Face to Face Mode vs. Online Mode: A Discrepancy in Analogy-Based Learning During COVID-19 Pandemic
Abstract
Reasoning skill is crucial for students to translate the learning material provided by the teacher in online mode during the COVID-19 pandemic. Many teachers choose analogy-based learning to explain a concept by bringing the concept to facts that are close to students’ daily lives. Analogy-based learning that was carried out face-to-face before the pandemic improved students’ reasoning skills, and now its implementation is tested in online mode. The study aims to analyze differences in reasoning skills in each indicator area and their factors. A significant difference was obtained by involving 72 students and doing a t-test for two data groups in the two sample groups. Students’ skills to identify problems and apply concepts have increased even though it is not as good as the increase in both aspects on face-to-face mode. The other two aspects (exploring the facts and concluding) are very unsatisfactory. There is a striking discrepancy between analogy-based learning during and before the pandemic with an unchanged syntax but different situations. The reduction in each reasoning indicator ranged from 10% to 25%. Signal constraints, a less supportive learning environment, and delayed communication between teachers and students are the main factors. This study provides an overview of discrepancies that can be addressed more wisely by strengthening the function of the media to optimize teacher and students communication and learning innovations that help students’ learning difficulties during the pandemic.
Keywords
Full Text:
PDFReferences
Abdullah, H., Malago, J. D., Arafah, K. (2021). The Implementation of Physics Learning through Online mode During Pandemic COVID-19 Using Metacognitive Knowledge-Based Materials. Jurnal Pendidikan IPA Indonesia, 10(2), 220-227.
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1–13.
Ahmad, S., Hussain, A., Batool, A., Sittar, K., & Malik, M. (2016). Play and Cognitive Development : Formal Operational Perspective of Piaget’s Theory. Journal of Education and Practice, 7(28), 72–79.
Alant, B. (2004) Researching problem solving in introductory physics: Towards a new understanding of familiarity, African Journal of Research in Mathematics, Science and Technology Education, 8(1), 29-40.
Azizah, R., Yuliati, L., & Latifah, E. (2016). Kemampuan Pemecahan Masalah Melalui Pembelajaran Interactive Demonstration Siswa Kelas X SMA pada Materi Kalor. Jurnal Pendidikan Fisika dan Teknologi, 2(2), 55–60.
Barbot, N., Miclet, L., Prade, H. (2019). Analogy between concepts. Artificial Intelligence, 275, 487-539.
Bronkhorst, H., Roorda, G., Suhre, C., & Goedhart, M. (2020). Logical Reasoning in Formal and Everyday Reasoning Tasks. International Journal of Science and Mathematics Education, 18, 1673–1694.
Cansiz, N., Cansiz, M., & Aytürk, S. (2020) Little Red Riding Hood: An Analogy to Teach Simple Electric Circuits, The Clearing House. A Journal of Educational Strategies, Issues, and Ideas, 93(5), 241-247.
Clem, C., & Junco, R. (2015). The future of technology in education. In L. D. Rosen, N. A. Cheever, & L. M. Carrier (Eds.), The Wiley handbook of psychology, technology, and society (1st ed., pp. 514–532). London, UK: Wiley.
Demir, E., Ozturk, T., & Guven, B. (2018). Examining pre-service mathematics teachers’ reasoning errors, deficiencies, and gaps in the proof process. European Journal of Science and Mathematics Education, 6(2), 44-61.
Desianna, E., Nugroho, S.E., & Ellianawati, E., (2019). Phenomenon of Buying and Selling as Bridging Analogy of Learning Work and Energy. Physics Communication, 3(1), 10-20.
Fischer, E. (2017). Two analogy strategies: the cases of mind metaphors and introspection, Connection Science, 30(2), 211-243.
Fitriani, A. (2017). Efektivitas Pendekatan Metakognitif dalam Pembelajaran Fisika Ditinjau dari Peningkatan Kemampuan Penalaran Peserta Didik. Skripsi. Pendidikan Fisika Universitas Yogyakarta.
Genc, M. (2013). The effect of analogy-based teaching on students achievement and students views about analogies. Asia-Pacific Forum on Science Learning and Teaching, 14(2), 1–18.
Gentner, D., & Smith, L. A. (2018). Analogical Learning and Reasoning. New York: The Oxford Handbook of Cognitive Psychology.
Ghozali, I. (2016) Aplikasi Analisis Multivariete dengan Program IBM SPSS 23. Edisi 8. Semarang: Badan Penerbit Universitas Diponegoro.
Grover, S. D., Cargile Cook, K., Skurat Harris, H., & DePew, K. E. (2017). Immersion, Reflection, Failure: Teaching Graduate Students to Teach Writing Online. Technical Communication Quarterly, 26(3), 242–255.
Guerra-ramos, M. T. (2011). Analogies as Tools for Meaning Making in Elementary Science Education : How Do They Work in Classroom Settings ? Eurasia Journal of Mathematics, Science and Technology Education, 7(1), 29–39.
