EFEKTIVITAS, TANTANGAN, DAN PELUANG PEMBELAJARAN JARAK JAUH PADA KURIKULUM PENDIDIKAN KIMIA PASCA-PANDEMI COVID-19: KAJIAN SISTEMATIS
Keywords:
covid-19, pembelajaran jarak jauh, pembelajaran kimia
Abstract
Systematic Literature Review ini bertujuan untuk menganalisis efektivitas pembelajaran jarak jauh (PJJ) selama pandemi COVID-19 pada pembelajaran kimia. PJJ dipilih sebagai pendekatan terbaik untuk terus memberikan pendidikan di era pandemi. Artikel dalam review ini di ambil dari Scopus Database (2019-2022) berdasarkan kriteria kelayakan. Dari 63 artikel, 42 diantaranya tereliminasi, dan sebanyak 21 yang memenuhi syarat untuk dianalisis. Sebagian besar penelitian (52,38%) menyatakan bahwa PJJ efektif digunakan dalam pembelajaran kimia, 38,08% menyatakan PJJ menurunkan performa siswa, khususnya keterampilan praktik di laboratorium, dan 9,52% menyatakan PJJ sama efektifnya dengan pembelajaran tatap muka. Terlepas dari pro dan kontra, penerapan PJJ memiliki banyak peluang untuk berkembang pesat seiring dengan perkembangan TIK. Meningkatkan kualitas program PJJ merupakan tantangan nyata dalam mengembangkan konten pembelajaran yang menarik dan juga pengembangan kurikulum Pendidikan Kimia.
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Nortvig, A.-M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), 46-55. http://issuu.com/academic-conferences.org/docs/ejel-volume16-issue1-article639?mode=a_p
Peras, A. J. F. and Prudente, M. S. (2021). Students' Perception to Online Distance Learning (ODL) and Socio-Emotional Skills During Covid-19 Pandemic. Journal of Higher Education Theory and Practice, 21(15), 147-155.
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Phattanawasin, P., Toyama, O., Rojanarata, T., Laopoonpat, P., Pochanakom, K., Limmatvapirat, C., Sukonpan, C., Nantanakorn, P., & Niratisai, S. (2021). Students’ Perspectives and Achievements toward Online Teaching of Medicinal Chemistry Courses at Pharmacy School in Thailand During the COVID-19 Pandemic. Journal of Chemical Education, acs.jchemed.1c00606. https://doi.org/10.1021/acs.jchemed.1c00606
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Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environments Research, 23, 269 - 290. https://doi.org/10.1007/s10984-019-09303-z
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Aguilera-Hermida, AP. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. Int J Educ Res Open., 1(2020), 100011. https://dx.doi.org/10.1016%2Fj.ijedro.2020.100011
Alberti S, Motta P, Ferri P, Bonetti L. (2021). The efectiveness of team-based learning in nursing education: a systematic review. Nurse Educ Today. https://doi.org/10.1016/j.nedt.2020.104721
AlMahdawi, M., Senghore, S., Ambrin, H., and Belbase, S. (2021) High School Students’ Performance Indicators in Distance Learning in Chemistry during the COVID-19 Pandemic. Education Sciences, 11(11), 672. https://doi.org/10.3390/educsci11110672.
Anokhin, E. O., Aleshin, G. Y., Tishkin, A. A., Korolev, V. V., Sobol, A. G., Evdokimov, K. M., and Chepiga, A. A. (2021). Not great, not terrible: distance learning of chemistry in Russian secondary schools during COVID-19. Chemistry Teacher International, 3(4), 349–357. https://doi.org/10.1515/cti-2020-0016.
Azeem, M., Mahmood, N., Khalil-ur-Rehman, Afzal, M. T., Muhammad, N., and Idrees, M. (2009). Development of an attitude scale to measure pre-service teachers attitude towards the teaching profession. Int J Learn 16(175), 88. http://dx.doi.org/10.18848/1447-9494/CGP/v16i05/46288
Babinčáková, M., & Bernard, P. (2020). Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions. Journal of chemical education, 97(9), 3295–3300. https://doi.org/10.1021/acs.jchemed.0c00748
Behrendt, A., Fischer, V., and Walpuski, M. (2022) COVID-19 school closures and chemistry-related competencies: A study of German students transitioning from primary to secondary school. Front. Educ. 7, 928987. https: //doi.org/10.3389/feduc.2022.92898.
