Hajijah Hajijah

EFEKTIVITAS TEKNIK MODELING UNTUK MENGURANGI KEJENUHAN BELAJAR ONLINE SISWADI MTs. NURUL HIKMAH AEK GERGER SIMALUNGUN

Introduction

Efektivitas teknik modeling untuk mengurangi kejenuhan belajar online siswadi mts. Nurul hikmah aek gerger simalungun. Penelitian ini menguji efektivitas teknik modeling dalam mengurangi kejenuhan belajar online siswa MTs. Nurul Hikmah. Temukan faktor pendukung & penghambat belajar daring.

Abstract

Kejenuhan belajar adalah suatu kondisi mental seseorang saat mengalami rasa bosandan lelah yang amat sangat sehingga mengakibatkan timbulnya rasa lesu tidak bersemangat atau hidup tidak bergairah untuk melakukan aktivitas belajar. Tujuan penelitian ini adalah untuk mengetahui: 1) Tingkat kejenuhan belajra online siswa di MTs Nurul Hikmah Aek Gerger Simalungun. 2) keefektifan teknik modeling di MTs Nurul Hikmah Aek Gerger Simalungun. 3) Faktor Pendukung dan Penghambat belajar online siswa di MTs Nurul Hikmah Aek Gerger Simalungun. Jenis Penelitian ini adalah penelitian kualitatif dengan metode naturalistik inquiryuntuk mengurangi kejenuhan belajar online siswa di MTs. Nurul Hikmah Aek Gerger Simalungun. Subyek penelitiannya yaitu guru BK, guru mata pelajaran dan siswa. Sumber data pada penelitian ini adalah data primer dan data sekunder. Teknik pengumpulan datamenggunakan wawancara, observasi, dan dokumentasi sedangkan analisis data menggunakan reduksi data, display data, dan komposisi data. Untuk pengujian keabsahan data menggunakan triangulasi data. Hasil penelitian ini adalah :1) kejenuhan belajar online terjadi karena fasilitas yang tidak memadai dan jaringan yang tidak mendukung. 2) ke efektifan teknik modeling dapat dilihat dari usaha guru BK dalam memberikan layanan bimbingan konseling dan perubahan yang ditunjukan oleh siswa. 3). Faktor pendukung belum memadai sehingga menjadi faktor  penghambat belajar online. Kata Kunci: Teknik Modeling, Kejenuhan Belajar Online 

Review

The study titled "EFEKTIVITAS TEKNIK MODELING UNTUK MENGURANGI KEJENUHAN BELAJAR ONLINE SISWADI MTs. NURUL HIKMAH AEK GERGER SIMALUNGUN" addresses a timely and highly relevant issue: the pervasive challenge of online learning burnout (kejenuhan belajar online) among students. This phenomenon, characterized by boredom, fatigue, and a lack of enthusiasm for learning activities, is a significant barrier to effective education, particularly in the context of remote learning. The research set out with clear objectives: to ascertain the level of online learning burnout among students at MTs Nurul Hikmah Aek Gerger Simalungun, to evaluate the effectiveness of modeling techniques in mitigating this burnout, and to identify the various supporting and hindering factors influencing online learning in this specific institutional setting. Methodologically, the study adopts a qualitative approach, specifically employing a naturalistic inquiry design to explore the complex experiences of online learning burnout and the impact of modeling techniques. The researchers engaged a diverse group of participants, including the BK (Guidance and Counseling) teacher, subject teachers, and students, allowing for a multifaceted perspective on the issue. Data collection relied on traditional qualitative methods such as interviews, observation, and documentation, drawing from both primary and secondary sources. For data analysis, the standard qualitative procedures of data reduction, display, and composition were utilized, with data triangulation employed to enhance the trustworthiness and validity of the findings. This qualitative framework is appropriate for gaining in-depth insights into subjective experiences and contextual factors. The findings reveal that online learning burnout among students at MTs Nurul Hikmah is primarily attributed to external factors such as inadequate facilities and unreliable network connectivity. Crucially, the study indicates that the effectiveness of modeling techniques is evident through the proactive efforts of the BK teacher in providing counseling services and the observable positive changes demonstrated by students. This suggests that personalized guidance and behavioral modeling can play a vital role in addressing student disengagement. Furthermore, the research highlights that a lack of sufficient supporting factors transforms them into significant inhibitors of effective online learning. While the abstract effectively outlines these key outcomes, it would be beneficial for the full paper to elaborate on the specific nature of the "modeling technique" implemented and how the "changes shown by students" were qualitatively assessed, to provide a clearer understanding of its practical application and impact.

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