Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

Educational Transformation: An Evaluation of Online

Learning Due to COVID-19
https://doi.org/10.3991/ijet.v16i07.21201

Rizky Firmansyah (), Dhika Maha Putri, Mochammad Galih

Satriyo Wicaksono, Sheila Febriani Putri, Ahamad Arif Widianto
Universitas Negeri Malang, Malang, Indonesia
[email protected]

Mohd Rizal Palil

Universiti Kebangsaan Malaysia, Selangor, Malaysia

Abstract—This study aims to reveal the transformation of offline learning to

online learning due to Covid-19 in student perceptions. The massive impact on
the education sector requires the provision of education to adapt to situations and
conditions. This research was conducted at one of the state universities in Indo-
nesia, with the selection of informants based on the representation of each depart-
ment at the university. The method in this research uses a narrative approach. The
data were collected through interviews that were set up online. The research data
was processed based on the results of studies and focus group discussions (FGD)
related to the implementation of online learning during the Covid-19 Pandemic.
The results showed that the implementation of learning was welcomed by the
students, in their perception that online learning was considered to be more flex-
ible, efficient and effective in the use of time as well as in terms of costs and
energy. It cannot be denied that the implementation of online learning still en-
counters various obstacles and challenges, including: interaction is not optimal,
schedule and lecture estimates change, inadequate facilities, and the use of learn-
ing media is not optimal.

Keywords—Educational Transformation, Covid-19, Student’s Perception,

Online learning

1 Introduction

In the last decade, the education sector in Indonesia has experienced a transformation
of learning, from face-to-face learning to technology-based learning (IT). IT-based
learning has been carried out in a number of educational institutions. However, in the
implementation of learning, IT is only act as a supporting component and has not be-
come part of the introduced curriculum [1][2]. Since the outbreak of the corona virus
in Indonesia in March 2020, various forms of policies have been issued by the govern-
ment and universities in Indonesia to be able to carry out learning activities to reduce
the rapid spread of the virus. The education sector seemed to change in just one night,

iJET ‒ Vol. 16, No. 07, 2021 61

Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

because learning activity which should have been done face-to-face, immediately had
to be done in full online [3].
The rapid change brings anxiety to both educators and students and there is also
ambiguity about the implications of online learning for educational equality in general
[4]. They also have to change the learning contract that is applied since the first meet
in the classroom, and in the end, the implementation of learning through evaluation of
learning must be changed completely. In the previous research, Ali highlighted the im-
plications of online learning in terms of its weaknesses, including inadequate online
teaching infrastructure, a lack of educator experience, and information gaps [5]. In a
condition like this, the readiness of education is the stakes for success in achieving
learning objectives, and perhaps all obstacles experienced today are a manifestation of
less anticipatory implications of previous learning. Thus, the implementation of learn-
ing before the pandemic is considered too rigid or less flexible and only depends on
certain conditions, as if during the outbreak of this virus, many education providers and
stakeholders in it are not ready for a different learning model, which requires full online
learning.
This is not only felt by education sector in Indonesia, in various parts of the world
there are still many countries that are not ready for this condition. One of them is India,
its educators also feel confused about overcoming this pandemic, especially practical-
based learning materials that cannot be implemented with the same teaching method
[6], [7]. Even so, the challenges facing the education today should not be a barrier, but
rather a momentum for the education sector to create a concept of sustainable learning
in improving the quality of education services in the future [5], [7]–[9].
Since the issuance of the Decree of the Minister of Education and Culture Number
719/P/2020 about Guidelines for Implementing Curriculum in Education Units in Spe-
cial Conditions, which confirms that the implementation of the curriculum in Special
Conditions aims to provide flexibility for the Education Unit to determine the curricu-
lum that suits the learning needs of students [10]. By that, the change in implementation
to the online learning method allows educators and students to continue learning, de-
spite the limitations of both private facilities, educational institution facilities, and pub-
lic facilities. All forms of any obstacle can be overcome if educators can play an active
role, because one of the success factors in the application of education is the role of
educators, despite the fact that the various challenges faced when teaching online are
significant, at least educators can maintain communication with students to support the
effective learning process [11], [12].
In the online learning system, many demands are placed on lecturers and their duties
are not only teaching and presenting to students. The current situation, which does not
provide certainty, presents challenges that are both ambiguous and confusing for the
implementer. On one hand, lecturers are required to use and explore the possibilities of
online education, starting from changing the arrangement of online learning programs,
and choosing the right platform to evaluating students [13]. Meanwhile, on the other
hand, the lecturers' knowledge and expertise in implementing online learning is lacking,
which goes hand in hand looking at the level of ability and psychology among students,
causes concern that poor implementation of online learning will have a negative impact
on online learning models in the long run [14].

62 http://www.i-jet.org
Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

The active role of educators in learning and the ability to operate IT in order to realize
effective learning should have been mastered since before the outbreak of the corona
virus, this is because the education sector has long known the term e-learning. E-learn-
ing as a learning activity using telecommunication technology has been recommended
to be implemented for universities in Indonesia, in accordance with the Decree of the
Minister of National Education (SK MENDIKNAS) of 2001 concerning the recom-
mendation of implementing distance education (dual mode) [15], [16]. It's just that
many parties, including educators, are complacent in their comfort zone to stick with
traditional learning, considering that the Minister of National Education Decree is not
a must. This is certainly a slap for all stakeholders so that they are no longer complacent
and feel that they are in the comfort zone, however, it is necessary to continue to im-
prove their quality and capabilities according to the times. If only this awareness had
existed before the outbreak of Covid-19, at least this could be a provision to reduce
gaps as a result of the transformation of learning.

