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The enjoyable online learning model for vocational students during COVID-19 pandemic

International Journal of Evaluation and Research in Education (IJERE) · Vol. 12 No. 1 (2023) · hlm. 106–113

DOI
10.11591/ijere.v12i1.23122
ISSN
2620-5440, 2252-8822
Terbit
2023-03-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

The COVID-19 outbreak has forced all courses to be carried out online. This study aims to explain the characteristics of an enjoyable online learning model based on the platform, the content, and the learning strategy for vocational students. Data was collected using closed-ended and open-ended questionnaires which were responded to by 110 students in 2019/2020. The closed-ended questionnaire revealed the most preferred learning elements, and the open-ended questionnaire was to clarify their reasons. The data were arranged sequentially from the quantitative data to the qualitative data. The results of the study showed that: i) The preferred online platforms were Moodle, Google Meet, and WhatsApp. They like Moodle because the content is well structured, Google Meet is easily accessible, and WhatsApp is their daily routine application; ii) The learning content consists of two to three resources namely: 6-10 pages of papers, 11-15 pages PowerPoint, and 6-10 minutes videos. Too much content causes a heavy learning burden; iii) Most students preferred the blended learning strategy. The synchronous lectures for 60-75 minutes can motivate them because they can interact with lecturers and other students. Asynchronous lectures are more flexible that can be done anytime and anywhere so that the students become more independent in their learning.

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  • Universitas Ahmad Dahlan
  • Yogyakarta State University
  • Indonesia University of Education
  • Nanjing Normal University
  • Islamic University of Indonesia
  • Sunan Kalijaga State Islamic University Yogyakarta
  • State University of Jakarta
  • Organisasi lain
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  • Organisasi berbeda
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  • Afiliasi tidak diketahui
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Rekan penulisOrganisasiArtikel bersama
Suyadi SuyadiUniversitas Ahmad Dahlan4
Anom Wahyu AsmorojatiUniversitas Ahmad Dahlan2
Arif RahmanUniversitas Ahmad Dahlan2
Sutrisno SutrisnoSunan Kalijaga State Islamic University Yogyakarta1
Syahdara Anisa MakrufIslamic University of Indonesia1
Saepul AnwarIndonesia University of Education1
Mokh. Iman FirmansyahIndonesia University of Education1
Agus FakhruddinIndonesia University of Education1
Qolbi Mujahidillah Adzimat SukmayadiIndonesia University of Education1
Ahmad HakamState University of Jakarta1
Ach. Fatayillah MursyidiUniversitas Gadjah Mada1
Heri RetnawatiYogyakarta State University1
Slamet SuyantoYogyakarta State University1
Jailani JailaniUniversitas Serambi Mekkah1
Amran HapsanUniversitas Patompo1
Anton YudhanaUniversitas Ahmad Dahlan1
Jumadi JumadiYogyakarta State University1
Moh. Irma SukarelawanUniversitas Ahmad Dahlan1
Muhammad Firman RamadhanAfiliasi tidak diketahui1
Toni Kus IndratnoUniversitas Ahmad Dahlan1
Ariati Dina PuspitasariUniversitas Ahmad Dahlan1
Raden OktovaUniversitas Ahmad Dahlan1
Farid SetiawanUniversitas Ahmad Dahlan1
Agus SuroyoAfiliasi tidak diketahui1
Indah NurcahyatiAfiliasi tidak diketahui1
Lina HandayaniUniversitas Ahmad Dahlan1
Rofiul WahyudiTun Hussein Onn University of Malaysia1
Riduwan RiduwanUniversitas Ahmad Dahlan1
Zulherman ZulhermanUniversitas Muhammadiyah Prof Dr Hamka1
Farah Mohamad ZainUniversiti Utara Malaysia1
Astadi PangarsoTelkom University1
Shiqi LuNanjing Normal University1
Zaidatun TasirUniversity of Technology Malaysia1
Wenbin XuNanjing Normal University1
Rahmah HidayatiUniversitas Ahmad Dahlan1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The enjoyable online learning model for vocational students during COVID-19 pandemic</dc:title>
	<dc:creator>Mulyatiningsih, Endang</dc:creator>
	<dc:creator>Palupi, Sri</dc:creator>
	<dc:creator>Ekawatiningsih, Prihastuti</dc:creator>
	<dc:creator>Firdausa, Ambar Rizqi</dc:creator>
	<dc:creator>Nuryana, Zalik</dc:creator>
	<dc:subject xml:lang="en-US">Blended learning; Content of program; Joyful learning; Learning models; Online learning; Platforms online</dc:subject>
	<dc:description xml:lang="en-US">The COVID-19 outbreak has forced all courses to be carried out online. This study aims to explain the characteristics of an enjoyable online learning model based on the platform, the content, and the learning strategy for vocational students. Data was collected using closed-ended and open-ended questionnaires which were responded to by 110 students in 2019/2020. The closed-ended questionnaire revealed the most preferred learning elements, and the open-ended questionnaire was to clarify their reasons. The data were arranged sequentially from the quantitative data to the qualitative data. The results of the study showed that: i) The preferred online platforms were Moodle, Google Meet, and WhatsApp. They like Moodle because the content is well structured, Google Meet is easily accessible, and WhatsApp is their daily routine application; ii) The learning content consists of two to three resources namely: 6-10 pages of papers, 11-15 pages PowerPoint, and 6-10 minutes videos. Too much content causes a heavy learning burden; iii) Most students preferred the blended learning strategy. The synchronous lectures for 60-75 minutes can motivate them because they can interact with lecturers and other students. Asynchronous lectures are more flexible that can be done anytime and anywhere so that the students become more independent in their learning.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2023-03-01</dc:date>
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	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/23122</dc:identifier>
	<dc:identifier>10.11591/ijere.v12i1.23122</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 12, No 1: March 2023; 106-113</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v12i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/23122/13504</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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