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Online Learning in Educational Research
Published by Foundation of Advanced Education
ISSN : 27989736     EISSN : 27982351     DOI : -
Core Subject : Education,
Education
Online Learning in Educational Research (OLER Journal) is a medium of communication for researchers, academicians, and practitioners that provides a means for sustained discussion of relevant issues that fall within the focus and scopes of the journal which examined empirically. Journal Online Learning in Educational Research is a biannual publication that highlights field research and library research in the broad area of Computer Mediated Learning which includes distance, online, electronic, virtual, distributed, blended, mobile learning, develoving media for online learning, and instument assessment for online learning. Computer-mediated learning occurs when an individual interactively learns (formally or informally, synchronously or asynchronously) about material via computer means where the learning materials and pedagogy are developed to take advantage of the available technologies. The goals of OLER are to: Promote a scholarly approach to the practice and profession of teaching in computer-mediated environments. Foster dialogue concerning innovative computer-mediated teaching, learning and assessment strategies. Enhance understanding and application of best practices in online teaching and learning.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol 1, No 2 (2021): Online Learning in Educational Research" : 5 Documents clear
Problem-based learning model with zoom breakout rooms application: Its impact on students' scientific literacy Priadi, Median Agus; Marpaung, Rini Rita T.; Fatmawati, Yosy
Online Learning In Educational Research (OLER) Vol 1, No 2 (2021): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (865.705 KB) | DOI: 10.58524/oler.v1i2.54

Abstract

This study aims to determine whether there is an effect of the PBL model assisted by the Zoom Breakout Rooms application on the scientific literacy abilities of the students in Grade X SMA Qur'an Darul Fattah Bandar Lampung on environmental change material. The design used in this study was a quasi-experimental design with a Pretest-Postest Non-equivalent (The Non-equivalent Control Group Design). The population of this study was all students of class X SMA Qur'an Darul Fattah Bandar Lampung for the academic year 2020/2021 with a sample of 24 students selected using cluster random sampling technique, namely class X IPA A and X IPA B. The instrument used in this study is test and questionnaires. The data in this study are quantitative data obtained from the average pretest, posttest, and N-gain scores which are then analyzed statistically using an independent sample t-test at a significance level of 5% through the SPSS 26.0. The results showed the average N-gain class (55,71 ± 22,51) in the medium category and the control class (19,50 ± 16,90) in the low category. Then, the questionnaire data on student responses to Zoom Breakout Rooms and the learning implementation observation sheet were analyzed descriptively. The results showed that there was an effect of the PBL model assisted by Zoom Breakout Rooms on students' scientific literacy skills on environmental change material.
Dynamic Electrical Subject for Senior High School: Developing Interactive Tutorial Method Animation Ardimas, Ardimas; Basith, Abd; Priyasmika, Rendy; Annovasho, Jhelang; Risdianto, Norma Sidik
Online Learning In Educational Research (OLER) Vol 1, No 2 (2021): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1043.633 KB) | DOI: 10.58524/oler.v1i2.72

Abstract

In recent years the need for digital technology in various fields is in great demand, including in education fields. This is due to digital technology which makes it easier for students to understand the material and increase learning interest. To increase students' understanding and interest in learning about dynamic electrical material, the Interactive Tutorial Method Animation (ITMA) was developed using Adobe Flash Professional CS6. This research was conducted at the SMA (Senior High School) Laboratory at Islamic University Sunan Kalijaga, Yogyakarta. This model refers to the elaboration research procedure by Borg and Gall. Data were collected using a questionnaire instrument which contained: validation, response, and assessment sheets. Qualitative assessment data from 7 experts on ITMA quality were used as a reference for initial product revisions. Then the qualitative data of student responses were determined using the Guttman statement scale. Ideal percentage and agreement were used to analyze the data of preliminary and main fields, respectively. The results of the experts' evaluation showed very good results, each of which was 92.8% for the material aspect, 91.6% for the media aspect, and 95.2% for the learning aspect. The final product of ITMA received a good response from students with a 96% approval rate. Therefore, it is suggested that the development of ITMA has increased students interest in dynamic electricity subject.
Blended Learning with schoology in impulse and momentum materials: The development of physics teaching materials Noor, Ricky Nugraha Fitrian; Zainuddin, Zainuddin; Misbah, Misbah; Hartini, Sri; Dewantara, Dewi
Online Learning In Educational Research (OLER) Vol 1, No 2 (2021): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (699.673 KB) | DOI: 10.58524/oler.v1i2.47