Carroll, I. P., Buck, M. R., Durkin, D. P., and Farrel, W. S. (2020) With Anchors Aweigh, Synchronous Instruction Preferred by Naval Academy Instructors in Small Undergraduate Chemistry Classes. J. Chem. Educ. 2020, 97, 2383−2388. https://doi.org/10.1021/acs.jchemed.0c00710
Cojocariu V-M, Lazar I, Nedef V, Lazar G. (2014) SWOT anlysis of e-learning educational services from the perspective of their benefciaries. Procedia Soc Behav Sci, 116, 1999 – 2003. https://doi.org/10.1016/j.sbspro.2014.01.510
Dhawan S. (2020). Online learning: a panacea in the time of COVID-19 crisis. J Educ Technol Syst., 49(5), 22. https://doi.org/10.1177/0047239520934018
Duc, T. D., Quang Hop, N., Dung, T. M., and Thanh Ha, V., (2022). The Effectiveness of Chemistry e-Teaching and e-Learning during the COVID-19 Pandemic in Northern Viet Nam. International Journal of Information and Education Technology , 12(6), 540-547. https://doi.org/10.18178/ijiet.2022.12.6.1651.
El Said, G. R. (2021). How did the COVID-19 pandemic afect higher education learning experience? An empirical investigation of learners’ academic performance at a university in a developing country. Adv Human Computer Interact., 2021(3), 1–10. https://dx.doi.org/10.1155/2021/6649524
Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, https://doi.org/10.1016/j.comnet.2020.107290
Furkan, F., Sya, A., Purwanto, A., and Astra,I. M. (2021). Tantangan Guru dalam Penggunaan Metode Pembelajaran Jarak Jauh (PJJ). Jurnal Ilmu Pendidikan, 3(6), 3877 - 3883. https://doi.org/10.31004/edukatif.v3i6.743.
Haimovich, I., Yayon, M., Adler, V., Levy, H., Blonder, R., and Rap, S. (2022). “The Masked Scientist”: Designing a Virtual Chemical Escape Room. Journal of Chemical Education. 99(10), 3502-3509. https://doi.org/10.1021/acs.jchemed.2c00597.
Hannay, M. and Newvine, T. (2006). Perceptions of distance learning: a comparison of online and traditional learning. J online Learn Teach, 2(1), 11.
Heitmann, H., Wagner, P., Fischer, E., Gartmeier, M., and Schmidt-Graf, F. (2022). Efectiveness of non-bedside teaching during the COVID-19 pandemic: a quasiexperimental study. BMC Med Educ., 22(1), 73 https://doi.org/10.1186/s12909-022-03141-z
Hidalgo, G.I., Sánchez-Carracedo, F., and Romero-Portillo, D. (2021). COVID-19 Emergency Remote Teaching Opinions and Academic Performance of Undergraduate Students: Analysis of 4 Students’ Profiles. A Case Study. Mathematics, 9, 2147. https://doi.org/10.3390/math9172147
Hurlbut, A. R. (2018). Online vs. traditional learning in teacher education: a comparison of student progress. American Journal of Distance Education, 32(4), 248-266. https://doi.org/10.1080/08923647.2018.15092 65
Kartimi, K., Gloria, R., & Anugrah, I. (2021). Chemistry Online Distance Learning during the Covid-19 Outbreak: Do TPACK and Teachers' Attitude Matter?. Jurnal Pendidikan IPA Indonesia, 10(2), 228-240. https://doi.org/10.15294/jpii.v10i2.28468
Kemp, N. and Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates’ opinions and test performance in classroom vs. online learning. Front Psychol., 5, 1278. https://doi.org/10.3389%2Ffpsyg.2014.01278
Koch, K., & Locher, P. S. (2021). Autonomes Chemielernen im Fernunterricht und darüber hinaus!. Chimia, 75(1), 67–73. https://doi.org/10.2533/chimia.2021.67
Kusmaryono I, Jupriyanto J, Kusumaningsih W. (2021). A systematic literature review on the effectiveness of distance learning: problems, opportunities, challenges, and predictions. Int J Educ., 14(1), 62–9. https://doi.org/10.17509/ije.v14i1.29191
Lapitan, L. D. S., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., and Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic, Education for Chemical Engineers, 35, 2021, 116-131. https://doi.org/10.1016/j.ece.2021.01.012
Lee, D., Watson, S. L., & Watson, W. R. (2018). Systematic literature review on self-regulated learning in massive open online courses. Australasian Journal of Educational Technology, 35(1), 35-45. https://doi.org/10.14742/ajet.3749
Li, Z.; Jiang, W. (2022). Research on the Teaching Reform of Inorganic Chemistry Based on SPOC and FCM during COVID-19. Sustainability , 14, 5707. https://doi.org/10.3390/su14095707.
