Dyan Yuliana, Ulfatus Sonia, Arico Ayani Suparto

ANALISIS PENGGUNAAN TEKNOLOGI VIDEO CONFERENCE VIA ZOOM MEETING PADA PEMBELAJARAN INFORMATIKA KELAS VII A MTS NURUL HIKAM

Introduction

Analisis penggunaan teknologi video conference via zoom meeting pada pembelajaran informatika kelas vii a mts nurul hikam. Analisis efektivitas Zoom Meeting dalam pembelajaran Informatika kelas VII A MTs Nurul Hikam. Temukan bagaimana fitur Zoom mendukung interaksi belajar jarak jauh yang efektif.

Abstract

The development of information technology has driven transformation in the world of education, one of which is through the use of video conferencing applications in distance learning. Zoom meetings have become one of the platforms that is widely used during the pandemic until now. The results of observations made by researchers in class VII A at MTs Nurul Hikam show that there are situations that require teachers to use Zoom Meetings so that the learning process continues to run effectively, for example when teachers are attending assignments outside the city. The aim of this research is to analyze the effectiveness of using zoom meetings in the informatics learning process in class VII A MTs Nurul Hikam. This research uses a qualitative approach with a case study method. Data collection techniques used include observation, interviews and documentation of teachers and students who are actively involved. The research results show that zoom meetings facilitate quite effective learning interactions even though there are technical obstacles, such as unstable internet connections. The share screen, chat and video call features are considered capable of increasing student involvement in the learning process. Thus, zoom meetings can be an alternative solution in distance learning, especially when teachers cannot be present in person in class.

Review

This paper presents a timely and relevant analysis of integrating video conferencing technology, specifically Zoom Meeting, into informatics learning at MTs Nurul Hikam. The research addresses a practical and contemporary challenge in education, where external circumstances (e.g., teacher assignments outside the city) necessitate flexible learning solutions. The clear objective of analyzing the effectiveness of Zoom in such scenarios is commendable, providing valuable insights into how technology can maintain educational continuity. The study's focus on a real-world application within a specific classroom setting makes its findings immediately applicable to similar contexts facing similar logistical constraints. The methodology employed, a qualitative approach with a case study design, is appropriate for exploring the nuances of technology integration in a specific educational environment. The use of observation, interviews, and documentation to gather data from both teachers and students offers a comprehensive perspective on the learning experience. The findings effectively highlight Zoom's facilitating role in learning interactions, attributing positive impacts to features like share screen, chat, and video call in enhancing student involvement. Crucially, the research also acknowledges the pragmatic challenges, such as unstable internet connections, providing a balanced view of the technology's effectiveness in practice. While insightful for the specific context of class VII A at MTs Nurul Hikam, the case study approach inherently limits the generalizability of the findings. Future research could expand upon this study by comparing Zoom's effectiveness with other video conferencing platforms, exploring a wider range of technical solutions to mitigate connectivity issues, or investigating the long-term impact on student learning outcomes and digital literacy across multiple schools. Nonetheless, this paper serves as a valuable contribution to the discourse on technology-enhanced learning, offering practical evidence that Zoom meetings can indeed serve as a viable and effective alternative solution for maintaining learning continuity when in-person teaching is not feasible, particularly for its ability to foster student engagement.

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