ANALYSIS OF STUDENTS EXPERIENCES IN DISTANCE LEARNING

AT SMPN 1 POSO PESISIR

UNDERGRADUATE THESIS

Presented as partial Requirements

For the Degree of Sarjana Pendidikan
To the Faculty of Teacher Training and Education
Sintuwu Maroso University

FEBRIANI TAGAI
NPM: 91711402112010

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
SINTUWU MAROSO UNIVERSITY
POSO
2021
 STATEMENT OF ORIGINALITY

I,
Name : FEBRIANI TAGAI
NPM :91711402112010
Study Program : English Language Education
Title of Thesis : Analysis of Students Experiences in Distance Learning at
SMPN 1 Poso Pesisir

hereby state that this undergraduate thesis is solely the work of my self and has
not been written with collaboration with any other person, nor does it include,
without due acknowledgement, the work of any other person. This is the true copy
of my undergraduate thesis, including any final revisions, as approved by my
board of examiners, and that this undergraduate thesis or any part of this has not
been publisher, submitted for publication, and has not been submitted for a higher
degree to any other university or institution. If at a letter time it is found that this
undergraduate thesis is a product of plagiarism, then I am willing to accept any
legal concequences that may be imposed on me.

Poso, June 22nd 2021

Febriani Tagai

ii
 APPROVAL PAGE OF BOARD OF SUPERVISORS
UNDERGRADUATE THESIS EXAMINATION

Name : Febriani Tagai

NPM : 91711402112010
Study Program : English Education
Title : Analysis of Students Experiences in Distance Leaarning at
SMPN 1 Poso Pesisir

This is to certify that the findings research has been approved by the Board of
Supervisors to be examined in undergraduate thesis examination that will be held
by the Board of Examiners of Faculty of Teacher Training and Education,
SintuwuMarosoPoso, on Thursday, June22nd , 2021.

FIRST SUPERVISOR SECOND SUPERVISOR

( JUNE 21st , 2021) ( JUNE 21st , 2021)

Ingriyani Y Rawung, S.S., M.Pd Yuliana Dg Macora, S.Pd., M.Hum

NIDN. 090907028303 NIDN. 0904048603

iii
 CERTIFICATION PAGE OF BOARD EXAMINERS

This is to certify that the undergraduate thesis of Febriani Tagai has been
approved by the Board of Examiners at English Language Education Study
Program of Sintuwu Maroso University after examination on June 22nd , 2021

The Board of Examiners

No Name Position Signature

1. Dr. Eliaumra, S.Si.,M.Si Chairperson

2. Vivin K. Modjanggo, S.S., M.Pd Secretary

3. Gitit Indra Putra Wacana, S.S., M.Hum Examiner 1

4. Sartika Andi Patau, S.Pd., M.Pd Examiner 2

5. Ingriyani Y. Rawung, S.S., M.Pd Supervisor 1

6. Yuliana Dg. Macora, S.Pd., M.Hum Supervisor 2

Poso, 22nd , June2021

Legalized by,
The Dean of Teacher Training and
Education Faculty

Dr. Eliaumra, S.Si., M.Si

NIDN. 0919027402

iv
 ABSTRACT

FEBRIANI TAGAI. 2021. Analisis Pengalaman Siswa Dalam Pembelajaran

Jarak jauh di SMPN 1 Poso. Dibimbing oleh Ingriyani Yohana Rawung dan
Yuliana Daeng Macora.

Kata kunci: Pengalaman, Siswa, Pembelajaran Jarak Jauh

Tujuan penelitian ini adalah analisis pengalaman siswa dalam pembelajaran

jarak jauh, dan dampak siswa dalam pembelajaran jarak jauh di SMPN 1 Poso
Pesisir. Metode yang digunakan dalam penelitian ini adalah penelitian deskriptif
kualitatif dengan subyek penelitian ini adalah siswa kelas VII SMPN 1 Poso
Pesisir sebanyak 20 orang. Pengumpulan data dilakukan dengan membagikan
kuisioner dan wawancara secara langsung kepada siswa. Kemudian data tersebut
dianalisis dengan menggunakan teori dari Hafid et al. (2016) tentang pengalaman
siswa dalam pembelajaran jarak jauh, dan teori Agus Purwanto (2020) tentang
dampak pengalaman siswa dalam pembelajaran jarak jauh.
 Dari hasil penelitian ini dapat diketahui bahwa ada dua aspek pengalaman
siswa yang peneliti dapatkan dalam pembelajaran jarak jauh, yaitu aspek sikap
dan minat. Pada aspek sikap, sebagian siswa mengatakan bahwa pembelajaran
jarak jauh sangat membosankan sehingga kurang antusias mengikuti
pembelajaran.Sedangkan pada aspek minat, sebagian siswa mengatakan tidak
menyukai pembelajaran jarak jauh karena pembelajaran jarak jauh membutuhkan
biaya agar dapat melaksanakan pembelajaran. Kemudian, peneliti menemukan
dampak pembelajaran jarak jauh pada siswa yaitu, siswa mengalami kesulitan
dalam menggunakan aplikasi whatsapp dan Zoom sehingga siswa sulit untuk
memahami materi karena materi yang disampaikan cukup singkat dan terbatasnya
waktu untuk bertanya kepada guru dan teman lainnya, serta jaringan internet yang
kurang memadai dan beberapa siswa yang tidak memiliki smartphone, sehingga
harus bergiliran belajar dengan teman yang memiliki smartphone.

v
 ABSTRACT

FEBRIANI TAGAI. 2021. Analysis of Students' Experiences in Distance

Learning at SMPN 1 Poso Pesisir. Supervised by Ingriyani Yohana Rawung and
Yuliana Daeng Macora.

Keywords: Experience, Student, Distance Learning

The objective of this study are to analyze the students' experiences in

distance learning, and the impact of students' experiences in distance learning at
SMPN 1 PosoPesisir. The method used in this study is a qualitative descriptive
study with the subject of this research is 20 students of class VII SMPN 1
PosoPesisir. The data are collected by distributing questionnaires and direct
interviews to the students. Then the data are analyzed by using the theory from
Hafid et al., (2016) about student experience in distance learning, and the theory
from Purwanto (2020) about the impact of student experience in distance learning.
Based on the result, it can be seen that there are two aspects of students’
experience in distance learning, namely aspects of attitudes and interests. On the
attitude aspect, some students say that distance learning was very boring so they
are less enthusiastic about participating in learning. While on the aspect of
interest, some students say that they did not like distance learning because
distance learning required money to carry out learning. Then, the impact of
distance learning on students, namely, students had difficulty in using the
WhatsApp and Zoom applications,hence that the students are difficult to
understand the material because the material presented was quite short and limited
time to ask teachers and other friends, as well as an inadequate internet network.
Also some studentsdo not have smartphone, hence they have to take turns
studying with friends who have one.

vi
 ACKNOWLEDGEMENTS

The researcher would like to say thank you to Tuhan Yang Maha Esa for the

blessing, so the researcher could finally finish this undergraduate thesis. The

research also would like to express deepest thanks to those who have contibuted

to support and guide during the compleing of the undergraduate

hesis :

1. Rector of the Sintuwu Maroso University Dr. Suwardhi Pantih, S.Sos.

M.M for the opportunity and facilities that given during the learning at

Sintuwu Maroso University.

2. Dean of Faculty of Teacher Trainning Education Dr. Eliaumra, S.Si. M.Si

for her support and advice.

3. Vice Dean Vivin K. Modjanggo, S.S., M.Pd for the support.

4. Head of English Language Education Study Program Ika P. Lantu, S.S.,

M.Pd and all the lecturers for their valuable quidance.

5. My first supervisor Ingriyani Y. Rawung, S.S., M.Pd for the attention,

motivation, and advice given during the process of writing this thesis.

6. Second Supervisor Yuliana Dg. Macora, S.Pd. M.Hum for the attention,

motivation advice given during the Process of writing this thesis.

7. My First Examiner Gitit Indra Putra Wacana, S.S., M.Hum for the

corrections and suggestions in writing this thesis

8. Second Examiner Sartika Andi Patau, S.Pd., M.Pd for the correction and

suggestions in writing thesis

vii
9. My beloved Mother Rosmin Lonante and beloved Father Anton Tagai for

the sincerity in providing moral and material support accompanied by

sincere prayers to God.

10. Two my beloved brothers Fredrik Angki Dago Tagai and Trigana Amayo

Tagai who always support the writer by giving motivation and always

praying for the writer in finishing this thesis.