Marchak, D., Shvarts-Serebro, I., and Blonder, R. (2021). Teaching Chemistry by a Creative Approach: Adapting a Teachers’ Course for Active Remote Learning. Journal of Chemical Education, 98 (9), 2809-2819 https://doi.org/10.1021/acs.jchemed.0c01341.
Martins, L. E. G., & Gorschek, T. (2016). Requirements engineering for safety-critical systems: A systematic literature review. Information and Software Technology, 75, 71–89. https://doi.org/10.1016/j.infsof.2016.04.002
Mercier, V. B., Scholten, U., Baltensperger, R., Gremaud, L., & Dabros, M. (2021). Distance Teaching in Chemistry: Opportunities and Limitations. Chimia, 75(1), 58–63. https://doi.org/10.2533/chimia.2021.58
Mukhtar, K., Javed, K., Arooj, M., and Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan J Med Sci., 36. https://doi.org/10.12669%2Fpjms.36.COVID19-S4.2785
Nandiyanto, A. B. D., Hofifah, S. N., Girsang, G. C. S., Trianadewi, D., Ainisyifa, Z. N., Siswanto, A., Putri, S. R., Anggraeni, S., Maryanti, R., & Muslimin, Z. (2022). Distance Learning Innovation in Teaching Chemistry in Vocational School Using the Concept of Isotherm Adsorption of Carbon Microparticles. Journal of Technical Education and Training, 14(1), 14–26. https://doi.org/10.30880/jtet.2022.14.01.002.
Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing elearning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), 45–55.
Nortvig, A.-M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), 46-55. http://issuu.com/academic-conferences.org/docs/ejel-volume16-issue1-article639?mode=a_p
Peras, A. J. F. and Prudente, M. S. (2021). Students' Perception to Online Distance Learning (ODL) and Socio-Emotional Skills During Covid-19 Pandemic. Journal of Higher Education Theory and Practice, 21(15), 147-155.
Petticrew, M., & Roberts, H. (2008). Systematic Reviews in the Social Sciences: A Practical Guide. Hoboken, NJ: John Wiley & Sons.
Phattanawasin, P., Toyama, O., Rojanarata, T., Laopoonpat, P., Pochanakom, K., Limmatvapirat, C., Sukonpan, C., Nantanakorn, P., & Niratisai, S. (2021). Students’ Perspectives and Achievements toward Online Teaching of Medicinal Chemistry Courses at Pharmacy School in Thailand During the COVID-19 Pandemic. Journal of Chemical Education, acs.jchemed.1c00606. https://doi.org/10.1021/acs.jchemed.1c00606
Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environments Research, 23, 269 - 290. https://doi.org/10.1007/s10984-019-09303-z
Salta, K., Paschalidou, K., Tsetseri, M., Koulougliotis, D.(2022). Shift From a Traditional to a Distance Learning Environment during the COVID-19 Pandemic: University Students' Engagement and Interactions. Sci Educ (Dordr). 2022;31(1):93-122. https://doi.org/10.1007/s11191-021-00234-x.
Sintema, E.J. (2020). Effect of COVID-19 on the Performance of Grade 12 Students: Implications for STEM Education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1 – 6. https://doi.org/10.29333/ejmste/7893
Sonbuchner, T. M., Mundorff, E. C., Lee, J., Wei., S., and Novick, P. A. (2021). Triage and Recovery of STEM Laboratory Skills. Journal of Microbiology & Biology Education, 22(1). https://doi.org/10.1128/jmbe.v22i1.2565
Sreekanth, N. S., Varghese, N., and Babu, N. S. C. (2022). Virtual Chemistry to Virtual Reality Chemistry Lab. Resonance, (27)8, 1371 - 1385. https://doi.org/10.1007%2Fs12045-022-1432-0
Susanti, S. O. and Juwono, V. (2019). Collaborative Governance: Proyek Penyelenggaraan Jaringan Tulang Punggung Serat Optik Palapa Ring di Indonesia Tahun 2016-2019. Jurnal Ilmu Administrasi, 8(1), 12 - 23. http://dx.doi.org/10.31314/pjia.8.1.12-23.2019
Published
2025-01-30
How to Cite
Prasetyo, Y., Syahmani, S., & Rusmansyah, R. (2025). EFEKTIVITAS, TANTANGAN, DAN PELUANG PEMBELAJARAN JARAK JAUH PADA KURIKULUM PENDIDIKAN KIMIA PASCA-PANDEMI COVID-19: KAJIAN SISTEMATIS. JCAE (Journal of Chemistry And Education), 8(2), 64-73. https://doi.org/10.20527/jcae.v8i2.3096
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