1.1 Study objectives

The transformation of the education sector in Indonesia due to covid-19 is faced with
uncertain conditions, because the pandemic cannot be predicted when it will end, as
well as new challenges and problems that cannot be avoided [5], [17]. In this case,
aspects of unpreparedness and proficiency in using technology are the main factors in
the implementation of education. Whereas education in the 21st century has indicated
that the implementation of education must present collaborative learning content in or-
der to prepare students to face challenges in the 21st century, one the ways is the use of
technology [18]. The intended collaborative learning content must contain four (4)
things, namely Communication, Collaboration, Critical Thinking and Problem Solving,
and Creativity and Innovation. Even so, under these conditions there are still many op-
portunities that must be exploited to produce a sustainable learning method. Therefore,
conditions like this really need an analysis of online learning that can be used as eval-
uation material for educational institutions and universities in Indonesia.
This article attempts to describe the state of learning carried out at a higher education
institution in Indonesia since the outbreak of the Covid-19 pandemic. The purpose of
this study is to determine the real conditions of online learning that have been carried
out based on the perspective of students as actors who experience it directly. The results
of the analysis of this research are expected to be considered for Higher Education for
the implementation of online learning after the Covid-19 pandemic.

1.2 Significance of the study

The results of this study are very important for stakeholders in the Higher Education
environment. Especially there is a limitation of previous research which states that web-
based learning in Indonesia is only a support in the learning process and in its implica-
tion it is still not optimal because it tends to be more comfortable using the traditional
face-to-face learning method. When Covid-19 broke out, it turned out that the concept

iJET ‒ Vol. 16, No. 07, 2021 63

Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

of learning that was comfortable was not properly implicated in situations and condi-
tions like this. Assessment of learning based on student perceptions is needed, consid-
ering that students are actors in implementing online learning during the pandemic, so
that the advantages and disadvantages of online learning according to students can be
used as evaluation material for the campus. This study will help to reveal how the edu-
cational transformation process, especially that occurs in higher education institutions
that carry out full online learning, then later on can be used by authorization through its
policies for the education they will run. Not only that, these results also provide insight
into integrated and accommodated learning through ICT which allows higher education
institutions to strengthen their programs to prepare lecturers in the face of various ur-
gencies during the pandemic or post-Covid-19 pandemic. Meanwhile, for lecturers,
they will realize the importance of mastering information technology and learning plat-
forms to improve their sustainable teaching skills. If these results are applied, it will
enable stakeholders at Higher Education institutions to create an interactive and fun
learning environment for students amidst strict national regulations.

2 The Implication of Behavioristic Theory on Online Learning

The change of the learning process using distance learning methods requires that
both educators and students need to make many adjustments and learn a lot of new
things. When the speed of significant change is not directly proportional to the speed
of the ability to adjust, it can lead to unpreparedness problems. One of the things that is
imperative in online learning is the availability of adequate facilities and no less im-
portant is the ability to operate the required technology. Unpreparedness, both in terms
of facilities and operational capabilities, ultimately becomes an obstacle in the online
learning process. Two things are just a small part of the many obstacles faced by edu-
cators and students; it is necessary to further studies to gain insights into what things
are already happening during the learning process. For stakeholders involved in educa-
tion, it is a new problem that should be cut out immediately for the sake of the learning
goals achievements that standardized and accommodated well.
Until now, the flow of learning psychology which is considered to have an influence
on the development of theory and practice of education and learning is the behavioristic
school [19]. Behavioristic learning theory is a learning theory that emphasizes changes
in behavior with the main element of response stimulus focusing on new behavior pat-
terns that are repeated until they become cultured behavior [20]. The stimulus and re-
sponse given by educators should aim to invite students' reactions that can be observed
and measured known as responses. Thus, the obstacles regarding the unpreparedness of
the operation of technology can be resolved by applying the principles of behavioristic
theory in learning by creating positive behavior in the learning environment.
The stimulus referred to in behavioristic theory can be in the form of good and
planned learning. A good and planned learning program is normally in the form of
learning equipped with multimedia and learning designs to help students achieve learn-
ing goals. Multimedia and quality learning designs must be developed based on a clear

64 http://www.i-jet.org
Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

scientific foundation to get good quality learning. The application of behavioristic the-
ory in technology has produced many learning designs that become the basis for new
learning models to improve the quality of learning [21]. So, the barriers to online learn-
ing in terms of facilities should be resolved by adopting behavioristic theory principles.
However, the sensitivity and foresight of educators are needed in the application of
behavioristic theory principles [22]. This sensitivity and foresight are aimed at ensuring
that the steps taken in applying the principles are correct. These steps start from deter-
mining goals, environmental analysis, determining and presenting material, providing
a stimulus, observing responses, providing reinforcement and new stimulus, to evalu-
ating. In the end, behavioristic theory can be used as a basis for developing a learning
design that is in accordance with current needs both to form the expected learning be-
havior as well as the development of quality multimedia.

