Indonesia has taken by the current pandemic. Many sectors had changed their own system and program especially in education sector. Some of students in the “red” area such as DKI Jakarta, Bogor, Depok, Tangerang, and Bekasi had to deal with the uncommonly used program, “Online learning”. While the students did their best, there were many of problems due to this online learning.
Every school and university are discovering new ways of using information technology to gain the process of teaching and learning, that called “Online learning”. A large number of students are turning to online learning courses because they have become a better way to learn. Those students who are serious about improving their understanding, learning new skills and gaining valuable qualifications are keen to enroll in the type of course that will be the most effective. In Indonesia, online learning has used yet in many of education sector.
The development of online learning has more improved every year. Based on elearningindustry.com data, the industry of online learning had taken in the 8th position in the world. The amount of demand in E-learning marketing place has increasing 25% every year. This is the biggest amount of countries in Southeast Asia which is 17,3%.
However, some of the institutions in different region cannot implemented this kind of program. Because of less experiences of teacher and students in their ICT or information and communication technology advancements. Then, the lack of their own media or tools and the face-to-face perception. They more prefer to back to the oldest method, the face-to-face. Somehow, they feel more understandable and more suitable than online learning. This current pandemic has made the whole of education sector back to used this program, either of Indonesia. Some of them might be shocked and some of them feels right. Also, Indonesia has declared the new program which is Pembelajaran Jarak jauh (PPJ) or we called learning from home. Many of students have to deal with this kind of situations and directly practice the online learning in their home. It was also found that Indonesian students’ passionate use of ICT was also revealed through the APJII survey (2018) showing that 25.2% of children aged 5-9 years have used the internet; children aged 10-14 years, 66.2%, teens aged 15-19 years, 91%; and those aged 20-24 years, 88%. This data was really shown that Indonesia had many potentials to pass this successfully. But we cannot deny that this kind of method is uncommonly used in some of teaching and learning activities.
Although in Indonesia, this online learning had many implementations in the universities and schools. It could be expected that this program would have been well implemented or not well implemented during this pandemic. To see these expectations further do, a survey was conducted.
Based on the introduction above, this report aimed that to gain the general view of the online learning implementation among the students in DKI Jakarta, Bogor, Depok, Tangerang, and Bekasi due to this current pandemic. The survey was conducted to see their PPJ or learning from home process such as their feeling of this program, their obstacles that they had to faced, and their platform and tools that they employed. To be more specifically, the data was collected from elementary, JHS, SHS, and college students in the central area such as DKI Jakarta, Bogor, Depok, Tangerang, and Bekasi. This online survey was conducted and collected through Google form and the support from Mr. Parlindungan Pardede which is my lecture in “Research methodology” class.
The respondent in this survey were the writer’s friends and relatives that invited to participate by sending the questionnaire link in their personal chat (Whatsapp or Instagram) one by one. Also, the writer asked them to share this to their relatives and friends to fill out this form. Basically, the respondent that had the PPJ or learning from home. The survey was conducted from June 7 to June 9, 2020. The survey was conducted by using the convenience sampling techniques which was method that relies on data collection from population members who are conveniently available to participate in study.
This survey was conducted to be just a general view about the implementation of online learning. So, the sample, design, and technique were not following by statistical methods. However, the result might be used for general insight for another researchers. The quantity of participants by their level was presented in Figure 1.
The survey was conducted and had spread to the central area. Since, the survey was conducted in the central area such as DKI Jakarta, Bogor, Depok, Tangerang, and Bekasi, so the quantity of respondents based on their region was presented in Figure 1. The respondents live in DKI Jakarta (71,2%), Bekasi (19,2%), Bogor (2,7%), and Depok (6,8%).
The survey was conducted by 74 participants. However, 2 of them were attending offline learning and not learn at all and 72 of them were attending the online learning. The survey aimed to show the implementation of online learning, so only 72 participants were included as the participants. We can see from the figure 1 below.
Respondents’ experience concerning to Online learning
Since, this survey was concerning about the general view of implementation of online learning, so the writer aimed to seek the respondents’ experience of their online learning. It was found that 63,5% of them had attending the online learning courses, and another 36,5% never had that (Figure.2). From the data, their experiences in attending online learning courses was slightly minim.
The Media/Platform Employed
Table shows 1 that (38,9%) of the respondents were facilitated by their own institutions using a learning management system (LMS) or their teachers/lectures directing them to use open-source software on the internet. Other respondents used WhatsApp but combined with others media and other programs (38,9%) or WhatsApp but combined with a video conferencing tool, such as Zoom or Hangout (12,5%). Only (9,7%) of respondents did online learning by using only WhatsApp (WA). However, these findings were surprisingly good, because the respondents already had their own LMS by their institutions or the teachers’ suggestions in open-source software. The writer thought there will be much more respondents that using only WhatsApp because of the institutions’ lack of facilities.
