LAPORAN MINI RISET

MK PEMBELAJARAN
BILINGUAL
PRODI S1 PGSD - FIP

SCORE :

ANALYSIS OF DIFFICULTIES IN LEARNING WITH PGSD STUDENTS

BY GROUP 4:
NAME : AYU ROSELITA SIRAIT (1192411028)
BENNY HARTAWAN HUTASUHUT (1191111047)
MIFTAHUL JANNAH (1191111061)

CLASS : PGSD REGULER C 2019

LECTURER : DODY F. PANDIMUN AMBARITA, S.Pd., M.Hum
B.STUDY : PEMBELAJARAN BILINGUAL

EDUCATION OF ELEMENTARY SCHOOL TEACHER

FACULTY OF SCIENCE EDUCATION - MEDAN STATE UNIVERSITY

NOVEMBER, 2020
 FOREWORD

Praise and gratitude to God Almighty for his blessings and blessings so that we are still
given the opportunity and health to be able to complete this Mini Research task with the title
Analysis of Online Learning Difficulties among PGSD Students. We have created this Mini
Research Report to broaden the readers' knowledge and insight.

In writing this Mini Research Report, of course we could not finish it alone without help
from other parties. Therefore, we would like to thank:

1. Both of our parents who always prayed

2. To the teaching lecturer, Dody F. Pandimun Ambarita, S.Pd., M.Hum

We realize that this Mini Research is far from perfect because there are still many
shortcomings. Therefore, we humbly apologize and expect constructive criticism and suggestions
for future improvement and refinement.

Finally, we wish you a happy reading and hope that the material in the Mini Research in
the form of this paper can be as useful as it should be for readers.

Medan, 23 November 2020

Author

Group 4

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 TABLE OF CONTENTS

FOREWORD ........................................................................................................................................... i
TABLE OF CONTENTS......................................................................................................................... ii
CHAPTER I ............................................................................................................................................ 1
PRELIMINARY ..................................................................................................................................... 1
1.1 Background of the Problem ...................................................................................................... 1
1.2 Formulation of the problem ...................................................................................................... 2
1.3 Research Objectives ................................................................................................................. 2
1.4 Research Benefits ..................................................................................................................... 2
CHAPTER II........................................................................................................................................... 3
STUDY OF THEORY AND FRAMEWORK.......................................................................................... 3
2.1 Learning during the pandemic (Covid-19) ................................................................................ 3
2.2 Kemendikbud Learning Strategies during the Covid-19 Pandemic ............................................ 3
2.3 Three (3) Learning Models during pandemics ........................................................................... 4
2.4 Student Perception of Lectures Conducted Online .................................................................... 6
CHAPTER III ......................................................................................................................................... 8
DATA COLLECTION TECHNIQUE ..................................................................................................... 8
3.1 Survey Place and Time ............................................................................................................. 8
3.2 Survey Subject ......................................................................................................................... 8
3.3 Data Retrieval Technique ......................................................................................................... 8
3.4 Survey Instruments .................................................................................................................. 8
3.5 Data analysis technique ............................................................................................................ 8
CHAPTER IV ......................................................................................................................................... 9
DISCUSSION ......................................................................................................................................... 9
4.1 Effectiveness of Online Learning ............................................................................................. 9
4.2 Constraints in Online Learning ............................................................................................... 10
4.3 Impact on Online Learning ..................................................................................................... 11
CHAPTER V ........................................................................................................................................ 13
CLOSING ............................................................................................................................................. 13

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 5.1 Conclusion ............................................................................................................................. 13
5.2 Suggestions ............................................................................................................................ 13
BIBLIOGRAPHY ................................................................................................................................. 14

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 CHAPTER I

PRELIMINARY

1.1 Background of the Problem

The Covid-19 pandemic that has hit the world for more than nine months has had an
impact on changes in teaching and learning activities in schools. This country is no exception,
since March online learning activities have become an option for the ministry of education and
culture to prevent the spread of the Covid-19 virus from spreading. The practice of online
learning (online learning) itself is carried out by various levels of education, namely SD, SMP,
SMA, to college. Online Learning itself is learning that uses internet networks with accessibility,
connectivity, flexibility, and the ability to bring up various types of learning interactions in the
absence of learning activities in classrooms as is commonly done by educators, both teachers and
lecturers. Therefore, it is necessary to have a government role, especially in handling how the
learning process runs properly, considering that education is important.

