Nova Kristianto, Dessy Delvia

LEVELS OF ONLINE LEARNING EFFECTIVENESS IN THE TIME OF THE COVID-19 PANDEMIC USING DIFFERENT APPLICATIONS LEARNING BY STUDENT'S PERCEPTION

Introduction

Levels of online learning effectiveness in the time of the covid-19 pandemic using different applications learning by student's perception. Analyze online learning effectiveness during COVID-19, based on 100 student perceptions across various applications. Study reveals high effectiveness, though many prefer blended learning.

Abstract

This study aims to determine the level of effectiveness of online learning during the Covid-19 pandemic by using a variety of learning applications. This research is a case study and is also a descriptive or qualitative research. The number of samples taken was 100 respondents (students). Then the data were analyzed using Likert scale analysis, and the results of the Likert scale analysis stated that most students (18 students or 18%) online learning during the Covid-19 pandemic using a variety of learning applications was very effective and (47 respondents or 47%) stated online learning during the Covid-19 pandemic using a variety of effective learning applications. So it can also be said that online learning using a variety of applications that are expected to prevent transmission and break the chain of spread of Covid-19 is at an effective level. Even though online learning using various applications in the Covid-19 pandemic conditions has been effective, 49 students or (49%) hope that learning can be carried out with (Blended), namely a combination of online and face-to-face learning.

Review

This manuscript addresses a highly relevant and timely topic, exploring the perceived effectiveness of online learning during the unprecedented conditions of the COVID-19 pandemic. The study aims to determine how students perceived the efficacy of online learning when various digital applications were employed to facilitate instruction. Positioned as a descriptive case study utilizing qualitative research methods, the paper seeks to provide insights into student experiences with remote education, which became the dominant mode of learning globally. Based on a sample of 100 student respondents, the research employs Likert scale analysis to quantify perceptions. The findings indicate that a substantial proportion of students, 47% viewing it as "effective" and 18% as "very effective," largely considered online learning during the pandemic successful. This leads to the conclusion that online learning, though a rapid adaptation, achieved an effective level in the context of pandemic-related restrictions. However, it is noteworthy that nearly half of the respondents (49%) expressed a preference for blended learning, a combination of online and face-to-face instruction. This crucial detail suggests that while online learning served its immediate purpose effectively, it may not fully align with students' preferred long-term pedagogical models. The classification of the study as "qualitative" despite its reliance on Likert scales and percentages for data analysis also warrants further scrutiny, as this typically aligns more closely with quantitative survey methodologies. While the study provides valuable snapshot data on student perceptions during a critical period, several aspects could enhance its overall rigor and contribution. The methodology, described as a "case study" and "qualitative research," appears somewhat mismatched with the predominantly quantitative analysis of Likert scale data, which usually characterizes survey research. A deeper qualitative exploration could have provided richer context on *why* students found certain aspects effective or ineffective, offering nuanced understandings beyond simple effectiveness ratings. Future research would benefit from a more robust methodological framework, clearly defining whether it is primarily qualitative, quantitative, or a mixed-methods approach. Further exploration into the specific applications used and their individual impact, as well as a more in-depth investigation into the reasons behind the strong preference for blended learning, would provide highly actionable insights for future educational policy and practice.

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