INTERAKSI DAN IMPLIKASINYA TERHADAP OPTIMALISASI CAPAIAN KOMPETENSI PEMBELAJARAN DARING
Muhammad Ridha(1*)
(1) Universitas Islam Negeri Antasari Banjarmasin
(*) Corresponding Author
Abstract viewed : 2364
| 
PDF downloaded : 404
Abstract
The COVID-19 pandemic has forced learning activities to be carried out online. This raises concerns about the quality of the competencies achieved. Many previous studies on online learning have been done. However, the focus of attention on the strategic role and the contribution of interaction to the learning outcomes is still very limited. This article aims to discuss two things. First, the strategic role of learning interactions in online learning, including the interaction of educators and students, the interaction of students with students, and interactions of students with digital learning content. Second, the theoretical implication of the learning interaction variable on efforts to optimize the quality of competency attainment in online learning. Based on the results of the literature review, it shows that learning interaction is a very essential variable in determining student competency achievement through active engagement in constructing knowledge and skills, as well as the meaning of online learning perceived by students.
Abstrak
Pandemi COVID-19 menyebabkan aktivitas pembelajaran terpaksa harus dilaksanakan secara daring. Itu menyebabkan timbulnya kekhawatiran terhadap kualitas kompetensi yang dicapai. Penelitian-penelitian terdahulu pada pembelajaran daring sudah cukup banyak dilakukan. Meskipun demikian, fokus perhatian terhadap peran strategis dan kontribusi interaksi terhadap capaian hasil pembelajaran masih sangat terbatas. Artikel ini bertujuan untuk mendiskusikan dua hal. Pertama, peran strategis interaksi pembelajaran dalam pembelajaran daring, meliputi interaksi pendidik dan peserta didik, interaksi peserta didik dengan peserta didik dan interaksi peserta didik dengan konten pembelajaran. Kedua, implikasi teoritis variabel interaksi pembelajaran terhadap usaha optimalisasi kualitas capaian kompetensi pada pembelajaran daring. Berdasarkan hasil kajian pustaka menunjukkan bahwa interaksi pembelajaran merupakan variabel yang sangat esensial dalam menentukan capaian kompetensi pembelajaran melalui partisipasi aktif peserta didik dalam mengkonstruksi pengetahuan dan keterampilan, serta kebermaknaaan dan capaian pembelajaran daring.
Keywords
References
Ahn, J., Butler, B. S., Alam, A., & Webster, S. A. (2013). Learner Participation and Engagement in Open Online Courses : Insights from the Peer 2 Peer University. MERLOT Journal of Online Learning and Teaching, 9(2), 160–171.
Allen, I. E., & Seaman, J. (2013). Changing Course : Ten Years of Tracking Online Education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group Retrieved from http://www.onlinelearningsurvey.com/reports/changingcourse.pdf
Alqurashi, E. (2018). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 00(00), 1–16. https://doi.org/10.1080/01587919.2018.1553562
Alsowat, H. (2016). An EFL Flipped Classroom Teaching Model : Effects on English Language Higher-order Thinking Skills , Student Engagement and Satisfaction. Journal of Education And Practice, 7(9), 108–121. https://doi.org/10.7176/JEP
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Wittrock, M. C. (2014). Kerangka Landasan Untuk Pembelajaran, Pengajaran, dan Asesmen: Revisi Taksonomi Pendidikan Bloom (1st ed.; L. W. Anderson & D. R. Krathwohl, Eds.). Yogyakarta: Pustaka Pelajar.
Asoodar, M., Vaezi, S., & Izanloo, B. (2016). Computers in Human Behavior Framework to improve e-learner satisfaction and further strengthen e-learning implementation. Computers in Human Behavior, 63, 704–716. https://doi.org/10.1016/j.chb.2016.05.060
Aydin, S., Arpaz, E., & Koparan, B. (2015). Online learning in vocational school : focus on students ’ perceptions. Procedia - Social and Behavioral Sciences, 174, 3663–3667. https://doi.org/10.1016/j.sbspro.2015.01.1087
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309333844
Boelens, R., Wever, B. De, & Voet, M. (2017). Four key challenges to the design of blended learning : A systematic literature review. Educational Research Review, 22, 1–18. https://doi.org/10.1016/j.edurev.2017.06.001
Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies engagement strategies. Distance Education, 00(00), 1–16. https://doi.org/10.1080/01587919.2018.1520041
Chae, S. E., & Shin, J. (2015). Tutoring styles that encourage learner satisfaction , academic engagement , and achievement in an online environment. Interactive Learning Environment, (February 2015), 37–41. https://doi.org/10.1080/10494820.2015.1009472
Chaeruman, U. A. (2020). Ruang Belajar Baru dan Implikasinya Terhadap Pembelajaran di Era Tatanan Normal Baru. Kwangsan: Jurnal Teknologi Pendidikan, 8(1), 142–153. https://doi.org/10.31800/jtp.kw.v8n1.p142--153
Chen, K., & Jang, S. (2010). Motivation in online learning : Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741–752. https://doi.org/10.1016/j.chb.2010.01.011
Chen, Y., Wang, Y., & Chen, N.-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16–27. https://doi.org/10.1016/j.compedu.2014.07.004