11. My beloved friends Ismianti Y Akay, Apriliyati Peluru, Fitriani Lamadjido

and Kalsum H. Simpu who were with the writer in carrying out the

research to complete and provided motivation to the author in completing

this research.

12. Appreciation was also conveyed to all her friend for the batch 2021 in the

English Language Education Study program for their help, support, and

cooperation.

Furthermore, forall parties who cannot be mentioned one by one for their

help, advice, and support. Thank you very much.

Poso, June 22nd 2021

FEBRIANI TAGAI

viii
 TABLE OF CONTENTS

COVER i

STATEMENT OF ORIGINALITY ii

APPROVAL PAGE iii

CERTIFICATION PAGE OF BOARD EXAMINERS iv

ABSTRAK v

ABSTRACT vi

ANKNOWLEDGEMENTS vii

TABLE OF CONTENTS viii

LIST OF TABLE ix

LIST OF FIGURE xii

LIST OF APPENDICES xiii

CHAPTER I INTRODUCTION 1

A. Background 1

B. Problem Formulation 3

C. Objective of the Research 3

D. Scope of the Research 3

E. Significances of the Research 4

F. Definition of Terms 4

CHAPTER II REVIEW OF RELATED LITERATURE 5

A. Review of Related Studies 5

B. Review of Related Theories 8

ix
CHAPTER III RESEARCH METHOD 21

A. Type of the Research 21

B. Role of the Research 21

C. Location and Time of the Research 21

D. Source of the Data 22

E. Procedures of the Data Collection 22

F. Techniques of Data Analysis 23

G. Validity of The Research 24

H. Research Schedule 25

CHAPTER IV FINDINGS AND DISCUSSIONS 26

A. Research Findings 26

B. Research Discussions 54

CHAPTER V CONCLUSSION AND SUGGESTIONS 59

A. Conclusion 59

B. Suggestions 60

REFERENCES 61

APPENDICES 63

x
 LIST OF TABLE

4.1. Table Questionnaire Identity of the Students Response 27

4.2 Table Statement of Questioners Number 7 27

4.3 Table Statement of Questioners Number 8 28

4.4 Table Statement of Questioners Number 9 29

4.5 Table Statement of Questioners Number 10 30

4.6 Table Statement of Questioners Number 11 30

4.7 Table Statement of Questioners Number 12 31

4.8 Table Statement of Questioners Number 13 32

4.9 Table Statement of Questioners Number 14 33

4.10 Table Statement of Questioners Number 15 34

4.11 Table Statement of Questioners Number 16 35

4.12 Table Statement of Questioners Number 17 36

4.13 Table Statement of Questioners Number 18 37

4.14 Table Statement of Questioners Number 19 38

4.15 Table Statement of Questioners Number 20 38

4.16 Table Statement of Questioners Number 21 39

4.17 Table Statement of Questioners Number 22 39

4.18 Table Statement of Questioners Number 23 40

4.19 Table Statement of Questioners Number 24 41

xi
 LIST OF FIGURE

Figure Page

2.1 Thinking Framework 20

xii
 LIST OF APPENDICES

Appendix Page

1. Questionnaire Question 63

2. Interview Question 71

3. Documentation Questionnaire 72

4. Documentation Interview 73

xiii
 CHAPTER I

INTRODUCTION

A. Background of the Research

The Covid-19 pandemic is a terrifying issue for all Human civilization

populations. Except one, all aspects of living beings are affected. The big impact

both in terms of economy, industry, and education. Several nations, such as

Indonesia, had already closed educational institutions. With the emergence of a

COVID-19 pandemic around the world, particularly in Indonesia, a circular

number 4 of 2020 regarding the Implementation of Educational Policy in an

Emergency was authorized Coronavirus Disease Expansion(COVID-19).In

response to the circular, the Office of Education, Culture, Youth, and Sports took

action to facilitate effectiveness through getting begins in March, distance

learning will be available in Indonesia.

Distance education also known as distance learning, e-learning, or online

learning, is a level of experience that refers to a process. It is not confined by

spacetime, unlike teacher-centered learning. Teachers and students are commonly

separated by distance - time, so although teachers may choose to communicate

periodically or meet daily across the class. Distance learning still must make use

of technology. Media are now the basic part of conducting educational activities

in the early days of distance education. Currently, the processes are already

increased to include all the social media, text messages, applications, YouTube

clips, videos, camera systems, and so on.

1
 2

SMPN 1 Poso Pesisir to support their distance learning, there are several

applications currently being implemented in this school in supporting the teaching

and learning process, including Whatsapp and Google Meeting applications.

However, many challenges are faced when implementing distance classes. A few

of them is that while the teaching process developed by distance learning impacts

and found it challenging for teachers to achieve an appropriate perfect condition

even though learning is also only low in online communication.

Based on pre-observations made on February 25, 2020, several challenges

have been experienced by students during the distance learning process, such as

inadequate access to the internet, and some students did not understand what to

carry out learning using Google Meetings. Moreover, students only know the

WhatsApp group when their distance learning. During learning using WhatsApp

group the teacher only gives assignments four times a week and there is no

explanation of the assignments given. According to some students, their

understanding decreased because the teacher's explanations were too short and

insufficient. This situation certainly has an impact on the quality of learning.

Some of these problems are in line with the learning process, which

previously interacted directly in the classroom, now must interact in a limited

virtual space. In this case, the teacher is required to provide good teaching, in

creating a conducive and creative, and innovative learning atmosphere, the teacher

must think about strategies for how to get students out of their boredom zone.

Teachers need to be creative in creating attractive online learning for students.

 3

Therefore, based on the above problems, the researcher is interested in research to

find out how students experience the online learning process.

B. Problem Formulation

1. How the students experience when participating in distance learning?

2. What are the impactsof distance learning processes at SMPN 1Poso

Pesisir?

C. Objective of the Research

Then the objectives of this research are following:

1. Analyze the students experience when participating in distance learning.

2. Find out the impact of during the distance learning process at SMPN

1Poso Pesisir.

D.Significance Of the Research

In this study, there are several benefits that the authors expected after the

research carried out:

1. For teachers

This research is expected to provide input and reference for teachers in an

effort to increase teacher knowledge about distance learning.

2. For reader and future researcher

The research results can provide information and can be a reference for

further research on the same field.

 4

E.Scope of the Research

This study focuses on the analysis students experiences and the impact during

distance learning process at SMPN 1 Poso Pesisir. In this reseach used theory

from Hafid et al., (2016) about student experience in distance learning and theory

Agus Purwanto (2020) about the impact of student experience in distance

learning.

F.Definition of Terms

1. Student’ experience is something that has been experienced and something

that has already happened by the pupils of SMPN 1 PosoPesisir during

distance learning process.

2. Distance is learning that is done virtually without meeting face to face. With

distance learning, teachers and students are now required to master existing

media so that the learning process can run well.

 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Studies

Previous studies aimed as a reference used to obtain relevant data for

research. Researcher refers to these researchers on the following references.

The first of the the previous studies has done by Hidayat and Noeraida

(2020) entitlePengalaman Berkomunikasi Siswa Melakukan Kelas Online Selama

Pandemi.This article discusses student experiences during online classroom

learning during the Covid-19 pandemic. The object analyzed was the student's

communication experience during the online class. The purpose of this article is to

find out how effective the student experience is during online classes so that they

can come to a mutually agreed upon agreement. among students about

communication experiences during online classes. This research was conducted in

the city of Bandung and involved several students. The research used is a

qualitative technique. and data collection through online interviews. Researchers

found that online learning experiences are very helpful for interactions between

teachers. and students because using information technology media can help

students get material through internet access. Online classes are also flexible, not

limited by time and space.

The second research is Famularsih (2020) entitle Student Experience in Using

Online Learning Applications Due to Covid-19 in English Classrooms. With the

Covid-19 pandemic, it has changed the world of education starting from the

learning process where learning is usually carried out in face-to-face classes, but

5
since the pandemic it has been replaced by distance learning using an online

system. . Teachers and students are required to be able to carry out an effective

and active learning process. although only done from their homes. The Covid -19

pandemic has many positive and negative impacts on the world of education.

With online learning students can dig up information and learning material

provided by the teacher. Online learning also makes students have unlimited

information because they can access information from various sources according

to the learning material. In this case, online learning applications are widely used

by English educators in the teaching and learning process. This study focuses on

the use of online learning applications in English as a foreign language (EFL)

class. With a total of 35 second semester students majoring in English at one of

the Salatiga universities. Data collection was carried out through semi-structured

surveys and interviews. Besides that, it is explained by a descriptive qualitative

approach.