The figure 3 presents that most respondents in online learning mainly used Smartphones (61,1%). This finding confirms KOMINFO (2014) on their survey found that the user of smartphone had been reached 84% of among young generation. This both correlations were very precise for the advancement of online learning process. However, (36,1%) of them used laptop for their online learning courses. And other (2,8%) of them used computer.
Figure 4. reveals that most of them 50% often and 12,5% always communicated with their teachers/lectures and 36,1% of them had rarely communication with their teachers/lectures. However, 1,4% of them never had any communication with their teachers/lectures during this online learning. The data reveals that communication between students and teachers/lectures was surprisingly good.
Another hand, communication between students and their peers was pretty good. Figure 5 reveals that 43,1% of students had often communicated with their peers. And 29,2% of them always communicated to their peers, too. Then, 26,4% of them rarely communicated with their peers and the rest 1,4% never communicated at all.
Forbes (2013) found that online interaction between students can be both supportive and challenging, as peers express either their own breakthroughs in understanding, or their own struggles to understand. Ascertained via an online focus group and interviews with students, findings indicate student preferences for academic netiquette. The frequency of student-teacher and student-student communication in the data shown above had effectively worked during this online learning. Since learning collaboratively involves students’ active involvement in peer and teacher interactions then it is important to ascertain what students want from their collaborators.
The Obstacles Encountered
The table shows that the main obstacles that the respondents had to deal with the difficulty to discuss with their teachers/lectures. Hattie (2009) found that on the teaching with clear learning intentions help learners to see the point of a session or intervention and keep the process in track. There were 58,3% of them had to deal with their lack of teachers/lectures. But concerning to the Figure 4 above, they (50%) often had communication with their teachers/lectures. however, the correlation of their option is hardly related to the obstacles.
Nazan (2011) found that the Internet is the source of spreading information quickly to a large audience and of going beyond the limitation of time and space. In the light of the above information, it is vitally important to encourage students to use this invaluable source to get any kind of information they need in their academic studies. However, the second main obstacle were equally the same of amount which was mostly talking about internet. First, 44,4% of them had to deal with their internet quota. The online learning had highly consumed their internet quota and the online learning courses happened almost an hour every day. Second, 44,4% of them had to deal with the internet signal. They had a trouble with the slow internet signal which was concerning to the main obstacles (Table 2), it made them hardly to understand teacher’s explanation and made some misunderstanding both teachers and students. Third, 44,4% of them had to deal with their atmosphere in their house. Almost of them felt that really disturbing and don’t conducive learned in their house. They stated that it was too noisy, crowded, and etc. It was related to (Table 2) which was they felt hardly to understand the lesson and teacher’s explanation well.
The third main obstacle was the respondents had to deal with the difficulty to discuss with their peers. There were 19,4% of them had to deal with their communication with their peers which were about their previous lesson or their assignment. However, the amount of the data was surprisingly good because it was pretty low. The respondents felt had no big trouble with this concerning to the Figure 5 above.
The fourth main obstacle was the media or platform that the respondents had employed in online learning courses. There was 15,3% of them had trouble with their LMS or their free LMS which was didn’t support their learning lesson enough. Concerning to Table 1, mostly they had their own LMS from their institutions and they had no trouble with that. However, the consumption of internet quota, the slow internet signal and the advancement of respondents’ ICT might be the factors of them.
There were some written responses from the respondents might be supporting the data shown above such as; (1) the lesson and the assignment was hardly to understand by the students, (2) the lack of teachers/lectures proper explanation of the lesson, (3) the teacher/lectures monotone teaching that made less effectively and bored, (4) the schedule of the lesson did not accordance with the commonly schedule, it always preferred to their teachers/lectures time, (5) the amount of the task and the strict deadline were made them more frustrating, (6) they more preferred to face-to-face method more than online learning, (7) sometimes they had sore eyes because the online learning courses was too long in front of their laptop or Smartphone.
From the data and the discussion above, we can conclude that online learning had many disadvantages. The implementation was not pretty ineffective because some factors. First, the hardly communication between students and teachers/lectures. The respondents had to deal with the lack of their teacher/lecture explanation plus the bad connection in their area. The students felt that the learning process became more not integrated and more difficult to do. Second, the monotone teaching by the teachers/lectures made the students more bored and the strict-deadline made them more frustrating. The students had to did their assignment with cost many of their times in front of laptop and Smartphone. Third, because of the expensive internet quota. The students had to cost many of money to buy their internet quota. With their differences of economics condition during this pandemic, it might be the most terrible factors that can be caused in the online learning courses which was concerning that the internet quota was quite expensive. Fourth, the students more preferred to the old method which was face-to-face method. with many reasons such as more comfortable, more understandable, and commonly used in teaching learning process.
However, the students’ advancement of ICT was surprisingly good because they could maintain the problem that caused in their LMS or their free LMS. Also, their teacher/lecture and institutions had already their own LMS or free LMS for the students. Reflecting to this general view of online learning implementation during this pandemic, we hope that government more pay attention to the educational sector and more facilitate the teaching learning process.