According to Law No. 20 of 2003 on the National Education System and how the Form
of State Obligations in the Provision of Educational Facilities According to the Regulation of
The Law which by normative legal research method is concluded: 1. Provision of educational
facilities is the obligation of the government as mandated through Article 31 paragraph (3) of the
Constitution of 1945 and specifically in Law No. 20 of 2003 on the National Education System.
In working on and organizing a national education system the Indonesian government prioritizes
the education budget of at least 20% of the State Budget and Budget. Therefore, the state is
obliged to provide facilities to all students in Indonesia, especially in the current conditions,
because the consequences of this pandemic have affected various fields so that the role of the
government is needed in helping children who are lacking, especially in meeting their online
learning needs such as devices or gadgets and also internet access (quota).

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1.2 Formulation of the problem
Based on the background, the problem is: How is online learning for students during the
pandemic.

1.3 Research Objectives

This study aims to find out how to learn and the difficulties of PGSD students during the
lecture process during the COVID-19 pandemic.

1.4 Research Benefits

The following are practical and academic research uses, namely:

 Practical usefulness, is expected to be input or information material for further

researchers or other students who want to analyze more about online learning conducted
during the pandemic.
 Academic usefulness, is expected to be a reference or description for teachers in seeing
what difficulties students experience during online learning, so that teachers may be able
to adjust online learning to the circumstances of their students.

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 CHAPTER II

STUDY OF THEORY AND FRAMEWORK

2.1 Learning during the pandemic (Covid-19)

The Covid-19 pandemic has given new paths to a new transformation in the life sector,
including in the education sector. Learning must now be transformed and it has been confirmed
by the minister of education that learning during the pandemic will take place with the PJJ
(Distance Learning) system. Such learning will certainly depend on digital technology or
commonly referred to as e-learning. Such learning is intended to make students able to learn
even if they are physically absent or unable to attend when the learning process occurs in the
classroom. However, it must also be understood that in all literature, e-learning is not all
successfully applied to learners because of learning environment factors or student
characteristics. Factors of the learning environment and students are influential at this time,
students who are in the corners of the village with limited family conditions in terms of
education and technology will certainly be different from students who are in the city with a
good family education in accessing online learning. What a pandemic and also education, should
be synchronized. At the same time, the spread of the outbreak is a concern and keeping schools
closed is an emergency option. Safety, as well as stopping the spread of the virus is the top
choice. Of course, it is also undeniable that the era of digitalization of learning must begin to get
used to. However, the sudden transformation as it is now will then cause new problems caused
by the absence of early preparation. Therefore, in this condition, there are various alternatives
that can be used, by not relying solely on online methods.

2.2 Kemendikbud Learning Strategies during the Covid-19 Pandemic

Primary and Secondary Education, Ministry of Education and Culture of the Republic of
Indonesia, Hamid Muhammads explained, as an effort to enforce Learning Activities Bengajar
(KBM) in the midst of the Covid-19 Pandemic, the Ministry of Education has set the policy
through Circular Letter No. 4 of 2020 of the Ministry of Education containing these four things.
There are four main points of strategy carried by the Ministry of Education.
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 The first is online learning, both interactively and non-interactively. This needs to be
done although not all children can do that because of infrastructure factors. In this case, said
Hamid, the most important thing is that learning must happen even at home. "Without teachers
must have a target that the curriculum must be achieved. Not to move schools at home, but
choose essential materials that need to be done by children at home," explained Hamid in a
teleconference with teachers and education activists at the Media Center task force for the
Acceleration of Handling Covid-19 at graha National Disaster Management Agency (BNPB)
Jakarta, Saturday (2/5).

