Metode Belajar yang dapat Meningkatkan Flow Mahasiswa dalam Pembelajaran Daring

Aditya Aryo Nur Kusumo; Dewi Rosiana; Stephani Raihana Hamdan

Aditya Aryo Nur Kusumo Universitas Islam Bandung
Dewi Rosiana Universitas Islam Bandung
Stephani Raihana Hamdan Universitas Islam Bandung

Abstract

Banyak aspek yang terpengaruh dengan adanya penyebaran covid-19 ini, salah satunya adalah pendidikan. Kemendikbud memberikan instruksi kepada perguruan tinggi untuk menyelenggarakan pembelajaran jarak jauh. Metode belajar ini diharapkan diharapkan akan meningkatkan flow in e-learning dari mahasiswa. Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan flow in e-learning antara metode belajar ceramah dan metode belajar ceramah plus diskusi dan tugas. Penelitian ini menggunakan metode eksperimen, desain posttest-only control group design, dengan treatment metode belajar. Metode pengambilan sampel menggunakan teknik purposive sampling dengan melibatkan 41 mahasiswa yang dibagi ke dalam dua kelompok. Berdasarkan hasil perhitungan uji statistik, nilai Asymp. Sig 0,014 < α 0,05, maka H¹ diterima atau H⁰ ditolak. Dapat disimpulkan bahwa terdapat perbedaan flow in e-learning pada kelompok yang mendapatkan perlakuan metode belajar ceramah plus diskusi dan tugas dibandingkan dengan kelompok yang mendapatkan perlakuan metode belajar ceramah.

Many aspects are affected by the spread of COVID-19, one of which is education. The Ministry of Education and Culture provides instructions for universities to conduct distance learning or online learning. Students complained about the online learning method being used. By using the right learning method is expected to increase the flow in e-learning from students. Therefore, this study aims to determine whether there are differences in flow in e-learning between the lecture learning method and the lecture learning method plus discussions & assignments. This research uses experimental method, posttest-only control group design, with learning method treatment. The sampling method used purposive sampling technique involving 41 students who were divided into two groups. Based on the results of statistical test calculations, the Asymp value. Sig 0.014 < 0.05, then H¹ is accepted or H⁰ is rejected. So, it can be concluded that there is a difference in flow in e-learning in the group receiving the lecture learning method plus discussion and assignment treatment compared to the group receiving the lecture learning method treatment.

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References

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