), 1059–1066. https://doi.org/10.1007/s13187-018-1408-7
Zaranis, N., & Exarchakos, G. M. (2018). The Use of ICT and the Realistic Mathematics Education for Understanding Simple and Advanced Stereometry Shapes Among University Students. Research on E-Learning and ICT in Education. https://doi.org/10.1007/978-3-319-95059-4
Zhao, Y., Hong, J. S., Zhao, Y., & Yang, D. (2021). Parent–Child, Teacher–Student, and Classmate Relationships and Bullying Victimization Among Adolescents in China: Implications for School Mental Health. School Mental Health, 0123456789. https://doi.org/10.1007/s12310-021-09425-x
Zhu, X., & Liu, J. (2020). Education in and After Covid-19: Immediate Responses and Long-Term Visions. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00126-3
Zou, P., Sun, W., Hallowell, S. G., Luo, Y., Lee, C., & Ge, L. (2019). Use of guest speakers in nursing education: An integrative review of multidisciplinary literature. Advances in Medical Education and Practice, 10, 175–189. https://doi.org/10.2147/AMEP.S196456
Zulfah, Astuti, Surya, Y. F. F., Marta, R., & Wijaya, T. T. (2020). Measurement of mathematics problems solving ability using problem based mathematics question. Journal of Physics: Conference Series, 1613(1). https://doi.org/10.1088/1742-6596/1613/1/012026
DOI: http://dx.doi.org/10.33578/jtlee.v5i1.7910
Refbacks
- There are currently no refbacks.
Kampus Bina Widya Km 12,5 Simpang Baru