3 Method

3.1 The approach of research

This research uses a narrative approach. A narrative research has many kind, and
rooted in the discipline (science) of different human and social [23]. Narrative can mean
the theme given to a text or discourse that is used in a context or form of inquiry in
qualitative research [24]. The results of this research is an evaluation of the education
transformation before a pandemic covid-19, towards fully online learning based on stu-
dent perceptions. Narrative research is the study of individual lives told through stories
that are meaningful in their experiences [25]. Meanwhile, narrative is a research method
in the social sciences. The essence of this method, to understand a person's identity and
world view by referring to the stories (narrative) that the person was listens to or even
tells in everyday activities [26]. Based on that, this study tries to illustrate student ex-
periences related to online learning during the Covid-19 Pandemic.

3.2 Data collection

Types and sources of data used in this study include primary data and secondary
data. Primary data is processed from the results of studies and focus group discussions
(FGD) with students related to the implementation of online learning during the Pan-
demic. Data collection is carried out synchronously using the WhatsApp-call and
Google-meets. It is necessary to adjust the remote data collection method, considering
that this research was carried out during the Covid-19 Pandemic. Meanwhile, the selec-
tion of informants is based on the representation of each department in the university
which is used as the object of research.
Secondary data in this study are (a) government regulations regarding the learning
process of Higher Education during the Covid-19 pandemic; (b) Policies of educational
institutions related to the learning process during the Covid-19 Pandemic; (c) online
learning content during the Covid-19 Pandemic; (d) online student learning outcomes

iJET ‒ Vol. 16, No. 07, 2021 65

Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

during the Covid-19 pandemic; and (e) news related to the teaching and learning pro-
cess during the Covid-19 Pandemic. Secondary data of the research were obtained from
the results of literature review through search engines. The data used is also relatively
new according to the Covid-19 pandemic. Literature review is used as a comparison
between student learning experiences and the readiness of education. This comparison
will examine the extent to which educational institutions preparing online learning dur-
ing the Covid-19 pandemic, as well as how the result students in learning online have
been done.

3.3 Data analysis

The data analysis in this study used an interactive model expressed by Miles and
Huberman (1992). It is hoped that this model can tell a narrative about the transfor-
mation of education that occurred in one of the higher education institutions in Indone-
sia which used full online learning during the Covid-19 pandemic.
After the data was collected, the researcher examined the answers of each informant
from each department. The results of the analysis of answers are used to map the nar-
rative that will be presented in the results and discussion of the research. The results of
the interviews that had been reduced were further examined through a focus group dis-
cussion (FGD). Then draw conclusions.

4 Result and Discussion

Covid-19 has made many significant changes in just a short time. This phenomenon
encourages change and policy reform in various sectors of life, one of that is education
sector. These changes and policy reforms have led humans to enter a new phase of life
known as New Normal Live with an uncertain period of time [27]. This uncertainty
makes learning planning tentative, but it's clear that the pandemic is changing the way
we live, learn and work [14].
Online learning systems as a synchronized and unsynchronized distance learning
model are not new in the education sector. Before the pandemic, this system was only
used as an addition to support traditional face-to-face education because of the unpre-
paredness of its resources or facilities or maybe worried about technical or non-tech-
nical disturbances that could interfere with student communication with lecturers, so
that the programs or teaching materials delivered by lecturers were not optimal [2]. The
certainty of the end of the pandemic is very uncertain, meaning that the implementation
of returning to face-to-face (offline) learning as was usually done before, will also ex-
periencing uncertainty. This gives a positive signal that the online learning option will
continue for a long time. Therefore, improving the quality of online learning is a nec-
essary step at this time [28].
The Ministry of Education and Culture of the Republic of Indonesia has encouraged
higher education institutions to carry out online learning, in order to alleviate the spread
of the rapidly growing virus. It is hoped that the savings in operational costs of educa-

66 http://www.i-jet.org
Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

tion that are obtained during learning from home can be used to help students and lec-
turers [29]. Assistance can be in the form of learning support facilities such as internet
data and also in the form of logistical assistance for students who are unable to return
home in the midst of the Covid-19 pandemic for various reasons, such as an appeal not
to return home from the campus or area of origin, cost constraints, to internet access
problems at hometown that does not support the implementation of online learning.
Universitas Negeri Malang (UM) is one of the state universities in Indonesia that
also implements online learning. A total of 80 informants stated that learning at the
university had been carried out in full online learning. This learning model was wel-
comed by students, because most the students stated that they were ready to do online
learning. Their readiness in welcoming online learning is certainly supported by the
learning facilities that they have, including devices (cellphones, laptops, desktops, etc.)
and internet connections. Anisa, one of the university students, revealed:
“Alhamdulillah, in terms of facilities such as a laptop and internet data I am ready,
while the environmental conditions at home are very support to get a strong internet
network”
The readiness of student learning facilities will also be a problem if the way they use
is not appropriate, because there is the possibility that at one time they can access vari-
ous activities. Meanwhile, students expressed their unpreparedness in carrying out
online learning, due to several factors both internally and externally which became a
special challenge in the middle of a situation like this. As Rochmad said that house as
his new place of learning was not supportive, because there were many disturbances
such as the sound of chickens, the sound of cows and vehicles. In addition, he is also
concerned about where he lives because he does not have a strong internet network.
Not a few students have experiences like Rochmad, as a result, their learning focus is
disrupted and the material presented by the lecturers is left behind. Based on the in-
formant's explanation, the outbreak of Covid-19 in Indonesia has reaped pros and cons
in applying the current learning model. In the next discussion, interesting facts will be
presented regarding the implementation of online learning during the Covid-19 pan-
demic.

