Teacher's Strategy in Managing Classes in Online Economics Learning to Increase Motivation and Achievement in Economics Learning for Class XI Social Sciences
DOI:
https://doi.org/10.21009/jtp.v23i3.23262Keywords:
covid-19 pandemic, learning motivation, online learning, learning achievementAbstract
has affected all sectors, especially the education sector. Due to the Covid-19 pandemic, the implementation of learning in schools which was initially carried out face-to-face must be abolished and replaced with online learning (in the network). The purpose of this study is to determine the effect of online learning on students' motivation and economic learning achievement. Researchers obtained data from questionnaires distributed to 47 students of SMA class XI IPS at SMA Negeri 1 Palangka Raya as online respondents. Research subjects were selected by random sampling method. Questionnaires were used to determine the effect of online learning on motivation and economic achievement in class XI students. Based on the results of the study, online learning does not provide too significant obstacles for students in understanding the subject matter and does not make students' learning achievement in economics decrease. In some students, the motivation to study economics decreases because they cannot understand the subject matter delivered by the teacher which is not optimal and does not vary so that it has an impact on student learning achievement. Students want online learning that is interesting, fun, varied, and creative. motivation to learn economics decreases because they cannot understand the subject matter delivered by the teacher which is not optimal and does not vary so that it has an impact on student learning achievement. Students want online learning that is interesting, fun, varied, and creative. motivation to learn economics decreases because they cannot understand the subject matter delivered by the teacher which is not optimal and does not vary so that it has an impact on student learning achievement. Students want online learning that is interesting, fun, varied, and creative.
References
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Eom, S. B., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education, 14(2), 185-215.
Falout, J., Elwood, J., & Hood. M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3), 403-417.
Farid, S., Ahmad, R., Niaz, I. A., Arif, M., Shamshirband, S., & Khattak, M. D. (2015). Identification and prioritization of critical issues for the promotion of e-learning in Pakistan. Computers in Human Behavior, 51, 161-171.
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Gardner, R. C. (1982). Language attitudes and language learning. In: E.B Ryan & H. Giles (Eds). Attitudes towards language variation (pp.132-147). London: Edward Arnold.
Gardner, R. C., Lalonde, R N., Moorcroft, R., & Evers, F. T. (1987). Second language attrition: The role of motivation and use. Journal of Language and Social Psychology, 6(1), 29-47.
Gorham, J & Christophel, D.M. (1992). Students' perception of teacher behaviors as motivating and demotivating factors in college classess. Communication Quarterly, 40, 239-252
Gray, J., & DiLoreto, M. (2015). Student satisfaction and perceived learning in online learning environments: The mediating effect of student engagement. Paper presented at the Annual Meeting of the National Council of Professors of Educational Leadership, Washington, DC.
Harmer, J. (2001). The practice of English language teaching. Essex: Longman Press.
Hattie, J. A., & Donoghue, G. M. (2016). Learning Strategies: A synthesis and conceptual model. Npj Science of Learning, 1(1), 1–13.
Hsu, H.-C. K., Wang, C. V., & Levesque-Bristol, C. (2019). Reexamining the impact of self-determination theory on learning outcomes in the online learning environment. Education and Information Technologies, 24(3), 2159-2174. Available at: https://doi.org/10.1007/s10639-019-09863-w.
Huynh, M. Q. (2005). Viewing e-learning productivity from the perspective of Habermas' cognitive interests theory. Journal of Electronic Commerce in Organizations, 3(2), 33-45. Available at: https://doi.org/10.4018/jeco.2005040103
Jones, S. (2006). Evaluation of instructor knowledge on structuring and facilitating effective online discourse. The Journal of Educators Online, 3(2), 1-14. Available at: https://doi.org/10.9743/jeo.2006.2.1.
Jovanović, J., Gašević, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33(4), 74–85.