The last research from Dilani (2014) entitle Students experiences of learning

in a virtual classroom. Online learning during this pandemic could offer learners

opportunities for flexibility, interaction and collaboration that is very different

from face-to-face learning environments. However, the integration of educational

technology also presents challenges and concerns regarding student learning. This

article attempts to develop a better understanding of students' learning experiences

with specific online learning technologies from Adobe Connect virtual

classrooms. The research was conducted at a university in New Zealand using the

case study method. The research method in this research is carried out by using
 7

individual interviews, online observation and other analyzes. This article includes

some research findings and a discussion of how synchronous technology - Adobe

Connect virtual classrooms, used in online learning environments is influencing

students' active participation in e-learning activities.

Based on the previous research above, there are differences between the three

previous studies and this research, which is located in the purpose and place of

research. The purpose of the first article is more focused on discussing learning in

online classes during the Covid-19 pandemic. The object analyzed in the form of

students' communication experiences during online classes. Also in the second

article only focused on the use of online learning applications in the English as a

Foreign Language Classroom (EFL). And in the third article attempts to develop a

better understanding of the learning experience of students with certain online

learning technologies from the Adobe Connect virtual classroom. The similarities

contained in the three related articles are that each study uses a qualitative

approach, but the three related articles use a different qualitative approach. For

this reason, researcher are interested in conducting research with the title Analysis

of Student Experiences in Online Learning at SMPN 1 Poso Pesisir.

 8

B. Review of Related Theories

1. Student Experiences

Experience can be interpreted as something that has been experienced, lived

or felt, both long and recently. Experience is the output that is felt after

communicating. Experience includes knowledge (cognitive), feelings, interests

(affection), and behavior (behavior).Cognitive experience means that the

communication carried out has an impact on one's knowledge. While affective

experience, is a level of experience not only knowledge, but also feelings,

interests or emotions after communicating. The highest level of experience is

communication behavior experience. Through experience, individuals have

knowledge. Actions are based on individual experiences that are usually attached

to a particular event.

According to Hafid et al., (2016) learning experience refers to the interactions

that students have with others outside of the classroom, which includes the

teaching process and active conduct of students, namely the what students do

while learning.Students gain learning experiences through a variety of activities

that allow them to explore the workplace through interaction.Active with other

individuals, as well as the environment. Which in the psychological aspect, the

environment is something that is around humans that can affect the good and bad

experiences that are caused to a person.

Based from theory above, theory researcher found an association between

experiences with the psychology of students due to see the experience of students
 9

in distance learning can be seen from the psychological aspects of the students had

ever experienced.

Based on Irmayanti (2014) article, there are three aspects of psychology in

learning as follows:

a. Students' attitudes

A very important role in attitude is the feeling or emotion factor, and the

second factor is the reaction/response, or the tendency to react. In some ways

attitude is an important determinant of human behavior. As a reaction, the

attitude is always related to two alternatives, namely happy (like) or

displeased (dislike), obeying and implementing it or avoiding/avoiding

something. M. Ngalim Purwanto, (1997:141). Based on the theory above, the

researcher concludes that attitude is an opinion or assessment and response to

behavior that is carried out, whether like or not liked by everyone.

In the learning process, attitude is one that affects the learning process.

Therefore, it can be stated that the positive response given by students to the

subject matter given is a good sign in following the learning process. On the

other hand, negative responses given to subjects or teachers, even tempered

with hatred, can cause student learning difficulties. If learning difficulties

have been experienced by students, the level of learning success will not be

achieved.

b. Student Interest

In simple terms, interest means a high tendency and excitement or a great

desire for something. Interest as understood and used by people so far can
 10

affect the quality of student achievement in certain fields of study Muhibbin

Syah, (1997:136). Based on the theory above, the researcher concludes that

interest is a condition that produces a directed response to a certain situation

that is pleasant and gives satisfaction to him. For example, people who have

an interest in something that they want to achieve will try harder to get

something they are interested in or in other words with an interest in

something they want to achieve. Someone, then he will be motivated to get

something. 

c. The level of intelligence/intelligence of students

Intelligence is the ability to find, which depends on a broad

understanding and is characterized by the existence of a certain goal and the

existence of corrective considerations. Clearly, intelligence includes the

notion of the discovery of something new, the belief or determination and the

understanding of oneself Juhaya S. Praja & Usman Effendi, (1984:89).

According to Wacana, G.I., and Lantu, I.P (2020) that stated by

understanding the function of language, students would know the right

expression for a particular situation, because one of the expressions may not

be appropriate for others who were related to the language used. In speaking

classes, only a few of them can speak their minds and can choose the correct

answer.
 11

Everyone can learn from experiences can also lead to a good relationship.

According to Fitriyani, (2018) stated that Experience also creates better

relationships because each individual learns from experience. Experience not

only affects knowledge, interests, but encourages someone to act on the

encouragement of communication activities.

According to Notoatmodjo 2012 in Saparwati, (2012) stated that Experience

can be gained or felt when an event has just happened or has been going on for a

long time. can be given to anyone to use and serve as a guide and learning.

Based on statement above, it can be concluded that experiences is a state that

has been experienced, lived or ever felt and is used as a lesson in life in the future.

1. Distance Learning

a. Definition of Distance Learning

Distance learning can also be called distance education e-learning, and

online learning where there are two main elements that separate teachers and

students during the teaching and learning process and the use of technology

as a facility to communicate between teachers and students.The existence of

technology media is very helpful for students in implementing distance

learning systems because with the help of technology the learning process

will run well without any problems.

Basedon Buselic (2012).Distance learning is a knowledge learning

strategy that involves providing learning information to the students who do

not meet in person as in class learning. Based on this, distance learning is

taking place without direct physical interaction between the teacher and the
 12

learner; instead, interaction takes place in a virtual environment using

technology. That allows interaction and t ransfer of knowledge from teacher

to learner.Based on the statement about expert’s above that distance learning

can be implemented well if using technology media because by using these

media learning will run effectively and will make it easier for teacher and

students to take online class.

Due to pandemic, the learning process is carried out by distance learning

using various media to support students so that they can learn optimally.

According to Yaumi, (2007) state that Distance learning is now the main

choice due to this pandemic. Distance learning is a learning approach that

does not face to face in the classroom. E-learning can be used in these

conditions because it is internet-based which means there is no need to come

to the classroom. Sample class, several tools that can be used from e-mail,

blogs, Wikipedia, e-portfolios, animation, video links to social networks, such

as Facebook, Twitter, YouTube, Google Classroom, Edmond, and so on.

Based on the above theory the researcher can conclude that Due to the

existence of Covid-19, the learning process is finally carried out online or

called distance learning, with online learning being carried out, teachers and

students are required to be able to utilize technology media as a learning

medium so that it can run optimally.

Distance learning which is currently being implemented really needs

media because it will make it easier for teacher and students to learn. For that

it is highly expected to master the media technology. Daryanto (2017) states

 13

that is learning using a medium that allows interaction between teachers and

learners who are not face to face directly, in other words through it is

possible between teachers and learners in different places and can even be

separated by a very long distance making it easier learning process.

Based on the statement expert’s above In implementing the distance

learning process, learning media is needed so that it can make it easier for

teachers and students to carry out the distance learning process and not find it

difficult to learn.

b. Distance Learning Methods

Carried out at a distance has consequences for students' independence in

managing their learning process, and the method of delivering learning

materials is also the main thing. Distance learning methods used include the

blended learning method (mixed learning, namely a combination of However,

if the teacher sees that the availability of access to online learning support is

not owned by some students, then the distance learning process can be

combined with other media to make it easier for students to learn. Ideally the

distance learning process can be categorized into two types, namely

independent learning and guided learning.

1) Independent learning: the learning process is initiated by students within a

certain period, and independent learning does not have to be self-study but

can also be done in groups. The independent learning process can be

delivered online or offline.

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a) Independent learning in a network (online). Students get learning

instructions and teaching materials that are arranged modularly in

digital format (eg; pdf, doc, ppt, etc.) receive and submit assignments

through the Learning Management System (LMS), and can

communicate via email, chat, discussion forums, social media, or other

agreed media.

b) Independent learning outside the network (offline) or without using the

internet network. Students receive learning instructions and teaching

materials, which are mainly in print modules, and can be combined with

teaching materials in other formats whose use does not require an

internet network.