Abstract

Information Technology Integration in the physics learning process has not happened optimally. Therefore, a study was conducted, which aims to describe the feasibility of physics teaching materials based on blended-learning with Schoology in subject matter impulses and momentum. This research is research and development using the ADDIE model. The trial subjects in this study were 28 students of class XI in one of the Vocational Schools in the city of Banjarmasin. The instruments used were media validation sheets, lesson plan implementation sheets, and learning outcome tests. Data is then analyzed descriptively quantitatively. The results of the study state that the learning materials developed 1) was valid, sourced from the results of the validation sheet, 2) was practical, based on the lesson plan implementation sheet, and 3) was effective in improving learning outcomes, seen from the results of the N-gain test. It can be concluded that physics teaching materials based on blended learning with Schoology that are developed are feasible to use in subject matter impulses and momentum. Teaching materials integrated with Schoology can be used as an alternative learning solution to improve the quality of blended learning.
Mathematical creative thinking ability in online learning during the Covid-19 Pandemic: A systematic review Suherman, Suherman; Komarudin, Komarudin; Supriadi, Nanang
Online Learning In Educational Research (OLER) Vol 1, No 2 (2021): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (310.899 KB) | DOI: 10.58524/oler.v1i2.49

Abstract

As a result of the increased focus on creative mathematical thinking in mathematics education during the covid-19 pandemic, there has been an increase in the need to investigate how to assess mathematical creative thinking skills in online learning environments. As a result, a systematic review was carried out to determine how mathematical creative thinking has been evaluated in the literature. We examined 124 journal articles from SCOPUS, ELSEVIER, WoS, ERIC, and SAGE to analyze specific MCT assessments from four perspectives: assessment of the familiar mathematics context, an indicator of measurement test, assessment of the unfamiliar mathematics context, and measurement test. We discovered that (a) the most familiar mathematics context for assessing mathematical creative thinking is based on students' curriculum according to their class level, and (b) indicators for assessing mathematical creative thinking frequently used open-ended questions to gather information. During this systematic review, we identified research gaps and potential future research topics to conceptualize and assess mathematical creative thinking skills while participating in online learning activities. Researchers and teachers are expected to benefit from the findings, which will aid them in determining the most effective method of teaching and assessing mathematical creative thinking
Schoology-based e-learning: The impact on concepts understanding and mathematical communication abilities Yuningsih, Yolla Yulia Astuti; Farida, Farida; Pratiwi, Dona Dinda
Online Learning In Educational Research (OLER) Vol 1, No 2 (2021): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (3109.952 KB) | DOI: 10.58524/oler.v1i2.60

Abstract

The purpose of this study (1) To find out the effect of schoology-based e-learning media on concepts understanding and mathematical communication abilities.(2) Knowing the effect of schoology-based e-learning media on the ability to understand concepts. (3) Knowing the effect of schoology-based e-learning media on mathematical communication ability. The study used a quasi-experimental design with Posttest-OnlyControlDesign. Random sampling technique with a population of 259 students of class X MAN 1 East Lampung. The sample of the experimental class is 30 students, and the control class is 30. Collecting data in the form of tests, interviews, and documentation. The data analysis technique used is One-way Multivariate Analysis of Variance test with a significance level of 5%. The result of the study is (1) There is an effect of schoology-based e-learning media on concepts understanding and mathematical communication abilities, the F value is 3,821 with a significance of 0,042. (2)There is an effect of schoology-based e-learning media on the ability to understand concepts with an F value of 126.761. (3) There is an effect of schoology-based e-learning media on mathematical communication ability with an F values of 19.532. it can be concluded that schoology-based e-learning media is effective in increasing the concepts understanding and mathematical communication abilities. However, in this study, it has not emerged what learning model is used in applying the schoology media. Hence, when measuring mathematical communication ability, students only measure in the form of written communication (answers to description questions). Further research can be done by showing the use of appropriate learning models for schoology media. Also, the measurement of mathematical communication ability must also be considered in other forms, namely during discussion forums in schoology

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