Consistency of Instructional Strategies in Controlling Students’ Discipline in the Covid-19 Pandemic Era
DOI:
https://doi.org/10.33830/ptjj.v21i2.1966.2020Keywords:
Covid-19, instructional strategies, online teachingAbstract
Educational Institutions have been closed around the world due the COVID-19 outbreak. This article aims to describe the results of exploring learning strategies applied at SMKN 3 Malang in the era of the COVID-19 pandemic. This Learning Strategy can help run online teaching in schools. The development of this method departs from researchers’ desire to give birth to online teaching methods in the form of qualitative descriptive. Researchers observe and focus fully on students’ disciplinary behavior in the classroom rules and procedures consistently applied by educators during the learning process. Data collection was carried out through observation, interviews, and documentation. The results showed that students showed consistent attitudes in (1) readiness to learn, (2) cooperation, and (3) independence. Several factors influence success in maintaining consistency in implementing the applied learning strategies, among others; asking students to become moderators who accompany the teacher, distribution of tasks and intensive mentoring for each group member and maintaining two-way learning through regular evaluation and reflection
References
Jackson, C., Vynnycky, E., & Mangtani, P. (2016). The Relationship between School Holidays and Transmission of Influenza in England and Wales. American Journal of Epidemiology, 184(9). https://doi.org/10.1093/aje/kww083
Muslimin, A. I., & Harintama, F. (2020). Online Learning during Pandemic: Students’ Motivation, Challenges, and Alternatives. Loquen: English Studies Journal, 13(2). https://doi.org/10.32678/loquen.v13i2.3558
Persky, A. M., & Pollack, G. M. (2010). Transforming a large-class lecture course to a smaller-group interactive course. American Journal of Pharmaceutical Education, 74(9). https://doi.org/10.5688/aj7409170
Rafiq, F. (2020). Analyzing Students’ Attitude towards E-Learning: A Case Study in Higher Education in Pakistan. Pakistan Social Sciences Review, 4(1). https://doi.org/10.35484/pssr.2020(4-i)29
UNESCO. (2020). Covid-19 Education: From disruption to recovery. Unesco, 19.
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. In The Lancet Child and Adolescent Health (Vol. 4, Issue 5). https://doi.org/10.1016/S2352-4642(20)30095-X
Weisel, A., & Dror, O. (2006). School climate, sense of efficacy and Israeli teachers’ attitudes toward inclusion of students with special needs. Education, Citizenship and Social Justice, 1(2). https://doi.org/10.1177/1746197906064677
WHO. (2020). Getting your workplace ready for COVID-19. World Health Organization, March.