2) Guided/structured learning; The learning process provided by the school to

assist the student learning process in the form of face-to-face activities,

either directly or virtually by relying on the guidance of the teacher. The

guided learning process is not always carried out in the classroom at

school, but can also be carried out in small groups with teacher visits.

To support learning achievement, several things that need to be

considered in the implementation of distance learning are as follows.

1) Build engagement between schools and parents/guardians.

2) Prepare teachers to integrate learning methodologies and facilitate

collaboration among teachers.

3) Ensure the availability of learning resources, whether delivered through

TIK, or delivered through other media.

 15

4) Provide assistance to students in identifying their learning needs, and

preferred learning styles.

5) Building communityinvolvement in the availabilityof access to

facilities/infrastructure, and assistance for education personnel.

c. The advantages and disadvantages of distance learning

According to Rusman Daryanto (2017) the advantages of distance

learning are on the following:

1) The availability of e-moderating facilities where educators and students

can communicate easily via internet facilities without being limited by

distance, place, and time.

2) Students can study or review lesson material at any time and anywhere if

needed.

3) If students need additional information related to the material being

studied, they can access the internet easily.

4) Educators and students can conduct discussions via the internet which can

be followed by a large number of participants, thereby increasing

knowledge and broader insights.

Besides, there are also disadvantages of distance learning, such as:

1) Lack of interaction between educators and students or even among

students which can slow down the values in the learning process.

2) Students who do not have high motivation tend to fail.

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d. The impact of Distance learning

Distance learning is a learning process carried out during the current

Covid-19 pandemic by utilizing technology media, because in the distance

learning process students and teachers carry out learning separately.

However, the distance learning process also has an impact as suggested by

theory. Agus Purwanto (2020). The impact of distance learning has an impact

on students, teachers, and parents. This can be explained as follows:

1) Impact on students

How much impact does students feel on the teaching and learning

process at home is that students do not have a culture of distance learning

because so far the learning system is implemented through face-to-face,

students are accustomed to being at school to interact with their friends,

play and joke with their friends and meet face-to-face with their teachers,

with the distance learning method, students need time to adapt and they

face new changes that are unexpectedly will directly affect their learning

absorption. The next impact experienced by students is that schools are

closed for too long making the children bored.

2) Impact on parents

Constraints faced by parents are the increase in the cost of buying

internet quotas, online technology requires a network connection to the

internet and quotas, therefore the level of use of internet quotas will

increase and will increase the burden on parents' expenses To do online

learning for several months, of course, more quota will be needed and
 17

itwill automatically increase the cost of buying internet quota. The next

obstacle that parents feel is that they have to spend more time with their

children accompanying online learning, they have to allocate more time to

accompany their children in online learning, to accompany children in

online learning will certainly affect their daily routine work activities.

Which will be reduced, sometimes parents also learn with their children

and help do the tasks with their children. Parents must prepare distance

learning tools and systems and provide guidance to children so that they

can use modern technology in learning to improve the quality of their

children. 

3) Impact on teachers

The impact felt by teachers is that not all are proficient in using

internet technology or social media as a learning tool, some senior teachers

are not yet fully able to use devices or facilities to support online learning

activities and need assistance and training first. And the competence of

teachers in using technology will affect the quality of teaching and

learning programs, therefore, before an online learning program is held,

teachers are required to be given training first. The next obstacle is that

teachers do not yet have a culture of distance learning because so far the

learning system has been carried out face-to-face, teachers are used to

being in school to interact with students, with the distance learning

method30 making teachers need time to adapt and they face new changes

that will indirectly affect the quality of learning outcomes. In addition,

 18

there are things that teachers must pay attention to in increasing student

concentration, including the use of applications that support the learning

process and the use of interactive media and teaching materials, the

teaching style of a teacher will affect students' interest in learning. To do

online learning for several months, of course, more quota will be needed

and it will automatically increase the cost of buying internet quota.

e. Characteristics of the students

According to Dabbagh (2007) state that there are several characteristics

of students in distance learning, namely, as follows:

1) Learning Spirit

Students in learning must have a strong enthusiasm for independent

learning. In online learning, completeness of learning and understanding

of the material is determined by the students themselves. Students are

required to be independent and find their own knowledge.

2) Literacy of Technology

Apart from independent learning, the success of online learning is

determined by the degree to which students understand the technology

used for online learning. Before doing online learning, students must first

master or understand the technology that will be used as a tool for online

learning. One of the tools often used for online learning is a computer or

cell phone
 19

3) Collaborate Understand and use interaction and collaboration learning.

Learning is carried out independently by students, so students must be

good at interacting with other students or with teachers in the forums that

have been provided. This interaction is very necessary, especially when

students have difficulty regarding a subject matter.

Based on the statement above the experience can be interpreted as something

that has been experienced, lived or felt, both past and present. With previous

experiences of researchers interacting in the classroom, now students have to

interact with limited virtual classrooms. In this case, the researchers found that

during the distance learning process there was an impact on students' experiences

in distance learning with the existence of learning media, which greatly facilitated

students and teachers in carrying out the remote learning process so as to prevent

the transmission of the Corona Virus.

 20

C.Thinking Framework
Figure 1.1
SMPN 1 Poso Pesisir

The Analysis
The researcheranalyzed the students experience when
participating in distance learning and the impact of student
experiences during the distance learning process.

The Method
The research using descriptive qulitative method and
conducted using interview and questionnaire as the instrument

The Result

Based on the results that the researchers got, the researchers found that there
are two aspects of students' experiences in distance learning, namely aspects
of attitudes, and interests. and researchers found the impact of distance
learning experienced by students.
 CHAPTER III

RESEARCH METHOD

A.Type and Design of the Research

The research method used the descriptive qualitative research and how

the researcher describe to the students experiences in online learning at SMPN 1

Poso Pesisir. According to Sugiono (2017 ) stated that, descriptive analysis

was :Analyzed data by describing data which collected as was without the

intention of make generally accepted conclusions or generalizations. The

researcher collected data, used by questionnaires and interview. Researcher used a

descriptive qualitative approach to analyze data.

B. Role of Research

In this study, the researcher took the role of a fuly observer. The researcher

distributed questionnaire about students experience in distance learning, also the

researcher directly used interview several students to find out how their

experiences in distance learning.

C. Location and time of the study

This research was located at SMPN 1 Poso pesisir. It addresses Jl Jenderal

Pelabuhan Udara No.51 Kasiguncu. This research conducted from March to April

2021.

21
 22

D.Source of the Data

The subjects of this study were students of class VlI of SMPN 1 Poso Pesisir.

The researcher took all students of class VII at SMPN 1 Poso Pesisir as a sample

class research consisting of 20 students.

E.Procedure of Data Collection

In data collection, the research carried out in two stages, namely:

a. Interview

Mulyana (2008)state that an interview is a form of communication

between two people involving someone who wants to get information from

another person by asking questions based on specific objectives. In this study,

the researcher used unstructured of interviews. Unstructured interviews are

independent interviews because researchers do not use interview guidelines

that have been structured systematically and completely for data collection.

The interview guide used was only an outline of the problem to be asked.

Interviews was conducted with several students to obtain information

about students' experiences in online learning at SMPN 1 Poso Pesisir. This

matter was conducted to obtain additional information about students'

experiences during online learning that do not cover by the questionnaire.

b. Questionnaire

Questionnaires was made for grade VII students at SMPN 1 Poso Pesisir.

Researcher used open commissioners, namely in research students are given

the freedom to answer questions that are available and the answer choices
 23

werenot provided to make it easier for students to describe how students

experience during online learning which aims for researcher to support the

main data obtained from interviews. According to Arikunto (2010) state that

explaining that a questionnaire is a number of written questions that are used to

obtain information from respondents in the sense of their personal reports or

things that are known to the respondent.

Researcher adopts the Kuesioner Siswa Belajar dari Rumah which is

released by Kementrian Pendidikan dan Kebudayaan (2020). It contains 24

Optional questions. The question of questionnaire on page

F. Technique of Data Analysis

The technique of data analysis that used in this research was descriptive

analysis. Creswell (2012) stated that qualitative research is “interpretive” research

which research is making a personal assessment as to a description that fits the

situation or themes. The researcher presented the process of data analyzing.

The processes are as follows:

1. The researcher asked permission from the school to conduct research

2. Then the researcher distributed the questionnaire that would be filled in by

students after the questionnaire is filled in by the student, the researcher will

categorize and analyze each item.

3. Researcherconducted interviews to get in-depth information about students'

experiences in distance learning.