Kaur, G. (2020). Digital Life: Boon or bane in teaching sector on COVID-19. CLIO an Annual Interdisciplinary Journal of History, 6(6), 416-427.
Kayani, U. R. (2005, December). FOSS Localization: A Solution for the ICT dilemma of developing countries. In 2005 Pakistan Section Multitopic Conference (pp. 1-5). IEEE.
Ladyshewsky, R. (2013). Instructor presence in online courses and student satisfaction. The International Journal for the Scholarship of Teaching and Learning, 7(1), 1-23. Available at: https://doi.org/10.20429/ijsotl.2013.070113
Lapointe, J. M., Legault, F., & Batiste, S. J. (2005). Teacher interpersonal behaviour and adolescents' motivation in mathematics: A comparison of learning disabled, average, and talented students. International Journal of Educational Research, 43, 39-54.
Liguori, E., & Winkler, C. (2020). From offline to online: Challenges and opportunities for entrepreneurship education following the COVID-19 pandemic.
Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the Covid-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1860
Maulana, R., Opdenakker, M. C., Brok, P. D., & Bosker, R. (2011). Teacher-student interpersonal relationships in Indonesia: Profiles and importance to students motivation. Asia Pacific Journal of Education, 31(1), 33-49.
McPherson, M. S., & Bacow, L. S. (2015). Online higher education: Beyond the hype cycle. The Journal of Economic Perspectives, 29(4), 135–153.
Michael, F. M., Maithya, R., & Cheloti, S. K. (2016). Influence of teacher competency on integration of ICT in teaching and learning in public secondary schools in Machakos. Journal of Education and e-Learning Research, 3(4), 143-149. Available at: https://doi.org/10.20448/journal.509/2016.3.4/509.4.143.149
Muhson, A. (2010). Media development technology-based learning information. Educational Journal Indonesian Accounting, 8(2), 1-10.
Nelson, M. L., Oden, K. L., & Williams, L. L. (2019). Student motivation to participate in asynchronous on-line discussions.
Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78(1), 12-28.
Pace, C., Pettit, S. K., & Barker, K. S. (2020). Best practices in middle level quaranteaching: Strategies, tips and resources amidst COVID-19. Becoming: Journal of the Georgia Association for Middle Level Education, 31(1), 2.
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environtment, motivational beliefs, and engagement. Journal of Educational Psycology, 99(1), 83-98.
Rostami, M., Hejazi, E. & Lavasani, M. G. (2011). The relationship between gender, perception of classroom structure, achievement goals, perceived instrumentality and academic achievement in English course third grad middle school students (English as second language). Procedia - Social and Behavioral Sciences, 23(29), 703-712.
Sakui, K. & Cowie, N. (2012). The dark side of motivation: Teachers’ perspectives on ‘unmotivation’. English Language Teaching Journal, 66(2), 205-213.
Scarcella, R., & Oxford, R. L. (1992). The tapestry of language learning: The individual in the communicative classroom. Boston: Heinle & Heinle.
Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In Oxford R. (Eds.), Language learning motivation: Pathways to the new century (pp.9- 70). Honolulu: University of Hawaii Press.
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4)
Ugwu, P. N. (2017). Effect of Constructivist-Based Learning Strategies on Students’ Achievement and Interest in Junior Secondary Social Studies Concepts in Nsukka Education Zone [PhD Thesis].
Ushioda, E. (1994). L2 motivation as a qualitative construct. Teanga, 14, 76-84.
Walter, Dick & Lou, Carey. (1994). The Systematic Design of Instruction. New York: Harper Collins publishers
Warden, C. A.,& Lin, H. J. (2000). Existence of integrative motivation in an Asian EFL setting. Foreign Language Annals, 33(5), 535-545.
Woolfolk, A. (2001). Educational psychology, (8th ed). Boston: Allyn and Bacon.
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Yousuf, M. I. (2007). Effectiveness of mobile learning in distance education. Online Submission, 8(4), 114-124.