Hajar, I., & Budi, I. G. P. A. (2014). Penerapan Strategi Belajar Analogi Dalam Model Pemebelajaran Langsung Pada Standar Kompetensi Menerapkan Dasar-Dasar Teknik Digital Di SMK Negeri 5 Surabaya, Jurnal Pendidikan Teknik Elektro, 3(3), 31–37.
Hasanah, D. (2012). Analogi Sebagai Suatu Metode Alternatif dalam Pengajaran Sains Fisika Sekolah, Prosiding : Seminar Nasional Fisika dan Pendidikan Fisika, 1(5), 402–413.
Hake, R. R. (1998). Interactive engagement v.s traditional methods: six- thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(64).
Heppen, J. B., Sorensen, N., Allensworth, E., Walters, K., Rickles, J., Taylor, S. S., & Michelman, V. (2016). The Struggle to Pass Algebra: Online vs. Face-to-Face Credit Recovery for At-Risk Urban Students. Journal of Research on Educational Effectiveness, 10(2), 272–296.
Herodotou, C., Dave K. M., Aristeidou, M., Malcolm J. H., Kelley, S., Scanlon, E., & Duffy, M. (2020). Blended and online learning: a comparative study of virtual microscopy in Higher Education. Interactive Learning Environments, 28(6), 713-728.
Kennedy, K., & Archambault, L. (2012). Offering Preservice Teachers Field Experiences in K-12 Online Learning. Journal of Teacher Education, 63(3), 185–200.
Kenneth C. W. III & Andrew J. A. (2019). Reasoning skill as a Predictor of Success in a Construction Surveying Course. International Journal of Construction Education and Research, 15(1), 42-61.
Khlaif, Z. N., Salha, S., Affouneh, S., Rashed, H., & ElKimishy, L. A. (2021) The Covid-19 epidemic: teachers’ responses to school closure in developing countries. Technology, Pedagogy and Education, 30(1), 95-109.
Lefa, B. (2014). The Piaget Theory Of Cognitive Development : An Educational. Educational Psychology, 1–9.
Maharaj, R. & Sharma, A. (2015). Observations from Secondary School Classrooms in Trinidad and Tobago : Science teachers Use of Analogies. Science Education International, 25(4), 557–572.
Markawi, N. (2013). Pengaruh Keterampilan Proses Sains, Penalaran, dan Pemecahan Masalah Terhadap Hasil Belajar Fisika, Jurnal Formatif UNINDRA, 3(1), 11–25.
Nemetz, P. L., Eager, W. M., & Limpaphayom, W. (2017). Comparative effectiveness and student choice for online and face-to-face classwork. Journal of Education for Business, 92(5), 210–219.
Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift für Erziehungswissenschaft 24, 393–418 .
Racharak, T., Tojo, S., Hung, N. D., & Boonkwan, P. (2019). On Construction and Evaluation of Analogical Arguments for Persuasive Reasoning. Applied Artificial Intelligence, 33(13), 1107-1132.
Rahayu, W., Putra, M. D. K., Faturochman, Meiliasari, Sulaeman, S., & Rekha, B.K. (2021). Development and validation of Online Classroom Learning Environment Inventory (OCLEI): The case of Indonesia during the COVID-19 pandemic. Learning Environ Research.
Richland, L. E., & Begolli, K. N. (2016). Analogy and Higher Order Thinking : Learning Mathematics as an Example. Behavioural and Brain Sciences, 3(2), 160–168.
Richland, L. E., & Simms, N. (2015). Analogy, higher order thinking, and education. Cognitive Science, 177–192.
Robbins, J. K. (2011). Problem Solving, Reasoning, and Analytical Thinking in a Classroom Environment. The Behaviour Analyst Today, 12(1), 41–47.
Yeo, M. M. L. (2014). Social media and social networking applications for teaching and learning. European Journal of Science and Mathematics Education, 2(1), 53-62.
Safaruddin, S., Ibrahim, N., Juhaeni, J., Harmilawati, H., & Qadrianti, L. (2020). The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills. Journal of Innovation in Educational and Cultural Research, 1(1), 22-29.
Salta, K., Paschalidou, K., Tsetseri, M., & Koulougliotis, D. (2021). Shift from a Traditional to a Distance Learning Environment during the COVID-19 Pandemic. Science & Education, 12, 1-10.
Ssenkusu, P., Ssempala, C., & Mitana, J. M. V. (2021). How Covid-19 Pandemic Might Lead to Appreciating Pedagogies Driven by The Multiplicity of Intelligence: A Case of the Ugandan Experience. International Journal of Educational Research Review, 6(4), 355-368.
Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 1–12.
Tse, C. Y. A., Wong, A., Whitehill, T., Ma, E., & Masters, R. (2016). Examining the cognitive demands of analogy instructions compared to explicit instructions. International Journal of Speech-Language Pathology, 18(5), 465–472.
Ugur, G., Dilber, R., Senpolat, Y., & Duzgun. (2012). The Effects of Analogy on Students Understanding of Direct Current Circuits and Attitudes towards Physics Lessons. European Journal of Educational Research, 3(3), 211–223.
Vlachopoulos, D. (2020). COVID-19: Threat or opportunity for online education? Higher Learning Research Communication, 10(1), 16–19.
Refbacks
- There are currently no refbacks.