 24

4. Researcher used Microsoft Excel to calculate the percent of each statement

in the questionnaire and describe it in words.This technique is used to find

data after arriving in the field.

5. Researcher made conclusions from the data obtained from the results of

interviews and questionnaires.

G. Research Stages and Validity

Based on the procedure of data collection, this research was conducted by

distribute questionnaire and interview. However, the instruments of data

collection no need to be validatedbecause the questionnaire was adopted from

Kuesioner Siswa Belajar dari Rumah which was released by Kementrian

Pendidikan dan Kebudayaan (2020). While the interview was in the form of

unstructured interview, hence the questions in interview list used only for an

outline of the problem to be asked. After the data were collected, the research

made the data transcription selects the data that had been collected from field

notes categorizes and analyzes them, ther for researcher can obtain the

conclusions about the students’ experience in online learning at SMPN 1

PosoPesisir.
 25

H.Research Schedule

Table 3.1 ResearchSchedule

N Activity March April May Juny July

o 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1. Proposal
Seminar
2. Draft
Revision
3. Conducting
the
Research
4. Interview
5. Data
Analysis
6. Draft
Consultatio
n
7. Draft
Revision
8. Result
Seminar
9. Draft
Revision
10. Thesis
Examinatio
n
 CHAPTER IV

FINDING AND DISCUSSION

A. Research Findings

The chapter presented the research results and discussions that have been

collected during the research. In this study, research conducted research using a

survey method by distributing questionnaires to class VII students of SMPN

Negeri 1 Poso Pesisir. About the analysis of students experiences in distance

learning researcher took data from research results by interviewing and

questioners. Thequestionnaire used is a questionnaire adopted from Kuesioner

Siswa Belajar dari Rumah which was released by Kementrian Pendidikan dan

Kebudayaan (2020).. The number of questions items in the questionnaire is 24

question items.

1. The Results From Questionnaire sheet

On 21 -31 May 2021, the researcher distributed questionnaire to 20 students

who were Class VII SMPN 1 Poso Pesisir. The aim of researcher distributing the

questionnaire was to find out the experiences of each student in distance learning

which consisted of 24 questions items to 20 students. All students are asked to

choose one answer each questionby making amark (√). The questionnaire was

conducted after obtaining permission from the English teacher. Questionnaires

were distributed within 5 days. Research distributed questionnaire to each

students by distributing directly to students. The result of the questionnaire

obtained by the research was summarized in the form of a descriptive method on

each statement item. The distributions of the questionnaire showed the number of

26
 27

items used in this study were 24 questions. So that total items distributed were 20

students and of the total items returned were 20 items.

Table 4.1 Questionnaire Identity of the Students Response

No Statement Responses
1. Jenis Kelamin(Gender) Female = 8
Male = 12
2. Jenjang Pendidikan(Education Level) Junior High School
3. Kelas(Class) VII
4. Status Sekolah(School Status) Country
5. Nama provinsi sekolah(School province Sulawesi Tengah
name)
6. Nama kota/Kabupaten poso(City/distirict Poso Pesisir
name)

 In the table 4.1 shows that students of class VII SMPN 1 Poso Pesisir who

has filled qustionnaire of 20 people consisting of 8 women and 12 men, education

level is junior high school, class Vll, state school status, and the name of the

school province of Central Sulawesi, then the name of the city/district of Poso,

Poso Coastal.

Table 4.2 Statement of Questionnaire Number 7

No. Statement Option of Each Statement F P

1. Ya, Sepenuhnya dirumah 13 65
Apakah kamu %
7 melaksanakan 2. Ya, sebagian dari rumah 7 35
pembelajaran dari sebagian disekolah %
rumah? 3. Tidak sekolah, masuk seperti - -
biasa

In the table 4.2 Showed that 13 (65%) students who respond that learning is

carried out entirely from home and there are 7 (35%) students who respond that

learning is carried out from home and partly at school.

 28

Tabel 4.3 Statement of Questionnaire Number 8

No. Statement Option of Each Statement F P

1. Tidak ada jaringan internet 7 35%
yang memadai
2. Tidak ada perangkat digital 8 40%
yang memadai (HP,
Smartphone, Laptop, Tablet,
dsb)
Jika sebagian di
8 sekolah,apa alasan 3. Tidak ada bahan/media - 0
utamanya? pembelajaran (buku pelajaran,
LKS, Video Pembelajaran)
4. Tidak ada yang mendampingi
5. Tidak tahu, mengikuti arahan 5 25%
sekolah.
6. Bukan wilayah terdampak - 0
wabah Covid-19

In the table 4. 3 showed that concluded that 7 (35%) students who respond

that the main reason from the implementation of learning at school is the absence

of an adequate internet network, 8 (40%) students who respond that the main

reason for learning at school is the absence of adequate digital devices (HP,

Smartphone, laptop, tablet, etc., and there are 5 (25%) students who respond that

the reason main implementation of learning at school because students do not

know and follow school directions.

 29

Tabel 4.4 Statement of Questionnaire Number 9

No. Statement Option of Each Statement F P

1. Tidak ada jaringan internet 10 50%
yang memadai
2. Tidak ada perangkat digital 3 15%
yang memadai (HP,
Smartphone, Laptop, Tablet,
dsb)
3. Tidak ada bahan/media 2 10%
9 Jika tidak apa alasan pembelajaran (Buku
utamanya? pelajaran, LKS, Video
pembelajaran, dsb)
4. Tidak ada yang mendampingi 2 10%
belajar dirumah
5. Bukan wilayah terdampak -
wabah Covid-19
6. Tidak tahu, mengikuti arahan 3 15%
sekolah.

In the table 4.4 above shows that statement 10 (50%) students respond that

the main reason learning is not carried out in schools is the absence of an adequate

internet network, then there are 3 (15%) students responding that the main reason

for not implementing learning at school is that there are no adequate digital

devices, there are 2 (10%) students who responded that the main reason for not

holding learning at school was because there were no learning materials/media,

there were also 2 (10%) students who responded that the main reason for not

holding learning at school was that there was no accompanying study at home,

and there were 3 (15%) students who responded that the main reason not holding

learning at school is not knowing and following directions at school.

 30

Table 4.5 Statement of Questionnaire Number 10

No. Statement Option of Each Statement F P

Seberapa sering kamu 1. Setiap hari 6 30%
10 melaksanakan 2. 2-4 hari seminggu 12 60%
kegiatan belajar dari 3. Sekali 2 10%
rumah dalam satu
minggu?

In the table 4.5 above shows that the statement, there are 6(30%) students

who respond that in carrying out learning activities from home students do it

every day, then there are 2 (10%) students who respond that activities from home

are carried out once, and there are 12 (60%) students who respond that learning

activities from home are more than 2-4 days a week.

Table 4.6 Statement of Questionnaire Number 11

No. Statement Option of Each Statement F P

1. 1-2 Jam 17 85%
Berapa jam rata-rata 2. 3-4 Jam 3 15%
11 kamu belajar dari
3. 5-6 Jam - -
rumah dalam satu
4. Lebih dari 6 Jam - -
hari?

In the table 4.6 shows that the statement there are 17 (85%) students who

respond that the average study time used in one day is 1-2 hours and there are

3(15%) students who have an average time learn from home in one day for 3-4

hours.
 31

Table. 4.7 Statement of Questionnaire Number12

No. Statement Option of Each Statement F P

1. Mengerjakan soal-soal guru 6 30%
2. Belajar dari buku teks 2 10%
pelajaran
3. Belajar interaktif bersama 3 15%
guru sekolah secara online
(Daring)
4. Belajar dari aplikasi 7 35%
(Online) seperti rumah
belajar, ruang guru, zenius,
12 Bagaimana kamu dll.
melaksanakan 5. Membuat proyek - -
pembelajaran dari sederhana/kegiatan praktik/
rumah ? kreativitas
6. Belajar menggunakan 2 10%
berbagai sumber belajar
digital (E-book, Youtube,
Google, dll)
7. Belajar dari buku-buku No.n - -
teks pelajaran
8. Belajar dari TV - -
9. Belajar dari radio - -