4.1 Learning implementation during Covid-19 pandemic

Online learning as a new policy for the education sector provides an opportunity to
continue to be able to carry out learning in situations that do not allow face-to-face
implementation. Online learning has many obstacles, because changing habits from
face-to-face to completely online raises many needs that must be fulfilled. In a transi-
tional phase like this, educators have a big role in the implementation of learning. The
role of educators is not only to teach and as facilitators, but educators are required to be
critical and active in following and being part of the latest technological developments.
The adoption of technology is important and is one of the mandatory needs that must
be fulfilled in a situation like this to support the learning process [30]. The needs re-
ferred to include the availability of infrastructure, improving system quality, the ability
to operate technology, new learning tools, and most importantly how to implement an
effective and efficient online learning method.

iJET ‒ Vol. 16, No. 07, 2021 67

Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

In a situation like this, technology is only a bridge for lecturers to transfer knowledge
to students. The interaction model can also be done through a learning platform, such
as: Google-meet, Zoom and also asynchronously, such as Google-classroom,
Whatsapp, Line, and so on. Based on the information conveyed by the informants, the
learning media used by lecturers and students was a mixture of synchronous and asyn-
chronous. This is intended to match the learning needs of students. The learning method
used is only one synchronous or asynchronous interaction model. According to the in-
formants' admission, this was based on several reasons, namely the unstable network
that allowed them to carry out asynchronously or they felt uncomfortable if the learning
was only provided with material without introductory material and explanation.
The learning interaction model that has been implemented has drawn several assess-
ments and criticisms, resulting in ambiguity regarding the implications of online learn-
ing. The following will describe specifically what things happened in the learning pro-
cess during the transition to continuous learning.
Students are more active outside the class: During the application of the online
learning model, students get more flexibility in time. This condition requires them to
be able to control themselves, because in achieving a goal in taking learning is done
independently. Learning independently automatically gives students the opportunity to
use the learning style they feel is most appropriate and provides wide opportunity for
students to further explore their curiosity based on their respective interests and needs.
This statement was further strengthened by Febri:
"This online learning makes me more diligent, because I have less time to study with
the lecturers and it is not certain that I can understand all the lecturers' explanations
synchronously."
Other informants also felt Febri's experience, so it could be said that students had
more opportunities to take the initiative to find and use other references independently
to support their understanding of learning materials. Especially during the learning pro-
cess is done online, the media and other sources of learning provided lecturers are de-
signed to fulfill the learning needs of the students so that students can access and utilize
more and repeat it as they needed. Therefore, in students' perceptions, online learning
is considered to have time flexibility which is seen as an advantage of implementing
online learning [31], as well as efficiency in costs and energy, and unexpectedly the
implementation of online learning actually has a positive impact on student learning
independence [32].
Students’ challenge during transition time: In the transition from face-to-face
learning to online learning, students must really pay attention to how to adapt to their
new place of learning. The mindset that is embedded in their minds, that the house is
not a place that is entirely for doing assignments, then must be used as a comfortable
place for them to study. The situation is changing too fast and seems forced which
makes students feel “learning shock”. With conditions that describe students who are
faced with learning methods that are not usually applied with a lot of assignment in-
structions that have never been obtained before. The change of this atmosphere that will
have an impact on students’ psychology and in the end this “learning shock” will make
students feel confused, anxious and frustrated.

68 http://www.i-jet.org
Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

“The rapid change to online learning makes us anxiety and shock because we
are not used to using online platforms for study. We have to adapt to the cur-
rent learning needs and indeed force us to adapt”, said Mario.
For students, the flexibility of time in the online learning implementation is seen as
the advantages of online learning. Unfortunately, it is seen like a double-edged knife.
Flexibility is not only an advantage but also a disadvantage. It depends on whether the
students are using the time flexibility properly or not. Only students who have high
motivation and enthusiasm for learning are likely to be able to make good use of op-
portunities for productive things, especially to support their learning process. This is
because the learning motivation that a person has tends to influence the decisions to be
taken, including what they learn, how learning styles, and when to choose to study [33],
whatever the problems will be faced in order to achieve the expected goals. On the other
hand, for students who lack enthusiasm for learning, time will be wasted because it is
not used for positive things.
In addition to the problem of how time can be used properly, obstacles in the online
learning process are still uncontrollable, such as lack of adequate facilities, disruption
of internet networks, disruption of software and platforms, especially for learning using
video conference. Its implementation is clearly more limited by a short period of time,
with the aim of cutting internet costs that must be incurred. Not to mention the obstacles
for practicum courses which should have been carried out in the laboratory but had to
be forced to be held online [34]. This is in line with Haydhar's disclosure from the
Mathematics and Science Faculty student:
"We have difficulty understanding theories and concepts if there are no video les-
sons, especially for courses that should have practicum in the laboratory, but must be
replaced with distance learning. While giving assignments as a substitute for practi-
cum, I feel that I did not get much knowledge because after all, the practicum still has
to be done to gain experience and provision for me in the future."
Not only on the faculty of Mathematics and Science, other majors who have practi-
cums were also feel the same way, how hard it is to understand the material if it’s not
be practiced. For them, practice-based material really needs a practicum program that
is carried out directly in the laboratory or in the field. This is the evidence that the
urgency of lecturer teaching methods is vital for current conditions, so it is necessary
for the lecturers to be more concern about this so as not to reduce the essence of the
material in courses, especially those that require practicum. Lecturers need to provide
various learning resources that make it easier for students, especially practicum mate-
rial, which can be in the form of learning videos or other interactive media.
The teaching practices of lecturers and the impact on students: The important
point of learning is that it takes place in a two-way process, so there is active feedback
between lecturers and students [35]. But the real implication, students feel it is still
minimal practiced which leads to a lack of their understanding towards the learning
material. Educators are considered to only provide assignments without clear instruc-
tions and reference sources. Of course, this causes confusion and discouragement for
students in following all the learning sequences that have been arranged by the lecturer.
When they were asked to state which platform was the most convenient, the responses
received varied according to their needs and experiences.