The second is that teachers must provide education to children about life skills, namely
contextual education according to the condition of their home, especially the understanding of
Covid-19, about characteristics, how to avoid it and how to prevent a person from getting
infected.

Third is that home learning must be tailored to the interests and conditions of each child.
"So do not be equal for all children, should pay attention to all environmental conditions of
children, including access to the internet," said Hamid.

Fourth is for teachers or teachers, the tasks given to students should not be assessed as
usual in school, but more qualitative assessments that motivate children. Hamid also explained
that there are several learning groups held in schools during the Covid-19 pandemic, namely
schools that conduct full distance learning and utilize various online education platforms, schools
that still implement semidaring, where tasks are sent through messaging apps and there is no
direct interaction, and which do not have internet, electricity, or television access. The strategy
was raised based on the theme 'National Education Day Learning from Covid-19' issued by the
Ministry of Education. "We must learn from what we have experienced so far, including we
learn together in this Covid-19 pandemic era," said Hamid.

2.3 Three (3) Learning Models during pandemics

Three of the learning models during the pandemic are, online, offline and home visit.
First, speaking online or online (distance learning) would have been common if it had been
withdrawn for the past 3 months. A survey conducted by KPAI stated that 76 percent of students

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were unhappy with distance learning, and 76 percent of students said the burden assigned felt
heavy, plus 42 percent did not have quotas and technological tools such as HP, and difficulty
using video applications and signal difficulties. The conclusion of the survey is that online is not
conducive in the eyes of students. This survey is not an enduring tool of truth, it can only be said
as an evaluation for educational activists what a fun online method looks like. In addition,
nowadays parents are actively working outside the home, most likely technology tools such as
HP and the like are minimally owned by students. As a solution can be looking for online
method formats that are done at night when there are parents, given a fun task for the child,
create video content through the youtube application facilitated by the institution and become a
patent institution that can be watched by the children, considering while at home children if not
playing yes hold gadgets or can also with guessing methods , method of story or storytelling and
others.

Second, in the midst of a pandemic can be facilitated offline (off-network) or face-to-face

learning models by paying attention to zoning, health protocols, alternating (shift models) on the
basis of avoiding crowds both in the classroom, and eliminating activities outside the classroom.
During this pandemic, the government also suggested that the curriculum does not burden
students, so that the curriculum in schools is designed very simply, not convoluted and rambling.
While the face-to-face time is a maximum of three hours. Simplification of this curriculum is
feasible in this emergency period, this model of simplification is in line with and in line with the
concept of Merdeka Belajarnya ala Nadiem Makarim, Minister of Education and Culture of the
Republic of Indonesia. To the point that the RPP that is spread-sheet is simplified into one sheet.
UN was abolished because it was considered to undermine the potential of teachers and students.
This is a golden momentum for education activists to simplify the community-based curriculum.
Therefore, it is in line with the view of learning according to postmodern circles that it is not
teacher-centered learning (teacher-oriented learning) or also not student-centered learning, but
then the good is teacher-student learning together, in other words learning centered on
togetherness between teachers, learning together. In the concept of postmodernism, human
beings as educators or learners are expected to continue to be able to move if they want to be
said to fall into the postmodern category. Stratemeyer, Forkner and MsKim agreed that there are
three ways of understanding the curriculum. First, the curriculum was subjects and activities,
both curriculum was the whole learning experience, and all three curriculum was the whole

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student's life experience. This was proposed by Beaucump who considered that the curriculum
was a document, then Taylor asserted that the Curriculum was an unwritten plan and the
perspective of Law number 20 of 2003 underlined that the curriculum means "a set of plans and
arrangements regarding the objectives, content and materials of lessons and ways used as
guidelines for the implementation of learning activities to achieve certain educational objectives"
(article 1 paragraph 19). So the point is, the pandemic moment with this curriculum
simplification model minimizes what is the desire of Merdeka Belajar ala Nadiem Makarim, so
simplify the curriculum from now on, a curriculum that makes students, teachers and education
activists happy.

