Hadiyanto

Bio: Hadiyanto is an academic researcher. The author has an hindex of 1, co-authored 1 publications receiving 2 citations.

The Effective Use of Full Online Learning to Replace Classroom Learning During the Covid-19 Pandemic

Abstract: Background: The emergence of the Covid-19 pandemic led to the global change of academic learning strategy from classroom to online mode. Before the emergence of the virus, online learning at a medium scale has been implemented to support the educational system in Indonesia. However, due to the pandemic and to reduce the spread of the virus, online learning became the main and sole place of learning. Objective: This study investigates the implementation and effectiveness of online learning at the faculty of humanities at a University in Jambi, Indonesia, since the Covid-19 pandemic. Method: This is quantitative research. Self-report questionnaires with 5-point Likert scales were used to obtain data from 441 respondents by using the Survey Monkey application. Result: The result showed that online learning was not implemented at the top level of 4.20, using an inadequate replacement process. Furthermore, all categories of online learning implementation, such as design, course communication, time management, and technical skills, were not optimally obtained, while the categories were inadequately effective in replacing classroom learning. Conclusion: Online learning was unable to replace classroom learning because its implementation and effectiveness failed to meet policymakers’ expectations at the university level. Therefore, there is a need for the increase in teachers’ competence and usage intensity regarding online learning in faculties and universities.

Multimedia in Learning

Abstract: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Students’ Practices of 21st Century Skills between Conventional learning and Blended Learning

Abstract: The application of blended learning in higher education has practically increased through the years, this is however aimed to develop the students rare 21st century skills. Furthermore, the present study investigates the differences in learning process across one semester, and the research design comprised of quasi experimental method without conducting any pre-test, particularly for the conventional and blended learning class. Therefore, self-evaluation questionnaire on 21st century skills were distributed, and the experimental outcome revealed the significant skill practice performed by students in blended learning classes compared to the counterparts in conventional programmes. This learning method was assessed to contain soft and hard skills, in addition to an increased GPA. The aim of this study, therefore, is to investigate the impact of blended learning in course application, with the goal of optimizing students’ 21st century skills and GPA.

The Perception of Digital Academic Literacy Tutors during the COVID-19 Pandemic at the University of the Western Cape

Abstract: The abrupt transition in teaching and learning styles and the challenges faced by online tutors as a result of the COVID-19 pandemic are increasing areas of research. At the University of the Western Cape (UWC) preparing for the transition had an impact on tutors who had to make major adjustments to their tutoring. The research presented here investigated the perceptions of tutors and the challenges they faced by restrictions caused by the COVID-19 pandemic as they adapted to teaching remotely, and the limitations of access to online resources. A mainly qualitative approach with an element of triangulation was followed, in which qualitative and quantitative methods were applied. All participants agreed that the abrupt transition to online teaching and learning highlighted the type of conversations that should take place to fast track processes and provide greater online resources and support for tutors. These findings agreed with research conducted by international scholars. More research that focuses on tutors and how they were affected by the abrupt transition to online teaching in relation to the provision of data is necessary.

The Implementation Of Online-Based Project Based Learning During The Covid-19 Pandemic In Malay Arabic Courses Semester V In Indonesian Literatures Jambi University

Abstract: This study aims to describe the implementation of online-based Project Based Learning in the Arabic-Malay Script Course in Semester V of the Indonesian Literature Study Program, FKIP, Jambi University. The method used is an action research method. Sources of data in the form of stimulus and student responses in learning. The results of the study concluded that the implementation of PJBL in the Malay Arabic Script course had been carried out well. This is evidenced by the students' awareness of the importance of the Malay Arabic script.

A Proposed Model for Evaluating Quality of Technology Enabled Learning in Management Education Programmes

Abstract: Most businesses today have started utilizing innovative informational technologies such as digital marketing, fin-tech, digital human resources management and business analytics. Educating people on these new skills presents a business opportunity for educational technology (edtech) companies. Many technology-enhanced learning (TEL)-based business education programmes are being developed recently, promising to enhance professional skills and knowledge. The marketing information surrounding these programmes overloads learners’ minds and makes it impossible to determine which programmes are worth their time and money. Such learning solutions are developed using competency-based education (CBE) frameworks and by leveraging TEL environments. Moreover, the complexity of CBE-TEL-based interventions makes it difficult to evaluate their quality. The present study intends to overcome this challenge by identifying the qualitative factors that enhance professional competence in TEL environments. The study proposed a new model called ‘Competence Based Technology Enabled Learning’ (COBTEL), which has been empirically tested for its validity and reliability. The model is analysed using partial least squares algorithm-based structural equation modelling to evaluate TEL-based programmes’ competence-enhancing aspects from the learners’ perspective. In addition, the utilization of the COBTEL model would assist institutes, universities and governments in improving the quality of management education programmes.