Investigating Students’ Learning Strategies During Online Classes Using Whatsapp at The Second Grade of SMP (original) (raw)
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Science and technology have developed quickly in the world. It affects all aspects in various fields of live, including learning activities. The development of technology is not followed by student's learning skills. Student's reading comprehension skill is poor. Internet-based technology is only used to play game by students, so that time becomes. Now, the learning process can be done anytime and through various media, one of which is WhatsApp. As a digital technology-based social media, WhatsApp can be used to support learning activities. The purpose of this study is to observe the role WhatsApp as a learning media to support student's reading comprehension skill. The type of data in this study is qualitative. The data sources of this study are document and informant. Purposive sampling is considered more effective in various realities. In this study, to take the data used questionnaires arranged in a closed manner, while for data validity used data triangulation technique.This study is different from other studies because it specifically observes about the use internet-based social media applications to support student's reading comprehension skill. In general, students who learn by using WhatsApp as a learning media, have high motivation and have better reading comprehension skill.
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Introduction: WhatsApp is a free messenger application that works across multiple platform and is being widely used among undergraduate students to send multimedia messages like photos, videos, audios along with simple text messages. Aims and Objectives: To assess the affectivity of social media like WhatsApp in delivering knowledge to 4 th semester MBBS students and to compare the improvement of knowledge gain through e-learning and didactic lecture. Simultaneously, perception of learners about e-learning via WhatsApp will also be collated. Material and Methods: This prospective analytical interventional study was conducted in the department of Pathology from 01.02.2015 to 31.06.2015, on 4 th semester MBBS students. Two groups of students were taught the same topics by two different T-L activities i.e., through WhatsApp and via didactic lectures. Assessment of knowledge was done by giving pre and post-test questionnaire of 20 marks for each topic. Perception of e-learning through WhatsApp was done by feedback form. Observation and Results: The post test results revealed that the learners with WhatsApp as a learning tool scored in the range of 5-20 marks while those with didactic lecture scored in the range of 3-17.5 marks and had an average of 11.6 and 11.9 score respectively. The two tailed t value between the two groups is 0.635 which is not statistically significant. Technical, educational and instructional advantages of teaching learning activity via WhatsApp out pars disadvantages. Facilitator's availability and Learning anytime anywhere were top two advantages of learning through WhatsApp with 86.72% and 86.55% students agreeing to it. Message flooding, time consuming and eye strain were the other technical disadvantages observed in the present study with 63.23%, 75.28% and 68.53 students agreeing to it. Conclusion: Constant availability of facilitator and learning anytime anywhere has made WhatsApp a new and convenient tool for teaching learning activity. Though there is no significant difference between gain of knowledge from WhatsApp or didactic lectures, advantages (technical, educational or instructional) out pars the disadvantages. A few disadvantages, like message flooding and eyestrain can be overruled by making small groups and using mobiles with bigger screen. Enabling a Wi-Fi in the college campus can make its use cost effective.
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Technology can be used to promote learning activities by allowing students to connect, communicate, and be creative with their classmates and teachers at school. The learning media that will be used are at the very least the most commonly used media by teachers, students, and other educational institutions, in the hopes of making it as easy as possible for teachers and students to use these learning media and therefore continue the learning process. Teachers and students can use Whatsapp to collaborate in online learning. This article aims to describe the literature about WhatsApp usage in online learning at elementary school. The literature study was used to answer the questions about student learning outcomes by using WhatsApp, the effectiveness of WhatsApp as an online instructional media in schools, supporting and inhibiting factors faced by teachers, parents, and students during online learning. This study was a systematic review. The data was used from original research articles. The selection of articles was carried out through a process of identification, screening, and eligibility. The study found that WhatsApp usage in online learning at elementary school significantly rising the students studying outcomes. It's proven that WhatsApp is more effectively used than other applications. The supporting factors of WhatsApp usage are handphone usage, laptop, internet data, and teacher's perfect preparation. While the inhibiting factors are internet network disturbances, students who weren't independent, and the lack of supervision in learning. In contrast to online learning, which is exclusively based on the teacher's side, the research findings that may be presented are on students' own teaching and learning processes. Furthermore, teachers' abilities, students' abilities, and parents' abilities must all be considered before using WhatsApp for online learning.
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