Third, during the pandemic can be done Home Visit learning model. Teachers come to
students at home of course by considering and paying attention to a number of health protocols.
This model is closer to the Home Schooling. Home visit model is also done in the midst of
working parents and does not provide a set of technological tools to its students. Later, in the
home visit program the teachers who will visit will not give lessons, so there will be an
impression of friendship and family and togetherness. They are not teaching but visiting. This
can be done alternately at different times.

These three models can be done at the same time by offering parents the most in demand
by using google form survey tools, so that all three make the model of learning in one breath, not
something separate although all of them also have a number of risks, but the outline is
curriculum simplification, this must be underlined, and this is a golden momentum for education
activists to redesign the learning curriculum. Simple is not only all-round, for example in a
simple restaurant, it is clear that so many menus are served and prepared for the enders to choose
any taste.

2.4 Student Perception of Lectures Conducted Online

The relationship between the presence of students in class and the level of satisfaction in
following learning is an important aspect in higher education institutions, so a supportive
learning environment is one of the things that must be considered by educators so that students
can achieve learning success. This shows that a learning environment that is in accordance with

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the character and interests of students will generate enthusiasm and become a motivation for
students. Online lectures or commonly called online is one form of internet utilization that can
increase the role of students in the learning process. The increasing role and activeness of
students in the use of various media and technology for the success of online lectures is strongly
influenced by perception (Nugroho, 2012). Perception is the process of interpreting the stimulus
received by the five senses into an understanding. This perception will then move students to be
able to organize and manage themselves in online lecture activities. Students need to have skills
on how to learn, thought processes, to motivate themselves to achieve learning goals. This ability
is known as Sef regulated learning, or self regulated online learning.

In the development of this technology allows lectures in such as in the classroom can be
accessed at home. 2-way communication in online lecture programs between lecturers and
students will be better because of the increasing choice of communication media available. A lot
of communication media allows lecturers to give lectures directly through video conferences or
recordings. Also, in the next process, students can play back the video or recording repeatedly as
learning material when there is material that is difficult to understand. Students who participate
in online lecture programs can save more time and effort. So that the remaining time and energy
can be used for other things outside of lecture hours. For example, it can be used to work or start
a business. This can be done because basically the college period is not just a matter of learning
lecture materials only. College years can also be used to explore potentials or skills in various
fields other than in the academic field.

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 CHAPTER III

DATA COLLECTION TECHNIQUE

3.1 Survey Place and Time

1. Execution time
We carry out this research as long as online lectures are enforced by the campus.

2. Place of research
This research was conducted at the home of each member of the group by
dividing the tasks of each member to analyze the problem. This was done considering the
directions imposed by the government to stay at home during the Covid-19 pandemic
outbreak.

3.2 Survey Subject

The subjects we made into research were in accordance with the topics and data sources,
namely students of PGSD Unimed major.

3.3 Data Retrieval Technique

We collected the data ourselves by analyzing data sources such as journals because
basically this research was conducted with a case study method and basic theory which was
carried out to study and analyze problems in the journal.

3.4 Survey Instruments

The instruments we use in this research are journals and blogs that are relevant to the
topic of the problem.

3.5 Data analysis technique

In analyzing the data, the technique we use is the content analysis technique. This
technique is to discuss in depth the content and information of a problem in the form of print or
writing such as news, mass media, journals, or books.