In the Table 4.7 above shows that the statement, there are 6 (30%) students

carrying out learning from home by doing teacher questions, there are 2 (10%)

students carrying out learning from home by learning from home textbooks, there

are 3(15%) students who carry out learning from home by means of interactive

learning with online teachers, 7(35%) online learning from Rumah belajar, Ruang

guru, and Zenius. and there are 2 (10%) students who carry out learning from

home by learning to use various digital learning resources (E-books, YouTube,

Google, etc.).
 32

Table 4.8 Statement of Questionnaire Number 13

No. Statement Option of Each Statement F P

1.Interaksi melalui kelas online 5 25
yang disediakan guru ( Google %
Classroom,Kelas maya,
Rumah belajar,Quiper
school,dsb)
2.Inreaksi melalui media sosial 7 35
(Facebook, Line, WhatApp, %
dsb)
13 Bagaimana kamu 3.Interaksi melalui video 7 35
melaksanakan conference yang disediakan %
pembelajaran dari guru (Zoom, Google meet,
rumah ? Skype, Whatapp video call,
dsb)
4.Interasksi melalui Email - -
5.Interasi melalui telepon/sms
6.Bertatap muka secara langsung 1 5%
baik di kunjungi oleh guru
maupun mendatangi rumah
guru
7.Melalui pesan berantai dari -
teman
8.Tidak beinteraksi dengan teman -

In the Tabel 4.8 showed that the statement, there are 5(25%) interaction

through online classes provided by teachers (Google Classroom, kelas maya,

Rumah belajar, Quipper School.etc). There are 7 (35%) students who respond

that online learning from home is carried out implemented through social media

interactions (Facebook, line, WhatsApp and so on), there are 7(35%) students who

respond to online learning from home carried out through video interactions,

conferences provided by the teacher (Zoom, Google meet, Scype WhatApp video

calls and others, and there is 1(5%) student who responds that learning from home
 33

is carried out face to face directly either visited by the teacher or visiting the

teacher's house.

Tabel 4.9 Statement of Questionnaire Number 14

No. Statement Option of Each Statement F P

1. Rumah Belajar 1 5%
2. Ruang Guru 2 9%
3. Zenius - -
4. Quipper - -
Aplikasi belajar daring apa 5. Meja Kita -
14. yang paling sering kamu 6. WhatsApp 10 45
gunakan selama belajar %
dari rumah? 7. Google for Education 6 33
%
8. Sekolah mu -
9. Aplikasi mandi yang -
dikembangkan sekolah
10. Tidak menggunakan 1 5%
aplikasi daring (online)

In the table 4.9 above shows that statement, there are 1 (5%) student who

uses home learning applications while studying from home, there are 2 (9)

students who use the teacher's room application while studying from home, there

are 10 (45%) students who use the WhatApp application while studying from

home, there are 6 (33%) students who use the Google for education application

while studying from home and there is 1 (5%) student who does not use the

application while studying from home.

 34

Table 4.10 Statement of Questionnaire Number 15

No. Statement Option of Each Statement F P

1. Mudah digunakan 7 35%
2. Mengikuti arahan guru / 10 50%
sekolah
15 Mengapa kamu 3. Materi belajarnya lengkp 1 5%
menggunakan aplikasi 4. Memudahkan memahami
belajar daring ( online ) pelajaran
Tersebut? 5. Dapat berinteraksi
langsung dengan tutor
6. Murah (berbayar dengan
harga murah)
7. Gratis 2 10%
8. Anjuran orang tua
9. Tidak mengenal aplikasi
lainnya

In the table 4.10 above shows that statement, there are 7 (35%) students who

use online learning applications because they are easy to use, there are 10 (50%)

students who use applications because they follow teacher or school directions,

there is 1 (5%) student who uses online learning applications because the learning

materials are complete and there are 2 (10%) students who use online learning

applications because they are free.

 35

Tabel 4.11 Statement of Questionnaire Number 16

No. Statement Option of Each Statement F P

1. Kurang kosentrasi 3 15%
2. Kesulitan memahami 9 45%
16 Apa hambatan yang pelajaran
kamu alami saat proses 3. Tidak ada yang mendampingi - 10%
belajar dari rumah ? belajar dari rumah
4. Tidak dapat bertanya langsung 3 15%
kepada guru
5. Tidak dapat bertanya langsung 1 5%
sama teman
6. Bosan 2 10%
7. Tidak memiliki perangkat -
digital HP, Smartphone ,
laptop, tablet,dsb)
8. Jaringan internet kurang 2 10%
memadai
9. Jaringan listrik kurang -
memadai
10. Tidak ada hambatan -

In the table 4.11 above shows that statement there are 3(15%) students who

are hampered in the learning process from home due to lack of concentration,

there are 9 (45%) students who have difficulties in understanding learning during

the learning process from home, there are 3 (15%) students who have obstacles

unable to ask directly to the teacher during the learning process from home, there

is 1 (5%) student who has obstacles cannot ask friends directly during the learning

process from home, there are 2 (10%) students who are bored in doing the

learning process from home and there are 2 (10%) students who have obstacles on

the internet network that is inadequate during the learning process.

 36

Tabel 4.12 Statement of Questionnaire Number 17

No. Statement Option of Each Statement F P

1. Meminjamkan Buku 4 20%
2. Memberi paket data 6 30%
internet
3. Mempinjamkan 1 10%
17 Apa dukungan yang leptop/tablet
diberikan sekolah selama
4. Menyediakan akses 6 30%
belajar dari rumah ?
aplikasi belajar daring
( Online) secara gratis
5. Tidak member dukungan 2 10%

In the table 4.12 above shows that statement, there are 4 (20%) students who

respond that Tb he support provided by the school during learning from home is

borrowing books, there are 6 (30%) students who respond that the support

provided school is while learning from home is to provide internet data packages,

there are 6 (30%) students who respond that the support provided by the school

during learning from home is to provide access to online learning applications for

free, and there are 2 (10%) students who respond that there is no support provided

by the school while studying from home.

 37

Table 4.13 Statement of Questionnaire Number18

NO Statement Option of Each Statement F P

.
1. Saya masih bisa 14 66%
memahami materi
pembelajaran selama
proses belajar dari
rumah.
2. Saya merasa belajar dari 3 19%
18 Apakah kamu setuju dengan rumah menyenangkan
pernyataan berikut ini ? 3. Orang tua atau keluarga 1 5%
mampu membimbing
saya dengan baik selama
belajar dari rumah.
4. Saya mudah 1 5%
mendapatkan sumber
belajar dari rumah
5. Saya tetap bisa 1 5%
kosentrasi saat belajar
dari rumah.

In the table 4.13 above shows that statement, there are 14 (60%) students who

agree that they can still understand learning during the learning process from

home, there are 3 (19%) students who agree that learning from home is fun, then

there is 1 (5%) student who agrees that parents or families are able guiding these

students well, there is 1(5%) student who agrees that during the learning process

from home students are easy to get learning resources, and there is 1 (5%) student

who agrees that they can still concentrate when studying from home.
 38

4.14 Statement of Questionnaire Number 19

No. Statement Option of Each Statement F P

19 Bagaimana ketersediaan 1. Listrik -
dan kondisi fasilitas 2. Internet 18 90%
yang kamu miliki di 3. Komputer/laptop/tablet 1 5%
bawah ini? 4. Telepon pintar ( smartphone) 1 5%

In the table 4.14 above shows that statement, there are 18 (90%) students who

have internet availability, there are 1(5%) students who has the availability of

smart phones and then there are 1 (5%) students have the availability of

computers/laptop.

Table 4.15 Statement of Questionnaire Number 20

No. Statement Option of Each Statement F P

1. TVRI 6 35%
2. RCTI 2 6%
3. INDOSIAR 1 5%
20 Jika ada siaran TV di 4. ANTV 1 5%
lingkungan kamu, stasiun TV 5. TRANS TV 3 17%
apa yang paling sering kamu 6. NET TV 3 17%
tonton di rumah saat masa 7. TRANS 7 1 5%
pandemic Covid-19? 8. RTV 1 5%
9. TV EDUKASI -
10. Tidak meNo.nton -
TV
11. Tidak ada siaran -
TV

In the table 4.15 above shows that statement, there are 6 (35%) students who

watch TVRI TV stations the most, during the covid-19 pandemic, there are 2 (6%)

students who often watch RCTI TV stations during the covid pandemic -19, there

is 1 (5%) student who often watches Indosiar TV stations during the covid-19

pandemic, there is 1(5%) student who often watches ANTV TV stations during
 39

the covid-19 pandemic, there are 3 (17%) students who often watch TRANS TV

stations during the pandemic covid -19, there are 3(17%) students who often

watch Net tv stations during the covid -19 pandemic, there is 1 (5%) student who

often watches TRANS 7 stations during the covid -19 pandemic, there is 1(5%)

student who often watches RTV stations during the pandemic covid-19.

