Informasi
Keywords
communication effectiveness, demotivation, disembodied behavior, and student creativity
Document Type
Article
Abstract
Currently, Corona is a hot topic of discussion. Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-COV-2), better known as the coronavirus, is a new type of coronavirus that causes infectious diseases in humans. The online learning system (on the network) is the answer for universities to continue to carry out academic activities. Online learning is a learning system without face-to-face directly between lecturers and students but is done virtually. Lecturers must ensure that teaching and learning activities continue while students are at home. The solution is that lecturers must be able to design learning activities as innovations by utilizing online media to continue running effectively. Communication between students and lecturers through video conferencing raises several problems: the low creativity of students, the difficulty of achieving communication effectiveness, and generating demotivation and disembodied behavior. The purpose of this study was to determine the level of (1) effectiveness of virtual lecturer communication based on student perspectives, (2) student demotivation, (3) student disembodied behavior, and (4) student creativity. This research uses a descriptive method. The sampling method used is incidental sampling, where the subjects studied are lecturers and students willing to participate in filling out research questionnaires. The number of lecturers in this study was 91 people from 25 universities in the city of Bandung, with a total of 100 courses, so a sample size of 200 sampling units was obtained, where the sampling unit was lecturer-subjects. The results showed that the student creativity variable was in the high category, the demotivating variable was in the low category, the disembodied behavior variable was in the moderate category, and the lecturer's communication effectiveness variable was in the very high category
First Page
189
Last Page
196
Page Range
189-196
Issue
2
Volume
52
Digital Object Identifier (DOI)
10.21831/informasi.v52i2.54841
Source
54841
Recommended Citation
Suwatno, S., Adman, A., Hadijah, H. S., Islamy, F. J., & Muhidin, A. (2022). Disembodied behavior and communication effectiveness in learning activity during the Covid-19 pandemic era. Informasi, 52(2), 189-196. https://doi.org/10.21831/informasi.v52i2.54841
References
Abdullah, R. (2016). Pembelajaran dalam perspektif kreativitas guru dalam pemanfaatan media pembelajaran. Lantanida Journal, 4(1). Retrieved from https://jurnal.ar-raniry.ac.id/index.php/lantanida/article/view/1866/1387
Alawamleh, M., & Al-twait, L. M. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. https://doi.org/10.1108/AEDS-06-2020-0131
Antika, R., & Nawawi, S. (2017). Pengaruh model project based learning pada mata kuliah seminar terhadap keterampilan berpikir kreatif mahasiswa. Jurnal Pendidikan Biologi Indonesia, Volume 3 N, 72-79. Retrieved from https://pdfs.semanticscholar.org/e70c/3452e22a1c9436e79e0bd415034f2f0d10e5.pdf
Arshad, M. (2020). COVID-19 : It is time to be Thankful to our ICT Professionals. 9(2), 23-31.
Aw, S. (2019). Developing an evaluation instrument for assessing public relations practitioner performance in education institution. Malaysian Online Journal of Educational Management (MOJEM). 7(1) 20-36. : http://mojem.um.edu.my/index.php/MOJEM/a...
Aucejo, E. M., French, J., Paola, M., Araya, U., & Zafar, B. (2020). The impact of COVID-19 on student experiences and expectations: Evidence from a survey ˜†. Journal of Public Economics, 191, 104271. https://doi.org/10.1016/j.jpubeco.2020.104271
Baer, J. (1998). The case for domain specificity of creativity. Creativity Research Journal, p. 11, No. 2, 173-177. Retrieved from http://users.rider.edu/~baer/CaseforSpecificity.pdf
Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. 2(2), 71-80. https://doi.org/10.18200/JGEDC.2015214253
Chatterjee, I. (2020). Use of information communication technology by medical educators Amid COVID-19 pandemic and beyond. https://doi.org/10.1177/0047239520966996
Darihastining, S., Utomo, E. S., & Chalimah. (2021). The effectiveness of communication and online language disruption during the era of pandemic covid-19 in senior high school students in the implementation of learning cycle 7e The effectiveness of communication and online language disruption during the era of. https://doi.org/10.1088/1742-6596/1722/1/012024
Dewi, A., Imam, W., Kusumaningrum, D. E., Djum, D., Benty, N., Bambang, R., "¦ Handayani, L. (2020). Student Learning Motivation: A Conceptual Paper. 487(Ecpe), 275-278.
Dobransky, N. D., & Frymier, A. B. (2015). Developing teacher"student relationships through out of class communication. (June 2004). https://doi.org/10.1080/01463370409370193
Fatmawati, N. (2019). Komunikasi interpersonal guru dengan siswa dalam mengembangkan kreativitas belajar. (Doctoral Dissertation, Universitas Muhammadiyah Surakarta). Retrieved from http://eprints.ums.ac.id/73274/
Heath, C., & Luff, P. (1993). Disembodied conduct interactional asymmetries in video-mediated communication.
Koenig, R. J. (2010). A study in analyzing effectiveness of undergraduate course delivery: Classroom, online, and video conference. 3(10), 13-26.
Kong, H., Ho, K., Xiong, W., Ke, G., Oi, J., & Cheung, W. (2021). Impact of COVID-19 pandemic on international higher education and student mobility: Student perspectives from mainland China. International Journal of Educational Research, 105(November 2020), 101718. https://doi.org/10.1016/j.ijer.2020.101718
Kusman, M. (2019). Pengaruh komunikasi interpersonal guru terhadap motivasi belajar siswa di sekolah menengah atas. Al-tarbiyah: Jurnal Pendidikan (the educational journal). 29(1), 96-103.
Nasution, L. M. (2017). Statistik deskriptif. Jurnal Hikmah, 14(Ni. 1), 49-55. https://doi.org/10.1021/ja01626a006
Nisa, K. (2021). Efektivitas komunikasi guru terhadap motivasi belajar anak usia dini abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 229-240. https://doi.org/10.31004/obsesi.v5i1.534
Richardson, C., & Mishra, P. (2017). Learning environments that support student creativity: Developing the SCALE. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2017.11.004
Salo, Y. A. (2016). Pengaruh metode discovery learning terhadap keaktifan belajar siswa (Studi quasi eksperimen kelas VII SMPN 6 Banda Aceh). Penelitian Dan Pendidikan LPPM Universitas Pendidikan Indonesia, 16, No.3, 297-304. Retrieved from https://ejournal.upi.edu/index.php/JER/issue/view/582
Sari, Y. I., & Putra, D. F. (2015). Pengaruh model pembelajaran treffinger terhadap kemampuan berpikir kritis dan kreatif mahasiswa universitas kanjuruhan malang. Jurnal Pendidikan Geografi, 20(2)., 30-38. https://doi.org/http://dx.doi.org/10.17977/pg.v20i2.5065
Vlachopoulos, D. (2020). COVID-19: Threat or opportunity for online education? 10(1), 16-19. https://doi.org/10.18870/hlrc.v10i1.1179.
Wibowo, N. (2016). Upaya peningkatan keaktifan siswa melalui pembelajaran berdasarkan gaya belajar di SMK Negeri 1 Saptosari. Elinvo (Electronics, Informatics, and Vocational Education), 1(2), 128-139.
Wijaya, A. L. (2012). Pengaruh tingkat partisipasi kelas terhadap kinerja akademik mahasiswa. pendidikan ekonomi dan pendidikan, 9(April), 124-132. https://doi.org/https://doi.org/10.21831/jep.v9i1.4154