iJET ‒ Vol. 16, No. 07, 2021 69

Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

Based on the informants' admission, their understanding during online learning was
considered not good enough. There is nothing wrong, if students assess the quality of
online learning as no better than face-to-face learning. Most of them think, they do not
get the essence of a matter as a whole. Even according to the confessions of several
informants, there were still many lecturers who had not mastered the technology or
platform used to interact optimally. In addition, there were many obstacles and adjust-
ments that had to be made by the lecturers, often causing the learning process to not run
properly and not according to what had been scheduled. Not to mention, lecturers who
often exaggerate their time when conducting video conferences, making it difficult for
students to prepare for the next class schedule and in the end their schedules become
pile up. The impact is not only in terms of time and costs incurred, their energy and
thoughts will also be disturbed, as a result the learning process is not achieved optimally
[36]. It is undeniable that the conditions of online learning have certain limitations, this
is what makes some lecturers often give course assignments, even students think that
the assignments given during online learning are far more than normal face-to-face lec-
tures.
Student assesments of the quality of lecturers' teaching was only categorized as
"good enough". It’s mean that there is still a plus-minus of lecturers' teaching methods
or strategies that must be immediately evaluated to imply a sustainable distance learn-
ing method. In current teaching methods, it is the aspect of readiness and technology
that are the main factors in maintaining the lecturers’ teaching performance. For
Faricha, the readiness of lecturers and the main media used very influential in the learn-
ing process of students, as well as evaluations or assignments given lecturers need to
be considered again, whether by the media and the method used previously are correct
or not. At a minimum, there needs to be an evaluation in order to be much more effec-
tive for the next learning. Furthermore, Faricha also highlighted the learning methods
and strategies applied by lecturers in the online system:
"Supposedly, before students are given the task, lecturers can give a case to be ana-
lyzed first before finally discussed through video conference, rather than having syn-
chronous learning for two hours full even exaggerated, but the purpose of the learning
process is not optimal."
Several other informants also said that there are still many lecturers who are less than
optimal in the use of technology. As a result, the learning media used by students was
not optimal. Considering that in this online learning system, IT -based media is very
much needed, then learning media that is attractive and easy to understand will make
students more comfortable like learning when in class directly. Not only the media that
become a spotlight for students, but also the assignment/project that lecturers are given.
Students are desperately need evaluation/discussion more to know whether their works
are correct or not. Therefore, before compiling the learning tools, lecturers need to con-
sider the methods and learning media that will be used by looking at various aspects
and especially the needs of students in order to maintain quality and achieve learning
effectiveness.

70 http://www.i-jet.org
Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

4.2 Online learning students are expecting

When students were asked to choose between online learning and learning face to
face, there are differences in choice of learning in what students want. Actually, achiev-
ing goals in online learning is not only support from lecturers or other external factors,
but factors that exist within the students also have a very big influence, but those factors
within the students also have the massive impact. One of that is to adjust to the learning
model at this time. Alby, one of the students really welcomes online learning:
"I prefer online, because from an efficiency, effectiveness and time productivity per-
spective, it can be obtained. It remains how to instill habits between individuals."
Disagree with Panji, he prefers face-to-face learning because it makes it easy to ac-
cess a variety of sources, and will be more effective to subjects that require practicum.
Several other reasons expressed by students who chose face-to-face learning, including
the lecturer's voice was clearer when explaining the material, discussions could run
normally and they received direct feedback from the lecturer. Furthermore, they men-
tioned that one-roof learning was felt to raise their motivation and required full concen-
tration to listen to the material, so it required a continuous focus of attention. It is dif-
ferent from the implementation of online learning which must coincide with the daily
activities of students, which at times will make the focus of attention on learning di-
vided into their activities [37]. When they log in to an online class, there is a possibility
that they are doing other assignments or maybe they are helping their parents work.
This is beyond the control of the lecturer, because environmental factors are also one
of the causes for the decrease in the focus of student attention. Thus, since learning is a
goal of teaching, study, and learning also depend on the students' attention, that means
to be a specific challenge for the lecturers to create a sustainable online learning.
However, these conditions will always be a necessity in the future and we will not
be able to avoid the demands of the times, especially those that require the use of IT.
With this, education in the future is expected to depend on technology, because no one
will know what happen in the future. There is another unique thing that needs to be the
focus of this research discussion, that many of the informants advised lecturers to con-
sider the blended learning model. In their perception, maybe courses that only require
deepening of material or theory can be done online, while materials that require practi-
cal work need to be done face-to-face with strict attention to health protocols. Referring
to the previous informant's admission, we conclude that the essence of practicum ma-
terial cannot be replaced if it is only replaced by an assignment or anything similar.
This is further strengthened by Amalia's statement:
“The blended learning model will run normally if it is supported by effective lecturer
delivery methods and learning media that can support the implementation of the
blended learning model, for example the use of instructional videos, giving pre-tests,
and clarity of teaching schedules from lecturers.”
Blended learning as a combination of online learning methods and face-to-face
learning is considered to be able to help the student learning process well and improve
self-direct learning abilities [35]. In creating optimal blended learning, lecturers need
to strive to find new innovations in implicating learning methods and media, because
after all, only technology is the bridge for lecturers to provide knowledge to students in

