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Schoology-Based E-Learning: Judging from The Quality of Learning
Abstract
Abstrak: Penelitian ini bertujuan untuk mendeskripsikan implementasi proses e-learning berbasis Schoology ditinjau dari kualitas pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan analisis deskriptif. Hasil penelitian menyatakan bahwa e-learning berbasis Schoology dapat menghasilkan pembelajaran yang berkualitas, yaitu: 1) kemampuan komunikasi melalui tulisan yang lebih baik, baik bagi siswa maupun guru; 2) siswa menjadi lebih aktif karena memiliki kewajiban untuk mengemukakan pendapatnya dalam forum diskusi; 3) setiap individu mampu menciptakan suasana kelas secara mandiri, namun guru tetap memiliki peran untuk menentukan strategi pembelajaran yang tepat agar siswa tidak cepat merasa bosan; 4) Materi pembelajaran lebih terfokus karena minim gangguan dibandingkan proses pembelajaran tatap muka. Selain itu, penggunaan e-learning berbasis schoology memotivasi siswa untuk memiliki target nilai sehingga menjadi lebih serius dalam mengerjakan tugasnya, lebih disiplin baik dalam kehadiran maupun pengumpulan tugas.
Abstract: This study aims to describe the implementation of the Schoology-based e-learning process in terms of learning quality. This study uses a qualitative approach with descriptive analysis. The results of the study stated that Schoology-based e-learning can produce quality learning, namely: 1) better communication skills through writing, both for students and teachers; 2) students become more active because they have an obligation to express their opinions in discussion forums; 3) each individual is able to create a class atmosphere independently, but the teacher still has a role to determine the right learning strategy so that students do not get bored quickly; 4) Learning materials are more focused because there are minimal distractions compared to the face-to-face learning process. In addition, the use of schoology-based e-learning motivates students to have target values so that they become more serious in doing their assignments, more disciplined both in attendance and in collecting assignments.
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DOI: http://dx.doi.org/10.17977/um031v8i32021p207
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