Online IRE Learning during the Covid-19 Pandemic in Yogyakarta Between Opportunities and Challenges

Awang Dhany Armansyah, Fitriah M. Suud
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Abstract

This article aims to determine the process and impact of online IRE (Islamic Religious Education) learning in Yogyakarta. This study uses a qualitative descriptive method with research subjects consisting of principals, teachers, students, and parents. The results of the study revealed that students can be categorized into three, namely those who like (1) face-to-face learning, (2) online learning, and (3) offline and online learning. However, among the three categories, the highest number is found in students who do not like online learning. A phenomenon was found that revealed that parents were bored with online learning and were unable to guide their children to study at home. The inhibiting factors for teachers include students being less active in learning, the difficulty of finding the right method so that students do not get bored quickly, and student assessments using family accounts. Parental barriers consist of parents who cannot teach their children during online learning, taking turns using mobile phones with their children, and parents who are busy working. While the supporting factors are learning quota assistance, the availability of computer laboratories, and parents always coordinating with teachers. Online learning has been shown to have an impact on students' economic, social and psychological conditions.
2019冠状病毒病大流行期间在日惹的在线IRE学习:机遇与挑战
本文旨在确定在线IRE(伊斯兰宗教教育)学习在日惹的过程和影响。本研究以校长、教师、学生、家长为研究对象,采用质性描述方法。研究结果显示,学生可以分为三类,即喜欢(1)面对面学习,(2)在线学习,(3)离线和在线学习。然而,在这三类学生中,不喜欢在线学习的人数最多。一种现象显示,家长对在线学习感到厌倦,无法引导孩子在家学习。教师的抑制因素包括学生学习积极性不高,难以找到正确的方法使学生不会很快感到厌倦,以及使用家庭帐户对学生进行评估。“父母障碍”是指不能在线教育孩子的父母、与孩子轮流使用手机的父母、忙于工作的父母等。而辅助因素则是学习配额援助、计算机实验室的可用性以及家长与教师的协调。在线学习已被证明对学生的经济、社会和心理状况有影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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