iJET ‒ Vol. 16, No. 07, 2021 71

Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

situations like this or in different conditions in the future. Several informants mentioned
that learning media is the main factor that can determine how learning material can be
successfully conveyed.
“We hope that lecturers will improve the quality of their teaching and innovate in
the media and learning devices. Especially for material that requires practice, if it is
not possible to do it directly in the laboratory, at least the lecturer provides clear in-
structions through a learning video”, said Icha.
Delivering material through demo videos or discussions stimulated by giving cases
at the beginning of the lesson is considered to be able to support students' thinking
processes. It's good if the assignments can be given after the essence of a material con-
veyed well, because some students feel assignment cannot make them understand the
material well or even can make them commit to cheat in the settlement. This form of
cheating motive arises due to minimal deadlines to complete their assignments and stu-
dents also have other assignments from different lecturers. Apart from the advantages
and disadvantages, the success of online learning is also determined by the active inter-
action between lecturers and students, how discussions can be developed and the learn-
ing result becomes meaningful [38].

5 Conclusion

Based on the narrative description of this research, we already know an overview

implementation of online learning at one of the state universities in Indonesia has
emerged various pros and cons. In terms of strengths, online learning is considered to
have flexibility in managing student learning spaces, but it will be a weakness if there
is no will from within each individual. Meanwhile, in terms of weaknesses, there are
many things that must be the focus of attention for stakeholders, starting from unpre-
paredness of facilities, limitation mastery of technology to psychological problems felt
by students. Overall, the various challenges faced lead to the effectiveness and effi-
ciency of sustainable online learning. In achieving the effectiveness of learning, it is
necessary to make adjustments and improvements made on various sides, starting from
educational institutions as authorization, educators and students. Lecturers are expected
to pay special attention to the obstacles faced by students, facilitate learning with at-
tractive and easily accessible reference sources, prepare learning tools that have been
adapted to current conditions, and provide assignments equipped with clear material
introductions and instructions [39]. In a study by Samarraie et al. Stated that satisfaction
with online learning systems can affect their level of satisfaction with practical experi-
ences developed by their university [40]. This research will provide awareness for ed-
ucators that a condition like this or conditions that may be different in the future, will
always need technology as an eternal companion in bridging knowledge to be distrib-
uted to students, so it is necessary for lecturers to improve their teaching quality and
capacity by utilizing IT.
Referring to previous research that IT-based learning is only a support in the learning
process and there is no clear guideline for the need for technology in education sector.

72 http://www.i-jet.org
Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

Based on the evaluation of the entire process of teaching and learning activities, provid-
ing and improving learning system facilities and being open to listen to obstacles from
all parties, it is important for educational institutions to immediately follow up and pro-
vide solutions through their policy initiatives. It may need to be considered and re-
viewed by the government that the use of technology at this time is a major requirement
in the delivery of education, so specific and clear guidelines (rules) that can be generally
implicated in education units are needed to be provided. With these guidelines, each
education institution can apply these guidelines and develop in their institutions. It is
hoped that the implementation of learning in educational units will be well integrated
and accommodated, so that there are no gaps and ambiguity in the delivery of education
and education services to become more standardized and have a certain quality, and
also the society will see them more professionally.
This research has limitations, considering that this research was conducted during
the Covid-19 pandemic, so all research processes go through long-distance communi-
cation. Whereas in this study, the main focus is how the process of learning transfor-
mation that happen in a state university in Indonesia, as well as what challenges and
opportunities are faced during the transition to sustainable learning. The next research
is expected to be able to examine more broadly about online learning practitioners, so
that there will be suggestions or policy models that can be applied by educational insti-
tutions, especially universities in Indonesia.

6 Acknowledgement

We would like to express our gratitude to Universitas Negeri Malang for providing
financial support in the implementation of this research.

7 References
[1] Y. Pujilestari, “DampakPositifPembelajaran Online DalamSistem Pendidikan Indonesia
PascaPandemi Covid-19,” vol. 4, hal. 49–56, 2020.
[2] K. Phirangee dan A. Malec, “Othering in online learning: an examination of social presence,
identity, and sense of community,” Distance Educ., vol. 38, no. 2, hal. 160–172, 2017.
https://doi.org/10.1080/01587919.2017.1322457
[3] B. Indrawati, “Tantangan Dan Peluang Pendidikan Tinggi,” J. Kaji. Ilm., hal. 39–48, 2020.
https://doi.org/10.31599/jki.v1i1.261
[4] W. Zhang, Y. Wang, L. Yang, dan C. Wang, “Suspending Classes Without Stopping Learn-
ing: China’s Education Emergency Management Policy in the COVID-19 Outbreak,” J. Risk
Financ. Manag., vol. 13, no. 3, hal. 55, 2020. https://doi.org/10.3390/jrfm13030055
[5] W. Ali, “Online and Remote Learning in Higher Education Institutes: A Necessity in light
of COVID-19 Pandemic,” High. Educ. Stud., vol. 10, no. 3, hal. 16–26, 2020.
https://doi.org/10.5539/hes.v10n3p16
[6] T. Heyang dan R. Martin, “Research in Dance Education A reimagined world: international
tertiary dance education in light of COVID-19,” Res. Danc. Educ., vol. 00, no. 00, hal. 1–
15, 2020. https://doi.org/10.1080/14647893.2020.1780206

