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Face to Face Mode vs. Online Mode: A Discrepancy in Analogy-Based Learning During COVID-19 Pandemic

Jurnal Pendidikan IPA Indonesia · Vol. 10 No. 3 (2021) · pp. 368–377

DOI
10.15294/jpii.v10i3.30037
ISSN
2089-4392, 2339-1286
Published
2021-09-29
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

Reasoning skill is crucial for students to translate the learning material provided by the teacher in online mode during the COVID-19 pandemic. Many teachers choose analogy-based learning to explain a concept by bringing the concept to facts that are close to students’ daily lives. Analogy-based learning that was carried out face-to-face before the pandemic improved students’ reasoning skills, and now its implementation is tested in online mode. The study aims to analyze differences in reasoning skills in each indicator area and their factors. A significant difference was obtained by involving 72 students and doing a t-test for two data groups in the two sample groups. Students’ skills to identify problems and apply concepts have increased even though it is not as good as the increase in both aspects on face-to-face mode. The other two aspects (exploring the facts and concluding) are very unsatisfactory. There is a striking discrepancy between analogy-based learning during and before the pandemic with an unchanged syntax but different situations. The reduction in each reasoning indicator ranged from 10% to 25%. Signal constraints, a less supportive learning environment, and delayed communication between teachers and students are the main factors. This study provides an overview of discrepancies that can be addressed more wisely by strengthening the function of the media to optimize teacher and students communication and learning innovations that help students’ learning difficulties during the pandemic.

Keywords

Collaboration network of the authors

40 authors · 170 co-authorship links · 6 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Indonesia University of Education
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Bambang SubaliAffiliation unknown12
Wiwi IsnaeniState University of Semarang6
Ian YuliantiAffiliation unknown5
Sigit SaptonoState University of Semarang5
Arif WidiyatmokoState University of Semarang5
Susilo SusiloAffiliation unknown5
Tri Joko RaharjoAffiliation unknown4
Ani RusilowatiState University of Semarang4
Agus YuliantoAffiliation unknown3
Sarwi SarwiAffiliation unknown3
Siti WahyuniAffiliation unknown3
Siti AlimahState University of Semarang3
Aditya MariantiAffiliation unknown3
Listiyanto ListiyantoAffiliation unknown2
Decky AvriliandaState University of Semarang2
Pratiwi DwijanantiAffiliation unknown2
Wiyanto WiyantoState University of Semarang2
Alvian AlvianAffiliation unknown2
Teguh DarsonoAffiliation unknown2
Nila ZahidahAffiliation unknown2
Parmin ParminState University of Semarang2
Sudarmin SudarminAffiliation unknown2
Lisdiana LisdianaAffiliation unknown2
Ida KaniawatiIndonesia University of Education1
Dadi RusdianaIndonesia University of Education1
Harry FirmanIndonesia University of Education1
Bambang SubaliState University of Semarang1
Natalia Erna SetyaningsihAffiliation unknown1
Fitri NurdianaAffiliation unknown1
Diah Nur FitriasariAffiliation unknown1
Rahayu PangestutiAffiliation unknown1
Leni VannesaAffiliation unknown1
Tri Joko RahardjoAffiliation unknown1
Rido Adhi NegoroAffiliation unknown1
Natalia Erna SetyaningsihAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Oct 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Face to Face Mode vs. Online Mode: A Discrepancy in Analogy-Based Learning During COVID-19 Pandemic</dc:title>
	<dc:creator>Ellianawati, E.</dc:creator>
	<dc:creator>Subali, B.</dc:creator>
	<dc:creator>Khotimah, S. N.</dc:creator>
	<dc:creator>Cholila, M.</dc:creator>
	<dc:creator>Darmahastuti, H.</dc:creator>
	<dc:subject xml:lang="en-US">analogy-based learning; COVID-19 pandemic; face-to-face learning; online learning; reasoning skill</dc:subject>
	<dc:description xml:lang="en-US">Reasoning skill is crucial for students to translate the learning material provided by the teacher in online mode during the COVID-19 pandemic. Many teachers choose analogy-based learning to explain a concept by bringing the concept to facts that are close to students’ daily lives. Analogy-based learning that was carried out face-to-face before the pandemic improved students’ reasoning skills, and now its implementation is tested in online mode. The study aims to analyze differences in reasoning skills in each indicator area and their factors. A significant difference was obtained by involving 72 students and doing a t-test for two data groups in the two sample groups. Students’ skills to identify problems and apply concepts have increased even though it is not as good as the increase in both aspects on face-to-face mode. The other two aspects (exploring the facts and concluding) are very unsatisfactory. There is a striking discrepancy between analogy-based learning during and before the pandemic with an unchanged syntax but different situations. The reduction in each reasoning indicator ranged from 10% to 25%. Signal constraints, a less supportive learning environment, and delayed communication between teachers and students are the main factors. This study provides an overview of discrepancies that can be addressed more wisely by strengthening the function of the media to optimize teacher and students communication and learning innovations that help students’ learning difficulties during the pandemic.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US">LPPM Universitas Negeri Semarang dengan Surat Perjanjian Penugasan Pelaksanaan Penelitian Dasar Dana DIPA UNNES Tahun 2020 Nomor 167.23.4/UN37/PPK.3.1/2020</dc:contributor>
	<dc:date>2021-09-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/30037</dc:identifier>
	<dc:identifier>10.15294/jpii.v10i3.30037</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 10, No 3 (2021): September 2021; 368-377</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v10i3</dc:source>
	<dc:language>eng</dc:language>
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	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/30037/8089</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/30037/8090</dc:relation>
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	<dc:rights xml:lang="en-US">Copyright (c) 2021 Jurnal Pendidikan IPA Indonesia</dc:rights>
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