Optimalisasi Platform Digital Dalam Pembelajaran Daring Di Tengah Pandemi COVID-19
DOI:
https://doi.org/10.33830/ptjj.v22i2.1917.2021Keywords:
optimalisasi platform digital, pembelajaran online, sistem manajemen pembelajaran, pandemi Covid-19Abstract
Global pandemic forces teachers and students for studying from home. Many platforms can be used for substituting offline learning to online learning. Optimalization digital learning platform is one of ways to adjust learning activities in the pandemic. This article aims to elaborate optimalization digital platform for online learning among teachers in Abi Ummi school. The research uses qualitative and netnography approach for understanding how to optimize online learning in the pandemic. The result shows that social media can be one of digital platform for online learning. The most digital platfom used by Abi Ummi teachers are Google Classrom as learning management system, Youtube and Instagram as material contents shared, and Whatsapp and Telegram as media messengers for discussing the material.
References
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Risalah, A., Ibad, W., Maghfiroh, n L., Azza, M. I., Cahyani, S. A., & Ulfayati, Z. A. (2020). Dampak Pandemi Covid-19 terhadap Kegiatan Belajar Mengajar di MI/SD (Studi KBM Berbasis Daring Bagi Guru dan Siswa). JIEES: Journal of Islamic Education at Elementary School, 1(1), 10–16.
Sadikin, I. S., Lestari, S., & Aini, S. (2020). Pembelajaran Daring Interaktif, Bermakna dan Menarik sebagai Upaya Optimalisasi Proses Pembelajaran masa Pandemi Covid-19. Jurnal Pengabdian Pada Masyarakat, 5(4). https://doi.org/10.30653/002.202054.647
Silverman, D. (1985). Qualitative Methodology and Sociology: Describing the Social World. Gower Publishing Company Limited.
Singleton, D. M. (2013). Transitioning to Blended Learning: The Importance of Communication and Culture. Journal of Applied Learning Technology, 3(1), 12–15.
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Yengin, I. (2010). Importance of Feedback in Teaching Communication and Information Systems for Learning. Komunikacija i Kultura, 1(1), 309–317.
Yunitasari, R., & Hanifah, U. (2020). Pengaruh Pembelajaran Daring terhadap Minat Belajar Siswa pada Masa COVID 19. EDUKATIF : JURNAL ILMU PENDIDIKAN, 2(3). https://doi.org/10.31004/edukatif.v2i3.142
Azhar, K. A., & Iqbal, N. (2018). Effectiveness of Google Classroom: Teachers’ Perceptions. Prizen Social Science Journal, 2(2), 52–66.
Holland, C., & Muilenburg, L. (2011). Supporting Student Collaboration: Edmodo in the Classroom. In M. Koehler & P. Mishra (Eds.), Society for Information Technology & Teacher Education International Conference (pp. 3232–3236). Association for the Advancement of Computing in Education (AACE).
Jerry Useem. (2017, November). When Working From Home Doesn’t Work. The Atlantic.
Kozinets, R. v. (2002). The Field behind the Screen: Using Netnography for Marketing Research in Online Communities. Journal of Marketing Research, 39(1). https://doi.org/10.1509/jmkr.39.1.61.18935
Kozinets, R. v, Dolbec, P.-Y., & Earley, A. (2014). Netnographic Analysis: Understanding Culture through Social Media Data. In U. Flick (Ed.), Sage Handbook of Qualitative Data Analysis (pp. 262–275). Sage.
Mardiana, D., & Anggraini, D. C. (2019). The Effectiveness of Utilising Web- learning Media Towards Islamic Education Learning (PAI) Outcome in The Era of Industrial Revolution 4.0. International Journal of Innovation, Creativity and Change, 8(1), 80–96.
Mastura, & Rustan Santaria. (2020). Dampak Pandemi Covid-19 terhadap Proses Pengajaran bagi Guru dan Siswa. Jurnal Studi Guru Dan Pembelajaran, 3(2), 289–295.
Purnama, M. N. A. (2020). Blended Learning Sebagai Sarana Optimalisasi Pembelajaran Daring di Era New Normal. SCAFFOLDING: Jurnal Pendidikan Islam Dan Multikulturalisme, 2(02). https://doi.org/10.37680/scaffolding.v2i02.535
Pusparisa, Y. (2021, May 16). Instagram, Media Sosial Favorit Generasi Z. Www.Databoks.Katadata.Co.Id. https://databoks.katadata.co.id/datapublish/2021/05/16/instagram-media-sosial-favorit-generasi-z
Risalah, A., Ibad, W., Maghfiroh, n L., Azza, M. I., Cahyani, S. A., & Ulfayati, Z. A. (2020). Dampak Pandemi Covid-19 terhadap Kegiatan Belajar Mengajar di MI/SD (Studi KBM Berbasis Daring Bagi Guru dan Siswa). JIEES: Journal of Islamic Education at Elementary School, 1(1), 10–16.
Sadikin, I. S., Lestari, S., & Aini, S. (2020). Pembelajaran Daring Interaktif, Bermakna dan Menarik sebagai Upaya Optimalisasi Proses Pembelajaran masa Pandemi Covid-19. Jurnal Pengabdian Pada Masyarakat, 5(4). https://doi.org/10.30653/002.202054.647
Silverman, D. (1985). Qualitative Methodology and Sociology: Describing the Social World. Gower Publishing Company Limited.
Singleton, D. M. (2013). Transitioning to Blended Learning: The Importance of Communication and Culture. Journal of Applied Learning Technology, 3(1), 12–15.
We Are Social. (2021a, February 11). Daily Time Spent on Media in Indonesia. Hootsuit We Are Social. https://wearesocial.com/digital-2021
We Are Social. (2021b, February 11). Most-Used Social Media Platforms in Indonesia. Hootsuite We Are Social. https://wearesocial.com/digital-2021
Yengin, I. (2010). Importance of Feedback in Teaching Communication and Information Systems for Learning. Komunikacija i Kultura, 1(1), 309–317.
Yunitasari, R., & Hanifah, U. (2020). Pengaruh Pembelajaran Daring terhadap Minat Belajar Siswa pada Masa COVID 19. EDUKATIF : JURNAL ILMU PENDIDIKAN, 2(3). https://doi.org/10.31004/edukatif.v2i3.142
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Published
31-08-2021
How to Cite
Arifin, F., Ulfiana, E., & Admojo, W. (2021). Optimalisasi Platform Digital Dalam Pembelajaran Daring Di Tengah Pandemi COVID-19. Jurnal Pendidikan Terbuka Dan Jarak Jauh, 21(1), 23–32. https://doi.org/10.33830/ptjj.v22i2.1917.2021
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