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 CHAPTER IV

DISCUSSION

4.1 Effectiveness of Online Learning

Salma, et al (2013: 105) explained that preparation before providing learning services is
one of the determining factors in learning success, especially in online learning where there is a
distance between learners and learners. In this lesson learners must know the principles of
learning and how learners learn. Rovai (Mahardika: 2002) states that the delivery tool is not a
determining factor for the quality of learning, but the design of the subjects determines the
effectiveness of learning. One of the reasons for choosing a learning strategy is to promote
meaningful learning so that learning is effective or not can be identified through the behaviors
between learner and learner. How do learners respond to what is conveyed by learners.

Effectiveness in the KBBI is a situation of influence, an impression, the success of a

business or action, the issue of enactment of laws or regulations. The Minister of Education and
Culture of the Republic of Indonesia issued Circular Number 4 of 2020 concerning
Implementation of Education Policies in an Emergency for the Spread of Coronavirus Disease
(Covid19) which applies to all educated people in Indonesia. Besides the necessity to learn
online, another obstacle is the lack of supporting facilities for online learning.

On the other hand, the level of enthusiasm for student learning also triggers whether or
not this online learning will be effective considering the face-to-face learning culture that is still
inherent so that, during this online learning activity, it is not uncommon for many students to feel
bored or bored, so that the expected learning outcomes are not effective.

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4.2 Constraints in Online Learning
Web-based lecturing methods and seminars (webinars), or so-called online lectures are
now being applied to all campuses in Indonesia in line with the Corona pandemic. Online
lectures that take advantage of technological sophistication actually encounter various obstacles,
including:

a. Communication of lecturers and students

Online lectures cause communication between students and lecturers to experience

technical problems. Where if learning is carried out face-to-face, students have more time
and opportunity to communicate with lecturers, especially regarding learning materials.
However, with this online learning, communication between lecturers and students is rather
difficult.

b. Limited Internet access

The internet network is still uneven in all corners of the country. Not all educational
institutions, both primary and secondary schools, can enjoy the internet. Even if there is an
internet network the condition is still unable to cover online media.

c. Clashing courses

Communication that is not smooth between lecturers and students can cause several
problems such as course schedules that become irregular and lecture times that are not on
schedule.

d. Decreased enthusiasm for learning

Online lectures, which require students to study #dirumahaja, cause boredom. Where
usually at campus students can play a more active role in the learning process, because
lecturers often use interesting learning methods, but online it is difficult to do so that the
enthusiasm for learning decreases.

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4.3 Impact on Online Learning
a. Online learning still confuses students

One of the things of concern in online learning is the implementation of learning.

Recently, many students have complained about a lot of assignments without sufficient
material so that they are somewhat overwhelmed in the learning process. Even the Whatsapp,
e-learning, and Zoom applications are still confusing for students.

Online lectures do require adaptation and effort to run smoothly. In addition, efforts are
needed to understand material that is usually conveyed orally into writing and video or live
streaming. However, in line with that, there are several complaints that are felt by students
and students where they begin to feel bored due to the monotony of the learning method.
Even though the 21st century education paradigm shift, namely information, computing,
automation, and communication which are four important components as stated by the
Ministry of Education and Culture as a feature of 21st century education, the choice of
application in online learning is still needed even educators can use more than one
application or combine its use to make it easier for students to follow the lessons.

b. Students become passive, less creative and productive

The next thing that needs to be considered in online learning is the learning model used
by educators. Even though online learning using various applications is implemented,
teachers and lecturers still have to pay attention to how the learning model and learning
scenarios will be implemented because learning without a careful plan will make it difficult
for educators and students to achieve learning goals. In reality, there are still many educators
who have an understanding that learning is a transmission of knowledge to students. This
causes students to be passive, less creative and productive in developing their potential.
Based on this, a new understanding is needed that learning is a space to develop the full
potential of students and they are given the freedom to develop it themselves.

c. The accumulation of information / concepts in students is not very useful

It cannot be denied that the concept is very important, but it does not lie in the concept
itself, but in how the concept is understood by students. The importance of understanding the