Table 4.16 Statement of Questionnaire Number #21

No. Statement Option of Each Statement F P

21 Kapan waktu paling sering 1. Pagi (06.00-10.00) 2 10%
kamu menonton TV? 2. Siang (10.01-14.00) 6 30%
3. Sore ( 14.01-18.00) 2 10%
4. Malam (18.01-22.00) 9 45%

In the table 4.16 above shows that statement, there are 2 (10%) students who

often watch TV in the morning (06.00-10.00), there are 6 (30%) students who

often watch in the afternoon (10.01-14.00), then there are 2 (10%) students who

often watch TV. watch in the afternoon (14.01-18.00), and 9 ( 45%) students often

watch at night (18.01-22.00).

Table 4.17 Statement of Questionnaire Number 22

No. Statement Option of Each Statement F P

Apakah kamu menonton 1. Ya,setiap hari 4 25%
22 program “ Belajar dari 2. Ya,tidak setiap hari 14 58%
Rumah” di TVRI ? 3. Tidak pernah 2 17%
-

In the table 4.17 above shows that statement, there are 4(25%) students who

answered that they watch learning programs from home every day, there are
 40

14(58%) no everyday watch learning program and also there are 2 (17%) students

who do not watch learning programs from home on TVRI every day.

Table 4.18 Statement of Questionnaire Number 23

No. Statement Option of Each Statement F P

1. Materi kurang menarik 6 28%
2. Materi kurang sesuai 6 28%
dengan pelajaran di
sekolah
23 Jika tidak menonton setiap 3. Jaringan listrik tidak 6 28%
hari,mengapa ? stabil
4. Sinyal TVRI tidak stabil 2 16%
5. Yang lain - -

In the table 4.18 above shows that statement, there are 6 (28%)students who

respond that the program's material is less interesting, there are 6 (28%) students

who respond that the program's material is not in accordance with the lessons at

school, there also one of the students who have the electricity network is not

stable so it is rare to watch the program, and there is 2 (16%) student who has an

unstable TVRI signal.

 41

Table 4.19 Statement of Questionnaire Number 24

No. Statement Option of Each Statement F P

1. Tidak mengetahui 13 60%
program belajar dari
rumah
24 Jika tidak pernah mentonton, 2. Tidak memiliki TV - -
mengapa?
3. Tidak ada siaran TVRI - -
4. Jaringan listrik tidak 7 40%
stabil
5. Yang lain - -

In the table 4.19 above shows that statement, there are 13(60%) students who

do not know about home learning programs, there is 1 student who does not have

television, there are 7(40%) students who do not broadcast TVRI.

 42

2. The Result From Interview Sheet

On Wednesday, February 25, 2021, researchers interviewed 8 students.

SMPN 1 Poso Pesisir about distance learning in the form of unstructured

questions. It was found that students' experience in distance learning was carried

out for one week four meetings. By interviewthe students directly. The questions

asked were 7 questions to 8 students. Then the data is in Indonesian form which is

translated into English using a free translation. Some of the questions posed to

students can be explained below:

1. How was your experience when implementing distance learning? Explain!

Students 1: “Sangat menyenangkan dan cukup luar biasa karena dapat
belajar dalam hal baru dari pembelajaran jarak jauh”.
(“It's really fun and quite amazing to be able to learn new
things from distance learning”).

Student 2:“Menyenangkan karena tidak harus mengeluarkan biaya

untuk ke sekolah dan pelaksanaan pembelajaran berjalan
dengan baik karena dengan menggunkan handphone”.
(“It's fun because you don't have to spend money to go to
school and the implementation of learning goes well
because you use Smartphone").

Student 3: “Pembelajaran jarak jauh tidak menyenangkan karena

harus mengeluarkan biaya untuk membeli paket internet
apalagi kami yang tinggal di perdesaan sulit untuk
mengikuti kegiatan pembelajaran tersebut”
("Distance learning is not fun because it costs money to
buy internet packages, especially since we who live in
rural areas find it difficult to participate in these learning
activities").

Student 4:“Dengan pelaksanaan pembelajaran jarak jauh ini saya

menemukan ada dampak positif dan negatif. Dampak
positif nya salah satunya mencegah adaya penyakit yang
disebabkan oleh Covid-19 dan dan dampak positifnya
adalah kami tidak bisa melaksanakan pembelajaran jarak
jauh jika tidak memiliki kuota internet.
 43

(“With the implementation of distance learning, I found

that there were positive and negative impacts. One of the
positive impacts is preventing the disease caused by
Covid-19 and the positive impact is that we can't carry
out distance learning if we don'thave internet quota”).

Student 5:“Pembelajaran jarak jauh sangat nyaman karena

pembelajaran hanya dilakukan dengan menggunakan
handphone tidak bisa bertemu dengan guru”.
(“Distance learning is very convenient because learning is
only done by using a cellphone and cannot meet the
teacher”.)

Student 6: “Sangat menarik karena dapat menambah pengetahuan

tentang Cara penggunaan aplikasi pembelajaran”.
(“Very interesting because it can increase knowledge
about how to use learning applications”).

Student 7: “Sangat bosan, karena kurangnya penjelasan yang

diberikan oleh guru”.
(“Very bored, because of the lack of explanation given by
the teacher”).

Student 8: “Terkadang bosan karena materi yang diberikan guru

cukup singkat dan tidak menarik sehingga tidak merasa
bersemangat untuk belajar”.
(“Sometimes I get bored because the material given by the
teacher is quite short and uninteresting so I don't feel
excited to learn”).

2. What applications do you often use during distance learning? Explain!

Students 1: “Grup WhatsApp dan Google Zoom”
(“WhatsApp Group and Google Zoom”).

Student 2: “Whatsapp Group dan Google Zoom karena mengikuti

arahan guru aplikasi whatApp digunakan untuk memberi
materi agar kami lebih memahami apa yang disampaikan
oleh guru sedangkan Google Zoom digunakan untuk
bertatap muka dengan guru dan teman”.

(Whatsapp Group and Google Zoom because following the

teacher's directions, whatApp applications are used to
Provide material so that we better understand what is
conveyed by the teacher while Google Zoom is used to meet
face-to-face with teachers and friends").
 44

Student 3: “Grup WhatsApp dan Google Zoom”

(“WhatsApp Group and Google Zoom”).

Student 4: “Grup WhatsApp dan Google Zoom”

(“WhatsApp Group and Google Zoom”).

Student 5: “Grup WhatsApp dan Google Zoom”

(“WhatsApp Group and Google Zoom”).

Student 6: “Grup WhatsApp dan Google Zoom”

(“WhatsApp Group and Google Zoom”).

Student 7: “Grup WhatsApp dan Google Zoom”

(“WhatsApp Group and Google Zoom”).

Student 8: “Grup WhatsApp dan Google Zoom”

(“WhatsApp Group and Google Zoom”).

3. Did you experience any obstacles during the learning process? Explain!
Student 1: “Kurangnya pemahaman pada pelajaran yang disampaikan
karena hanya melalui sosial media, dan ada juga teman
yang tidak mempunyai handphone untuk mengikuti kegiatan
pembelajaran”.
("The lack of understanding of the lessons delivered is
because it is only through social media, and there are also
friends who do not have Smartphone to participate in
learning”).

Student 2: “Ada salah satunya tidak memiliki kuota internet”.

(“One of them doesn't have internet quota”).

Student 3:“Terkadang kami tidak mengerti penjelasan oleh guru karena

hanya melaui media”.
("Sometimes we don't understand the teacher's explanation
because it's only through the media").

Student4: “Jika tidak memiliki jaringan tidak bisa mengikuti

pembelajaran”.
(“If you don't have a network, you can't participate in
learning”).

Student 5:“Sebagian teman tidak mengetahui Cara mengunakan

handphone dan juga sulit untuk memahami materi yang
disampakaikan oleh guru”.
 45

(“Some of my friends don't know how to use a cellphone and

it’s also difficult to understand the material presented by the
teacher").

Student 6:“Masalah jaringan kadang jaringan hilang ketika sedang

mengikuti kegiatan pembelajaran dan akhirnya kami merasa
bingung”.
(“Network problems sometimes get lost when we are
participating in learning activities and we end up feeling
confused”).

Student 7: “ada teman yang yang tidak mempunyai handphone dan harus
meminjam kepada tetangga agar dapat melakukan
pembelajaran”.
(“There are friends who don't have cellphones and have to
borrow from neighbors so they can do learning").

Student 8: “Jaringan kurang memadai.”

