Hubungan Antara Lingkungan Kelas Dalam Jaringan dan Motivasi Belajar Bahasa Inggris Peserta Didik
DOI:
https://doi.org/10.31154/cogito.v7i1.310.74-84Abstract
Di masa pandemi Covid19, sekolah diharapkan untuk mengimplementasikan pembelajaran yang dilakukan secara online atau dalam jaringan lewat pemanfaatan teknologi informasi dan komunikasi. Namun, dari beberapa penelitian sebelumnya ditemukan bahwa tidak semua peserta didik dapat merasakan manfaat dari pembelajaran melalui kelas daring ini. Itu sebabnya penting untuk diketahui faktor apa saja dari lingkungan kelas daring yang berkaitan dengan motivasi belajar peserta didik, lebih khusus saat mengikuti pelajaran bahasa Inggris. Penelitian ini didasarkan pada teori Community of Inquiry tentang faktor-faktor yang berkontribusi pada motivasi belajar peserta didik dalam kelas daring. Responden penelitian ini terdiri dari 64 orang peserta didik kelas VI SD Advent Airmadidi yang tengah mengikuti pembelajaran secara daring. Dengan menggunakan perangkat analisa statistik berupa Mean, Standar Deviasi, dan Pearson Correlation diperoleh hasil bahwa kondisi lingkungan kelas daring berhubungan secara signifikan dengan motivasi belajar mata pelajaran Bahasa Inggris peserta didik, dengan nilai signifikansi p>0,05. Itu sebabnya disarankan agar para guru untuk tetap menjaga dan mempertahankan kondisi lingkungan kelas daring yang memungkinkan peserta didik dapat merasakan adanya kehadiran guru, terjadinya proses berpikir dan interaksi sosial yang maksimal guna memotivasi mereka mempelajari Bahasa Inggris.Kata kunci—lingkungan kelas daring, motivasi belajar bahasa InggrisReferences
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