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concept in the teaching-learning process greatly influences attitudes, decisions, and ways of
solving problems, for that the most important thing is the process of meaningful learning and
the process of thinking for students. In general, those who get learning at school often find it
difficult to apply the knowledge they get to problems that occur in the real world, so that the
knowledge they get seems to be useless in everyday life. This is a challenge faced by
educators to improve their competence, especially in this online or online learning. This is
because online learning is not just giving assignments but how learning can be meaningful so
that it can lead students to become human beings who are reliable in solving problems in life.

d. Students experience stress

The stress experienced by students due to the COVID-19 outbreak is influenced by the
emergence of fear of contracting COVID-19, worry when going out of the house, boredom
while doing social distancing, and difficulty understanding material during online lectures.
The limitations to doing outside activities and the anxiety of contracting the COVID-19 virus
are shown to illustrate that this epidemic causes stress in itself for students.

Difficulties arise not only in terms of skills in using technology, but also related to the
large workload considering that there are many courses that must be faced in this era of the
COVID-19 pandemic. This happens because students are used to regular face-to-face
learning, whereas previous distance learning was only done incidentally. So that this change
in learning patterns presents its own problems for students. the emergence of pressure and
stress on students doing distance learning. At this point, the pressure certainly feels heavier,
so that students do a lot of coping stress, one of which is engaging with the use of social
media.

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 CHAPTER V

CLOSING

5.1 Conclusion

From the results of our research. The ability of Unimed PGSD students when learning
online is not the same as the ability of students face-to-face, especially in bilingual learning
courses. Because this online learning is less effective. When face-to-face, lecturers and students
interact a lot, with interactions making students more enthusiastic, active and creative. Then also
the internet network is still an obstacle in this online learning which is really still not evenly
distributed in all corners of the country, not all regions have a good quality internet network. Due
to the network, communication between students and lecturers is not smooth and causes courses
to clash with each other or not as scheduled.

5.2 Suggestions
Students are encouraged to keep up health protocols, and learning from home are still
effective even through online learning. Students are expected to participate in all pursuing
learning activities through online learning with the time spent.

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 BIBLIOGRAPHY

Widiyono, A. (2020). Efektifitas Perkuliahan Daring (Online) pada Mahasiswa PGSD di Saat

Pandemi Covid 19. Jurnal Pendidikan, 8(2), 169-177.

Widodo, A., & Nursaptini, N. (2020). Problematika Pembelajaran Daring dalam Perspektif

Mahasiswa. ELSE (Elementary School Education Journal): Jurnal Pendidikan dan

Pembelajaran Sekolah Dasar, 4(2), 100-115.

Nugroho, A. S., & Muhammad, H. (2020). Strategi Belajar Kemendikbud di Masa Pandemi

Covid-19. Diakses pada, 25.https://sevima.com/kuliah-daring-kelebihan-dan-persiapan-

yang-harus-dilakukan-kampus/

Argaheni, Niken Bayu. 2020. Sistematik Review: Dampak Perkuliahan Daring Saat Pandemi

Covid-19 Terhadap Mahasiswa Indonesia. PLACENTUM Jurnal Ilmiah Kesehatan dan

Aplikasinya, Vol.8 (2).

Arela Febriani, Gresnia. 2020. Curhat Para Mahasiswa, Ini 7 Masalah Kuliah Online.

https://wolipop.detik.com/worklife/d-5071489/curhat-para-mahasiswa-ini-7-masalah-
kuliah-online, diakses pada tanggal 28 Juni 2020.

Kelas Pintar. 2020. 4 Teknik Pengumpulan Data dalam Penelitian Sosial,

https://www.kelaspintar.id/blog/edutech/4-teknik-pengumpulan-data-dalam-penelitian-
sosial-2890/. Diakses pada 16 Januari 2020.

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