Implementing Online Learning Models to Strengthen Student Characteristics in Physics Education during the Covid-19 Pandemic
Abstract
The Covid-19 pandemic has significantly transformed higher education, shifting conventional face-to-face instruction to online learning and creating both challenges and opportunities for student development. This study aimed to analyze the implementation of online learning models and their influence on student characteristics in the Physics Education Study Program at Universitas Indraprasta PGRI. A descriptive qualitative approach was employed with purposive sampling of undergraduate students who had experienced online learning for at least two semesters, and data were collected through questionnaires, semi-structured interviews, and documentation. Thematic analysis was applied to identify patterns related to student learning strategies, the use of digital platforms, and character formation during online learning. The results revealed that students employed varied strategies such as mind mapping, blended learning, and group discussions via applications like WhatsApp, Zoom, and Google Classroom to sustain learning, while challenges included unequal internet access, limited technological facilities, and varying levels of readiness. Despite these obstacles, online learning contributed to the development of key character values, including independence, responsibility, discipline, and adaptability, which are essential in preparing students for the demands of the 21st century. The novelty of this study lies in its focus on the affective dimension of online learning, emphasizing character formation alongside cognitive achievement. The findings imply that universities and policymakers should design online learning systems that not only address technological barriers but also intentionally integrate character education to ensure holistic student development in future digital learning environments.
Downloads
References
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11), e05312. https://doi.org/10.1016/j.heliyon.2020.e05312
AlQashouti, N. M., Yaqot, M., & Menezes, B. C. (2024). Online learning and teaching during the COVID-19 pandemic in higher education in Qatar. Sustainability, 16(6), 2265. https://doi.org/10.3390/su16062265
Alsayer, A. A. (2023). Learners' experiences in an online learning environment: An analysis of the impact of international collaboration. Sage Open, 13(4). https://doi.org/10.1177/21582440231208524
Barikzai, S., Bharathi S, V., & Perdana, A. (2024). Challenges and strategies in e-learning adoption in emerging economies: A scoping review. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2400415
Bergdahl, N. (2022). Engagement and disengagement in online learning. Computers & Education, 188, 104561. https://doi.org/10.1016/j.compedu.2022.104561
Bhaw, N., Kriek, J., & Lemmer, M. (2023). Insights from coherence in students' scientific reasoning skills. Heliyon, 9(7), e17349. https://doi.org/10.1016/j.heliyon.2023.e17349
Brundin, E., Liu, F., & Cyron, T. (2022). Emotion in strategic management: A review and future research agenda. Long Range Planning, 55(4), 102144. https://doi.org/10.1016/j.lrp.2021.102144
Chan, C. W. (2020). Moral education in Hong Kong kindergartens: An analysis of the preschool curriculum guides. Global Studies of Childhood, 10(2), 156–169. https://doi.org/10.1177/2043610619885385
Chen, C., Shen, Y., Zhu, Y., Xiao, F., Zhang, J., & Ni, J. (2023). The effect of academic adaptability on learning burnout among college students: The mediating effect of self-esteem and the moderating effect of self-efficacy. Psychology Research and Behavior Management, 16, 1615–1629. https://doi.org/10.2147/PRBM.S408591
Chen, L.-H. (2023). Moving forward: International students' perspectives of online learning experience during the pandemic. International Journal of Educational Research Open, 5, 100276. https://doi.org/10.1016/j.ijedro.2023.100276
De Bruijn-Smolders, M., & Prinsen, F. R. (2024). Effective student engagement with blended learning: A systematic review. Heliyon, 10(23), e39439. https://doi.org/10.1016/j.heliyon.2024.e39439
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
du Plooy, E., Casteleijn, D., & Franzsen, D. (2024). Personalized adaptive learning in higher education: A scoping review of key characteristics and impact on academic performance and engagement. Heliyon, 10(21), e39630. https://doi.org/10.1016/j.heliyon.2024.e39630
Feng, Z., & Xiao, H. (2024). The impact of students' lack of learning motivation and teachers' teaching methods on innovation resistance in the context of big data. Learning and Motivation, 87, 102020. https://doi.org/10.1016/j.lmot.2024.102020
Gamage, K. A. A., Dehideniya, D. M. S. C. P. K., & Ekanayake, S. Y. (2021). The role of personal values in learning approaches and student achievements. Behavioral Sciences, 11(7), 102. https://doi.org/10.3390/bs11070102