iJET ‒ Vol. 16, No. 07, 2021 73

Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

[7] P. K. Jena, “Impact of Pandemic COVID-19 on Education in India,” Int. J. Res. Commer.
Manag., vol. 5, no. 10, hal. 7–11, 2020, doi: 10.24941/ijcr.39209.07.2020.
[8] P. K. JENA, “Challenges and Opportunities created by Covid-19 for ODL: A case study of
IGNOU,” Int. J. Innov. Res. Multidisiplinary F., vol. 6, no. 5, hal. 217–222, 2020.
https://doi.org/10.31235/osf.io/jy2td
[9] A. M. Schwartz, J. M. Wilson, S. D. Boden, T. J. M. Jr, T. L. B. Jr, dan N. D. Fletcher,
“AOA Critical Issues in Education Managing Resident Workforce and Education During the
Evolving Strategies and Lessons Learned,” Am. Orthop. Assoc., hal. 1–5, 2020.
https://doi.org/10.2106/jbjs.oa.20.00045
[10] Kementerian pendidikan dan kebudayaan republik indonesia, “Keputusan menteri pendidi-
kan dan kebudayaan republik indonesia nomor 719/p/2020 tentang pedoman pelaksanaan
kurikulum pada satuan pendidikan dalam kondisi khusus menteri,” Jakarta, 2020.
https://doi.org/10.24832/jpnk.v16i9.520
[11] P. J. Palmer, The courage to teach: exploring the inner landscape of a teacher’s life. San
Francisco, Calif: Jossey-Bass, 1998. https://doi.org/10.5465/amr.1999.1893945
[12] J. König, D. J. Jäger-biela, N. Glutsch, dan D. J. Jäger-biela, “Adapting to online teaching
during COVID-19 school closure: teacher education and teacher competence effects among
early career teachers in Germany early career teachers in Germany,” Eur. J. Teach. Educ.,
vol. 00, no. 00, hal. 1–15, 2020. https://doi.org/10.1080/02619768.2020.1809650
[13] A. Irhandayaningsih, “PengukuranLiterasi Digital Pada PesertaPembelajaran Daring,”
UNDIP E-JOURNAL Syst., vol. 4, no. 2, hal. 231–240, 2020, [Daring]. Tersedia pada:
http://ejournal.undip.ac.id/index.php/anuva%0APengukuran
[14] H. Khalili, “Online interprofessional education during and post the COVID-19 pandemic: a
commentary,” J. Interprof. Care, vol. 00, no. 00, hal. 1–4, 2020, doi:
10.1080/13561820.2020.1792424.
[15] W. Hartanto, “Penggunaan E-Learning Sebagai Media Pembelajaran,” no. 3.
[16] A. Ihwanah, “IMPLEMENTASI E-LEARNING DALAM KEGIATAN PEMBELAJARAN
PGMI IAIN SULTHAN THAHA SAIFUDDIN JAMBI,” Cakrawala, vol. XI, no. 1, hal.
76–91, 2016. https://doi.org/10.31603/cakrawala.v11i1.102
[17] J. M. Fegert, B. Vitiello, P. L. Plener, dan V. Clemens, “Challenges and burden of the Co-
ronavirus 2019 (COVID ‑ 19) pandemic for child and adolescent mental health: a narrative
review to highlight clinical and research needs in the acute phase and the long return to
normality,” Child Adolesc. Psychiatry Ment. Health, vol. 14, no. 20, hal. 1–11, 2020.
https://doi.org/10.1186/s13034-020-00329-3
[18] R. D. Prayogi dan R. Estetika, “Kecakapan Abad 21: Kompetensi Digital Pendidik Masa
Depan,” J. Manaj. Pendidik., vol. 14, no. 2, hal. 144–151, 2019, doi:
10.23917/mp.v14i2.9486.
[19] E. B. Shahbana, F. kautsarFarizqi, dan R. Satria, “ImplementasiTeoriBelajarBehavioris-tik-
DalamPembelajaran,” J. Serunai Adm. Pendidik., vol. 9, no. 1, hal. 24–34, 2020.
[20] N. Nahar, “PenerapanTeoriBelajarBehavioristikdalam Proses Pembelajaran,” Nusant. J.
IlmuPengetah. Sos., vol. 1, no. 1, hal. 64–74, 2016.
[21] D. Hardianto, “ParadigmaTeoriBehavioristikdalamPengembangan Multimedia Pembelaja-
ran,” Maj. Ilm. Pembelajaran, 2012.
[22] Umar, “AnalisisKonstruktifTeoriBelajarBehaviorismedalam Proses Pembelajaran di Seko-
lah,” EL-muhbib J. Pemikir. dan Penelit. Pendidik. dasar, vol. 2, no. 1, hal. 41–51, 2018.
[23] J. W. Creswell, Qualitative inquiry and research design: Choosing among five approaches,
2nd ed. Thousand Oaks, CA, US: Sage Publications, Inc, 2007.