Yu, B. (2019). The Predicting Roles of Approaches to Learning, L2 Learning Motivation, L2 Learning Strategies and L2 Proficiency for Learning Outcomes: A comparison between Mainland and Hong Kong Chinese Students. Educational Studies, 45(4), 520–532
Zhong, R. (2020, March 17). The coronavirus exposes education’s digital divide. Retrieved from The New York Times: https://www.nytimes.com/2020/03/17/technology/china-schools-coronavirus.html
Zhu, X., Chen, B., Avadhanam, R. M., Shui, H., & Zhang, R. Z. (2020). Reading and connecting: Using social annotation in online classes. Information and Learning Sciences, 121(5/6), 261-271.
Ahmed, W., Minnaert, A., van der Werf, G., & Kuyper, H. (2010). Perceived social support and early adolescents' achievement: The mediational roles of motivational beliefs and emotions. Journal of Youth Adolescence, 39, 36-46
Ali, A., & Ahmad, I. (2011). Key factors for determining students' Satisfaction in distance learning courses: A study of Allama Iqbal Open University. Contemporary Educational Technology, 2(2).
Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers & Education, 52(2), 402-416. Available at: https://doi.org/10.1016/j.compedu.2008.09.009
Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (Covid-19) pandemic in Georgia. Pedagogical Research, 5(4), 1-9.
Binalet, C & Guerra, J. (2014). A Study on the relationship between motivation and language learning achievement among tertiary students. International Journal of Applied Linguistics & English Literature, 3(5), 251-260.
Bolliger, D. U. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-learning, 3(1), 61-67
Britt, R. (2006). Online education: A survey of faculty and students. Radiologic Technology, 77(3), 183- 190.
Bukhsh, Q. (2007). Empowerment of women through distance education in Pakistan. Online Submission, 8(4).
Bulić, M., & Blažević, I. (2020). The impact of online learning on student motivation in science and biology classes. Journal of Elementary Education, 13(1), 73-87.
Cauchemez, S., Van Kerkhove, M. D., Archer, B. N., Cetron, M., Cowling, B. J., Grove, P., ... & Oshitani, H. (2014). School closures during the 2009 Influenza pandemic: National and local experiences. BMC Infectious Diseases, 14(1), 207
Chan, F., Kurniawan, A. R., Herawati, N., Efendi, R. N., & Mulyani, J. S. (2019). Strategi Guru dalam Mengelola Kelas di Sekolah Dasar. International Journal of Elementary Education, 3(4), 439–446.
Chen, K.-C., & Jang, S.-J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752. Available at: https://doi.org/10.1016/j.chb.2010.01.011.
Chyung, Y., Winiecki, D. J., & Fenner, J. A. (1998). A case study: Increase enrollment by reducing dropout rates in adult distance education. Paper presented at the Distance Learning '98. Proceedings of the Annual Conference on Distance Teaching and Learning, Madison, WI, 97–101. (ERIC Document Reproduction Service No. ED 422848).
Cleveland, L. M., Olimpo, J. T., & DeChenne-Peters, S. E. (2017). Investigating The Relationship between Instructors’ Use of Active-learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments. CBE-Life Sciences Education, 16(2), ar19
Crawford, J., Butler-Henderson, K., Rudolph, J., & Glowatz, M. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Teaching and Learning (JALT), 3(1).
Cucinotta, D., & Vanelli, M. (2020). WHO declares COVID-19 a pandemic. Acta Bio-Medica: Atenei Parmensis, 91(1), 157-160.
Dornyei, Z. & Csizer, K. (1998). Ten Commandments for motivating language learners: Result of an empirical study. Language Teaching Research, 2(3), 203-229.
Dornyei, Z. (1998). Demotivation in foreign language learning. Paper presented at the TESOL ’98 Congress, Seattle, 21 March 1998. Retrieved January 25, 2015, from http://www.zoltandornyei.co.uk
Dornyei, Z. (2001a). Teaching and researching motivation. Harlow: Pearson Education.