Gao, F., Wang, C., Xie, H., & Hong, J. (2024). Social interaction and online learning efficiency for middle school students: The mediating role of social presence and learning engagement. Behavioral Sciences, 14(10), 896. https://doi.org/10.3390/bs14100896
Goodwin, J. R. (2024). What's the difference? A comparison of student-centered teaching methods. Education Sciences, 14(7), 736. https://doi.org/10.3390/educsci14070736
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Koskinen, A., McMullen, J., Hannula-Sormunen, M., Ninaus, M., & Kiili, K. (2023). The strength and direction of the difficulty adaptation affect situational interest in game-based learning. Computers & Education, 194, 104694. https://doi.org/10.1016/j.compedu.2022.104694
Lai, Y., Saab, N., & Admiraal, W. (2022). University students' use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction. Computers & Education, 179, 104413. https://doi.org/10.1016/j.compedu.2021.104413
Martin-Alguacil, N., Avedillo, L., Mota-Blanco, R., & Gallego-Agundez, M. (2024). Student-centered learning: Some issues and recommendations for its implementation in a traditional curriculum setting in health sciences. Education Sciences, 14(11), 1179. https://doi.org/10.3390/educsci14111179
Marzuki, Wulyani, A. N., Hidayati, Sata, M. R. M., & Rusdin, D. (2024). Overcoming challenges: Indonesian EFL teachers' strategies for using Moodle in high schools. Social Sciences & Humanities Open, 10, 101175. https://doi.org/10.1016/j.ssaho.2024.101175
Mathew, P. V., Pappachan, J., & Kushwaha, S. (2024). The interplay of online attributes and learning modes in shaping satisfaction and effectiveness in online learning. Discover Education, 3(1), 241. https://doi.org/10.1007/s44217-024-00344-y
Monib, W. K., Qazi, A., & Apong, R. A. (2025). Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes. Heliyon, 11(2), e41413. https://doi.org/10.1016/j.heliyon.2024.e41413
Mustafa, F., Nguyen, H. T. M., & Gao, X. (Andy). (2024). The challenges and solutions of technology integration in rural schools: A systematic literature review. International Journal of Educational Research, 126, 102380. https://doi.org/10.1016/j.ijer.2024.102380
Pan, X. (2023). Online learning environments, learners' empowerment, and learning behavioral engagement: The mediating role of learning motivation. Sage Open, 13(4). https://doi.org/10.1177/21582440231205098
Perez-Aranda, J., Medina-Claros, S., & Urrestarazu-Capellán, R. (2024). Effects of a collaborative and gamified online learning methodology on class and test emotions. Education and Information Technologies, 29(2), 1823–1855. https://doi.org/10.1007/s10639-023-11879-2
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
Rasimin, Semma, A. B., Zakiyuddin, Ali, M., & Helmy, M. I. (2024). Multi-dimensional challenges in the Indonesian social science information technology-based learning: A systematic literature review. Heliyon, 10(7), e28706. https://doi.org/10.1016/j.heliyon.2024.e28706
Sakti, S. A., Endraswara, S., & Rohman, A. (2024). Revitalizing local wisdom within character education through ethnopedagogy approach: A case study on a preschool in Yogyakarta. Heliyon, 10(10), e31370. https://doi.org/10.1016/j.heliyon.2024.e31370
Sing Yun, W. (2023). Digitalization challenges in education during COVID-19: A systematic review. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2198981
Valladares, L. (2021). Scientific literacy and social transformation. Science & Education, 30(3), 557–587. https://doi.org/10.1007/s11191-021-00205-2
van der Stap, N., van den Bogaart, T., van Ginkel, S., Rahimi, E., & Versendaal, J. (2024). Towards teaching strategies addressing online learning in blended learning courses for adult-learners. Computers & Education, 219, 105103. https://doi.org/10.1016/j.compedu.2024.105103
Weerarathna, R. S., Rathnayake, N. M., Pathirana, U. P. G. Y., Weerasinghe, D. S. H., Biyanwila, D. S. P., Bogahage, S. D., & Thiwanka, M. P. (2023). Effect of e-learning on management undergraduates' academic success during COVID-19: A study at non-state universities in Sri Lanka. Heliyon, 9(9), e19293. https://doi.org/10.1016/j.heliyon.2023.e19293
Wijnia, L., Noordzij, G., Arends, L. R., Rikers, R. M. J. P., & Loyens, S. M. M. (2024). The effects of problem-based, project-based, and case-based learning on students' motivation: A meta-analysis. Educational Psychology Review, 36(1), 29. https://doi.org/10.1007/s10648-024-09864-3
Zamiri, M., & Esmaeili, A. (2024). Strategies, methods, and supports for developing skills within learning communities: A systematic review of the literature. Administrative Sciences, 14(9), 231. https://doi.org/10.3390/admsci14090231
Copyright (c) 2024 Diva Alkhadia Rana, Lais Shifa Aulia, Reinhard Andrianus
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with ISEJ: Indonesian Science Education Journal agree to the following terms:
- Authors retain copyright and grant the ISEJ: Indonesian Science Education Journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