74 http://www.i-jet.org
Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

[24] S. E. Chase, “Narrative Inquiry: Multiple Lenses, Approaches, Voices.,” in The Sage hand-
book of qualitative research, 3rd ed., Thousand Oaks, CA: Sage Publications Ltd, 2005, hal.
651–679.
[25] J. Schreiber dan K. Asner-Self, Educational research: the interrelationship of questions, sam-
pling, design, and analysis. Hoboken, NJ: Wiley, 2011.
[26] L. Webster dan P. Mertova, using narrative inquiry as a research method: An introduction
to using critical event narrative analysis in research on learning and teaching. New York,
NY, US: Routledge/Taylor & Francis Group, 2007. https://doi.org/10.4324/9780429424533
[27] J. Allen, L. Rowan, dan P. Singh, “Teaching and teacher education in the time of COVID-
19,” Asia-Pacific J. Teach. Educ., vol. 48, no. 3, hal. 233–236, 2020. https://doi.org/
10.1080/1359866x.2020.1752051
[28] M. P. A. Murphy, “COVID-19 and emergency eLearning: Consequences of the securitiza-
tion of higher education for post-pandemic pedagogy,” Contemp. Secur. Policy, vol. 41, no.
3, hal. 492–505, 2020. https://doi.org/10.1080/13523260.2020.1761749
[29] Kemdikbud, “KemendikbudApresiasiDukunganKampusKepadaMahasiswaSelamaLaku-
kanPembelajarandariRumah,” Kementerian Pendidikan dan Kebudayaan, 2020.
https://www.kemdikbud.go.id/main/blog/2020/04/kemendikbud-apresiasi-dukungan-kam-
pus-kepada-mahasiswa-selama-lakukan-pembelajaran-dari-rumah (diakses Sep 01, 2020).
[30] U. A. Chaeruman, “Alur Belajar: MeningkatkanInteraktivitasPembelajaran Daring,” Semin.
LokakaryaPembelajaran Daring di Perguru. Tinggi, no. September, hal. 1–10, 2017.
[31] A. Sadikin dan A. Hamidah, “Pembelajaran Daring di Tengah Wabah Covid-19,” Biodik,
vol. 6, no. 2, hal. 109–119, 2020. https://doi.org/10.22437/bio.v6i2.9759
[32] Firman, “Dampak Covid-19 terhadapPembelajaran di Perguruan Tinggi,” BIOMA J. Biol.
dan Pembelajarannya, vol. 2, no. 1, hal. 14–20, 2020.
[33] Y. Fitriyani, I. Fauzi, dan M. Sari, “JurnalKependidikan:,” J. Kependidikan, vol. 6, no. 2,
hal. 165–175, 2020.
[34] W. Noviati, “Jurnal Pendidikan MIPA Volume 10. Nomor 1, Juni 2020 KesulitanPembela-
jaran Online Mahasiswa Pendidikan Biologi di Tengah Pandemi Covid19,” J. Pendidik. se-
rambiilmu, vol. 4, no. 1, hal. 95–101, 2020. https://doi.org/10.37630/jpm.v10i1.258
[35] S. Istiningsih dan Hasbullah, “Blended Learning, Trend Strategi PembelajaranMatematika
Masa Depan,” J. Elem., vol. 1, no. 1, hal. 49–56, 2015, doi: 10.30998/formatif.v4i1.140.
https://doi.org/10.29408/jel.v1i1.79
[36] B. NurCita dan T. Susantiningsih, “DampakPembelajaran Jarak Jauh Dan Physical Dis-tanc-
ing Pada Tingkat KecemasanMahasiswaFakultasKedokteran Universitas Pembangunan Na-
sional ‘Veteran’ Jakarta,” J. Borneo Holist. Heal., vol. 3, no. 1, hal. 58–68, 2020.
[37] K. K. Szpunar, S. T. Moulton, dan D. L. Schacter, “Mind wandering and education: From
the classroom to online learning,” Front. Psychol., vol. 4, no. 495, hal. 1–7, 2013,
https://doi.org/10.3389/fpsyg.2013.00495
[38] K. Swan, “Building Learning Communities in Online Courses: The Importance of Building
Learning Communities in Online Courses: the importance of interaction,” Educ. Commun.
Inf., vol. 2, no. 1, hal. 23–49, 2002, https://doi.org/10.1080/1463631022000005016
[39] P. Wahyono, H. Husamah, dan A. S. Budi, “Guru profesional di masa pandemi COVID-19:
Review implementasi, tantangan, dan solusipembelajaran daring,” J. Pendidik. Profesi Guru,
vol. 1, no. 1, hal. 51–65, 2020, doi: 10.22219/JPPG.V1I1.12462. https://doi.org/10.
31219/osf.io/btj7m
[40] H. Al-Samarraie, B. K. Teng, A. I. Alzahrani, dan N. Alalwan, “E-learning continuance sa-
tisfaction in higher education: a unified perspective from instructors and students,” Stud.
High. Educ., vol. 43, no. 11, hal. 1–17, 2017, https://doi.org/10.1080/03075079.2017.
1298088

iJET ‒ Vol. 16, No. 07, 2021 75

Paper—Educational Transformation: An Evaluation of Online Learning Due to COVID-19

8 Authors

Rizky Firmansyah, Dhika Maha Putri, Mochammad Galih Satriyo Wicaksono,

Sheila Febriani Putri, Ahamad Arif Widianto are from Universitas Negeri Malang,
Malang, Indonesia. E-mail: [email protected]
Mohd Rizal Palil is from Universiti Kebangsaan Malaysia, Selangor, Malaysia

Article submitted 2021-01-15. Resubmitted 2021-02-20. Final acceptance 2021-02-24. Final version pub-
lished as submitted by the authors.

76 http://www.i-jet.org
Copyright of International Journal of Emerging Technologies in Learning is the property of
International Association of Online Engineering (IAOE) and its content may not be copied or
emailed to multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use.