Churchill, D. (2017). Digital Resources for Learning. Singapore: Springer Nature. https://doi.org/10.1007/978-981-10-3776-4
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning (3rd ed.). https://doi.org/10.1002/9781118255971
Fatmawati, S. (2019). Efektivitas Forum Diskusi Pada E-Learning Berbasis Moodle Untuk Meningkatkan Partisipasi Belajar. Refleksi Edukatika: Jurnal Ilmiah Kependidikan, 9(2). https://doi.org/10.24176/re.v9i2.3379
Gillett-swan, J. (2017). The Challenges of Online Learning Supporting and Engaging the Isolated Learner. Journal of Learning Design, 10(1), 20–30. http://dx.doi.org/10.5204/jld.v9i3.293
Hara, N. (2000). Student Distress In A Web-Based Education Course. Information , Communication & Society, 3(4), 557–579. https://doi.org/10.1080/13691180010002297
Hong, K.-S. (2002). Relationships between students’ and instructional variables with satisfaction and learning from a web-based course. The Internet and Higher Education, 5, 267–281. https://doi.org/10.1016/S1096-7516(02)00105-7
Horzum, M. B. (2015). Interaction, Structure, Social Presence, and Satisfaction in Online Learning. Eurasia Journal of Mathematics, Science & Technology Education, 11(3), 505–512. https://doi.org/10.12973/eurasia.2014.1324a
Kang, M., & Imt, T. (2013). Factors of learner – instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29, 292–301. https://doi.org/10.1111/jcal.12005
Kwon, K., Park, S. J., Shin, S., & Chang, C. Y. (2019). Effects of different types of instructor comments in online discussions. Distance Education, 40(2), 226–242. https://doi.org/10.1080/01587919.2019.1602469
Lee, H., & Rha, I. (2009). Influence of Structure and Interaction on Student Achievement and Satisfaction in Web- Based Distance Learning. International Forum of Educational Technology & Society, 12(4). Retrieved from https://www.jstor.org/stable/jeductechsoci.12.4.372
Mas’ud, H., & Surjono, H. D. (2018). The Implementation of Flipped Classroom Learning Model Using Moodle To Increase Students ’ Higher Order Thinking Skills. Journal of Educational Science and Technology, 4(3), 187–194. https://doi.org/10.26858/est.v1i1.6521
Merrill, M. D. (2013). First principles of instruction: identifying and designing effective, efficient, and engaging instruction. San Francisco, CA: Pfeiffer.
Moore, M. G. (1989). Three Types of Interaction. The American Journal of Distance Education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659
Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22–38). https://doi.org/10.4324/9780203983065
Moore, M. G. (1999). American Journal of Distance Editorial : Distance education theory. American Journal of Distance Education, 5(3), 1–6. https://doi.org/10.1080/08923648909526659
Nation, U. (2020). Policy Brief : Education during COVID-19 and beyond (pp. 1–26). Retrieved from https://www.un.org/sites/un2.un.org/files/sg_policy_brief_covid-19_and_education_august_2020.pdf
Phillips, J. A. (2015). Replacing traditional live lectures with online learning modules : Effects on learning and student perceptions. Currents in Pharmacy Teaching and Learning, 7(6), 738–744. https://doi.org/10.1016/j.cptl.2015.08.009
Ridha, M., Setyosari, P., & Kuswandi, D. (2016). Pengaruh Flipped Mastery Classroom Terhadap Perolehan Hasil Belajar Kognitif Mahasiswa. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(4), 655–661. http://dx.doi.org/10.17977/jp.v1i4.6211
Sebastianelli, R., Swift, C., Tamimi, N., & Sebastianelli, R. (2015). Factors Affecting Perceived Learning , Satisfaction, and Quality in the Online MBA : A Structural Equation Modeling Approach. Journal of Education for Business, 1–10. https://doi.org/10.1080/08832323.2015.1038979
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2008). Teaching and Learning at a Distance: Foundation of Distance Education (4th ed.). Prentice Hall.
Sung, E., & Mayer, R. E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28(5), 1738–1747. https://doi.org/10.1016/j.chb.2012.04.014
Swan, K., & Swan, K. (2001). Virtual interaction : Design factors affecting student satisfaction and perceived learning in asynchronous online courses Virtual interaction : Design factors affecting student courses. Distance Education, 22(2), 306–331. https://doi.org/10.1080/0158791010220208
Woods, R. H., & Baker, J. D. (2004). Interaction and Immediacy in Online Learning. International Review of Research in Open and Distance Learning, 5(2), 1–13. https://doi.org/10.19173/irrodl.v5i2.186
Xiao, J. (2017). Learner-content interaction in distance education : The weakest link in interaction research. Distance Education, 7919(April), 1–13. https://doi.org/10.1080/01587919.2017.1298982
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Muhammad Ridha
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Kwangsan Indexed By
Kwangsan: Jurnal Teknologi Pendidikan diterbitkan oleh Balai Besar Guru Penggerak (BBGP) Prov. Jawa Timur.
Kementerian Pendidikan dan Kebudayaan
Alamat Redaksi:
Jl. Mangkurejo, Ds. Kwangsan, Sedati - Sidoarjo.
Telp 0318911373 Fax. 0318911392
Email: jurnal.kwangsan@kemdikbud.go.id & jurnalkwangsan@dikbud.belajar.id