Dornyei, Z. (2001b). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21(5), 43-59.
Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press
Eom, S. B., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education, 14(2), 185-215.
Falout, J., Elwood, J., & Hood. M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3), 403-417.
Farid, S., Ahmad, R., Niaz, I. A., Arif, M., Shamshirband, S., & Khattak, M. D. (2015). Identification and prioritization of critical issues for the promotion of e-learning in Pakistan. Computers in Human Behavior, 51, 161-171.
Gagne, Robert M. & Briggs, Leslic. (1978). Principle of Instructional Design. New York: Holt, Rinchart and Winston.
Gardner, R. C. (1982). Language attitudes and language learning. In: E.B Ryan & H. Giles (Eds). Attitudes towards language variation (pp.132-147). London: Edward Arnold.
Gardner, R. C., Lalonde, R N., Moorcroft, R., & Evers, F. T. (1987). Second language attrition: The role of motivation and use. Journal of Language and Social Psychology, 6(1), 29-47.
Gorham, J & Christophel, D.M. (1992). Students' perception of teacher behaviors as motivating and demotivating factors in college classess. Communication Quarterly, 40, 239-252
Gray, J., & DiLoreto, M. (2015). Student satisfaction and perceived learning in online learning environments: The mediating effect of student engagement. Paper presented at the Annual Meeting of the National Council of Professors of Educational Leadership, Washington, DC.
Harmer, J. (2001). The practice of English language teaching. Essex: Longman Press.
Hattie, J. A., & Donoghue, G. M. (2016). Learning Strategies: A synthesis and conceptual model. Npj Science of Learning, 1(1), 1–13.
Hsu, H.-C. K., Wang, C. V., & Levesque-Bristol, C. (2019). Reexamining the impact of self-determination theory on learning outcomes in the online learning environment. Education and Information Technologies, 24(3), 2159-2174. Available at: https://doi.org/10.1007/s10639-019-09863-w.
Huynh, M. Q. (2005). Viewing e-learning productivity from the perspective of Habermas' cognitive interests theory. Journal of Electronic Commerce in Organizations, 3(2), 33-45. Available at: https://doi.org/10.4018/jeco.2005040103
Jones, S. (2006). Evaluation of instructor knowledge on structuring and facilitating effective online discourse. The Journal of Educators Online, 3(2), 1-14. Available at: https://doi.org/10.9743/jeo.2006.2.1.
Jovanović, J., Gašević, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33(4), 74–85.
Kaur, G. (2020). Digital Life: Boon or bane in teaching sector on COVID-19. CLIO an Annual Interdisciplinary Journal of History, 6(6), 416-427.
Kayani, U. R. (2005, December). FOSS Localization: A Solution for the ICT dilemma of developing countries. In 2005 Pakistan Section Multitopic Conference (pp. 1-5). IEEE.
Ladyshewsky, R. (2013). Instructor presence in online courses and student satisfaction. The International Journal for the Scholarship of Teaching and Learning, 7(1), 1-23. Available at: https://doi.org/10.20429/ijsotl.2013.070113
Lapointe, J. M., Legault, F., & Batiste, S. J. (2005). Teacher interpersonal behaviour and adolescents' motivation in mathematics: A comparison of learning disabled, average, and talented students. International Journal of Educational Research, 43, 39-54.
Liguori, E., & Winkler, C. (2020). From offline to online: Challenges and opportunities for entrepreneurship education following the COVID-19 pandemic.
Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the Covid-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1860
Maulana, R., Opdenakker, M. C., Brok, P. D., & Bosker, R. (2011). Teacher-student interpersonal relationships in Indonesia: Profiles and importance to students motivation. Asia Pacific Journal of Education, 31(1), 33-49.
McPherson, M. S., & Bacow, L. S. (2015). Online higher education: Beyond the hype cycle. The Journal of Economic Perspectives, 29(4), 135–153.
Michael, F. M., Maithya, R., & Cheloti, S. K. (2016). Influence of teacher competency on integration of ICT in teaching and learning in public secondary schools in Machakos. Journal of Education and e-Learning Research, 3(4), 143-149. Available at: https://doi.org/10.20448/journal.509/2016.3.4/509.4.143.149
Muhson, A. (2010). Media development technology-based learning information. Educational Journal Indonesian Accounting, 8(2), 1-10.
Nelson, M. L., Oden, K. L., & Williams, L. L. (2019). Student motivation to participate in asynchronous on-line discussions.
Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78(1), 12-28.
Pace, C., Pettit, S. K., & Barker, K. S. (2020). Best practices in middle level quaranteaching: Strategies, tips and resources amidst COVID-19. Becoming: Journal of the Georgia Association for Middle Level Education, 31(1), 2.
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environtment, motivational beliefs, and engagement. Journal of Educational Psycology, 99(1), 83-98.
Rostami, M., Hejazi, E. & Lavasani, M. G. (2011). The relationship between gender, perception of classroom structure, achievement goals, perceived instrumentality and academic achievement in English course third grad middle school students (English as second language). Procedia - Social and Behavioral Sciences, 23(29), 703-712.
Sakui, K. & Cowie, N. (2012). The dark side of motivation: Teachers’ perspectives on ‘unmotivation’. English Language Teaching Journal, 66(2), 205-213.
Scarcella, R., & Oxford, R. L. (1992). The tapestry of language learning: The individual in the communicative classroom. Boston: Heinle & Heinle.
Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In Oxford R. (Eds.), Language learning motivation: Pathways to the new century (pp.9- 70). Honolulu: University of Hawaii Press.
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4)
Ugwu, P. N. (2017). Effect of Constructivist-Based Learning Strategies on Students’ Achievement and Interest in Junior Secondary Social Studies Concepts in Nsukka Education Zone [PhD Thesis].
Ushioda, E. (1994). L2 motivation as a qualitative construct. Teanga, 14, 76-84.
Walter, Dick & Lou, Carey. (1994). The Systematic Design of Instruction. New York: Harper Collins publishers
Warden, C. A.,& Lin, H. J. (2000). Existence of integrative motivation in an Asian EFL setting. Foreign Language Annals, 33(5), 535-545.
Woolfolk, A. (2001). Educational psychology, (8th ed). Boston: Allyn and Bacon.
Wu, Z. (2020). How a top Chinese university is responding to coronavirus. Retrieved from World Economic Forum: https://www.weforum.org/agenda/2020/03/coronavirus-china-the-challenges-ofonline-learning-for-universities/
Yousuf, M. I. (2007). Effectiveness of mobile learning in distance education. Online Submission, 8(4), 114-124.
Yu, B. (2019). The Predicting Roles of Approaches to Learning, L2 Learning Motivation, L2 Learning Strategies and L2 Proficiency for Learning Outcomes: A comparison between Mainland and Hong Kong Chinese Students. Educational Studies, 45(4), 520–532
Zhong, R. (2020, March 17). The coronavirus exposes education’s digital divide. Retrieved from The New York Times: https://www.nytimes.com/2020/03/17/technology/china-schools-coronavirus.html
Zhu, X., Chen, B., Avadhanam, R. M., Shui, H., & Zhang, R. Z. (2020). Reading and connecting: Using social annotation in online classes. Information and Learning Sciences, 121(5/6), 261-271.
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2021-12-31
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Rinto Alexandro. (2021). Teacher’s Strategy in Managing Classes in Online Economics Learning to Increase Motivation and Achievement in Economics Learning for Class XI Social Sciences. JTP - Jurnal Teknologi Pendidikan, 23(3), 235–247. https://doi.org/10.21009/jtp.v23i3.23262
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