(“Inadequate network”).

4. Do you feel comfortable during distance learning?

Student 1: “Tidak. Karena pembelajaran jarak jauh membutuhkan biaya
seperti harus membeli kuota internet apalagi kami yang yang
tinggal di perdesaan”.
("Not. Because distance learning costs money like having to
buy internet quota, especially for those of us who live in rural
areas”).

Student2:”Sangat nyaman karena tidak sulit untuk mengikuti

pembelajaran karena di bantu oleh Handphone”.
(“It is very comfortable because it is not difficult to follow
the lesson because it is assisted by Smartphone").

Student 3: “Sangat nyaman karena dilakukan dengan santai di rumah

pribadi dan memiliki banyak waktu”.
(“It is very comfortable because it is done casually in a
private home and has a lot of time”).

Student 4: “Tidak. Karena ada teman yang tidak menguasai media

teknologi dan juga kurang biaya untuk membeli kuota
internet”.
(“No. because there are friends who do not master technology
media and also lack the cost to buy internet quota”).
 46

Student 5: “Tidak. Karena dengan pembelajran jarak jauh tidak dapat

bertemu dengan guru dan juga teman”.
(“No. Because with distance learning, you can't meet teacher
and friends.").

Student 6: “Tidak.Karena tidak dapat bertanya kepada teman ketika ada

materi yang kurang dipahami”.
("No. Because you can't ask a friend when there is material
that you don't understand").

Student 7: “Nyaman karena dengan belajar jarak jauh sangat banyak

waktu untuk mengerjakan tugas yang diberikan oleh guru”.
("It's convenient because distance learning takes a lot of time
to do the assignments given by the teacher").

Student 8:“Nyaman. Karena dengan belajar jarak jauh cepat

mengerjakan tugas dan sangat banyak waktu yang guru
berikan”.
(“Comfortable. Because with distance learning it is fast to do
assignments and there is a lot of time that the teacher gives”)

5. What do teachers do when you encounter technology problems in distance

learning? Explain!
Student 1 : “Guru Biasanya mengantar materi di rumah siswa
masing- masing”.
("Teachers usually deliver the material at each student's
home").

Student 2: “Guru Mengantarkan tugas di rumah siswa masing-masing”.

(“Teachers deliver assignments at their students' home”)

Student 3 : “Guru Mengantarkan tugas di rumah siswa masing-masing”.

(“Teachers deliver assignments at their students' home”)

Student4:“Guru Mendatangi siswa di rumah masing-masing untuk materi

pembelajaran secara tertulis”.
("Teachers visit students at their respective homes for
written learning materials").

Student 5 : “Guru Mengantarkan tugas di rumah siswa masing-masing”.

(“Teachers deliver assignments at their students' home”)

Student 6:“Guru Mengantarkan tugas di rumah siswa masing-masing”.

(“Teachers deliver assignments at their students' home”)
 47

Student 7 : “Guru Mengantarkan tugas di rumah siswa masing-

masing”.
(“Teachers deliver assignments at their students' home”)

Student 8: “Guru Mengantarkan tugas di rumah siswa masing-masing”.

(“Teachers deliver assignments at their students' home”)

6. Do you understand the material presented during the implementation of

distance learning? Explain!
Student 1: Ya, Karena materi yang diberikan guru sangat jelas”.
(“Yes, because the material given by the teacher is very
clear”).

Student 2: “Biasanya paham”.

(“Usually understand").

Student 3 :Biasanya paham karena materi yang diberikan sangat

singkat”.
(“Usually understand because the material given is very
short”).

Student 4 : “Ya, Karena materi yang disampaikan sangat jelas”

(“Yes, because the material presented is very clear").

Student 5 : “Biasanya memahami tergantung situasi dan kondisi saat

melakukan pembelajaran jarak jauh”.
(“Usually understanding depends on the situation and
conditions when doing distance learning").

Student 6 : “Ya, Karena materi yang disampaikan sangat jelas”

(“Yes, because the material presented is very clear").
Student 7 : “Ya, Karena materi yang disampaikan sangat jelas”.
(‘Yes, because the material presented is very clear").

Student 8 : “Ya, Karena materi yang disampaikan sangat jelas”.

(“Yes, because the material presented is very clear").

7. How do you understand the material presented during distance learning?

Explain!
Student 1 : “Dengan Carafocus saat guru memberikan materi”.
("By focusing when the teacher gives the material").

Student 2 : “Dengan cara memfokuskan perhatian kepada guru

yangsedang menjelaskan materi agar bisa memahami materi
yang dijelaskan”.
 48

(“By focusing attention on the teacher who is explaining

the material in order to understand the material being
explained").

Student3: ”Mencari bantuan dengan menghubungi teman lain

lewattelepon dan menggunakan aplikasi Whatapp”
("Seeking help by contacting other friends by phone and
using the Whatapp application").

Student 4 : “Menuliskan kembali materi yang di berikan guru”.

(“Rewriting the material given by the teacher”)

Student 5 : Dengan cara memfokuskan perhatian kepada guru yang

sedang menjelaskan materi agar bisa memahami materi
yang dijelaskan”.
(“By focusing attention on the teacher who is explaining the
material in order to understand the material being
explained”).

Student 6 :“Memperhatikan dengan baik ketika guru

menyampaikanmateri.”
("Pay close attention when the teacher delivers the
material").

Student 7 : “Menuliskan kembali materi yang di berikan guru”.

(“Write back the material given by the teacher").

Student 8 : “Menuliskan kembali materi yang di berikan guru”.

(“Write back the material given by the teacher").

Based on the interview sheet, the researcher uses three psychological aspects,

namely aspects of student attitudes, student interests, and the level of intelligence /

intelligence of students. Which are supported by the theory of Irmayanti (2014)

are as follow:

The question number one in the interview sheet was howyour experience

when implementing distance learning. The answers student 1 it’s really fun and

quite amazing to be able to learn new things from distance learning. Student 2

answer that it’s fun because you didn’t hadto spend money to go to school and the
 49

implementation of learning goes well because you used Smartphone, Student 3

answer that Distance learning was not fun because it costs money to bought

internet packages, especially since we who live in rural areas found it difficult to

participate in these learning activities, Student 4 answer that with the

implementation of distance learning, I found that there were positive and negative

impacts. One of the positive impacts was preventingthe disease caused by Covid-

19 and the positive impact was that we can't carry out distance learning if we

don'thave internet quota,Student 5 answer that Distance learning is very

convenient because learning was only done by used a cellphone and cannot meet

the teacher,Student 6 answer that very interesting because it could increase

knowledge about how to used learning applications, Student 7 answer that very

bored, because of the lack of explanation given by the teacher,Student 8 answer

that sometimes I get bored because the material given by the teacher was quite

short and uninteresting so I don't feel excited to learn.

The question Number two in the interview sheet was what applications did

you often used during distance learning. The answer student 1WhatsApp Group

and Google Zoom, Student 2 answer that Whatsapp Group and Google Zoom

because following the teacher's directions, whatApp applications were used to

provide material so that we better understand what was conveyed by the teacher

while Google Zoom was used to meet face-to-face with teachers and friends,

student 3 answer that WhatsApp Group and Google Zoom, Student 4 answer that

WhatsApp Group and Google Zoom, Student 5 answer that WhatsApp Group and

Google Zoom, Student 6 answer that WhatsApp Group and Google Zoom,
 50

Student 7 answer that WhatsApp Group and Google Zoom, Student 8 answer

thatGroup WhatsApp dan Google Zoom WhatsApp Group and Google Zoom.

Thequestion number three in the interview sheet was did you experience any

obstacles during the learning process. The answers Student 1 Lack of

understanding of the lessons delivered because only through social media, and

there were also friends who do not have cellphones to participate in learning

activities, Student 2 answer that One of them didn’t had an internet quota, Student

3 answer that Sometimes we didn't understand the teacher's explanation. the airn

was only through the media, Student 4 answer that If you don't have a network

you can't follow the lesson, student 5 answer that Some friends didn't know how

to used a cellphone and it's also difficult to understand the material presented by

the teacher, student 6 answer that network problems sometimes the network

waslost while participating in learning activities and finally we feel confused,

Student 7 answer that had a friend who didn't had a cellphone and had to borrow

from a neighbor so they can learn, student 8 answer that the network was

inadequate.

The question Number four in the interview sheet wasdo you feel

comfortable during distance learning.Theanswered of student 1 No. because

distance learning costs money, such as having to buy internet quota, especially for

those of us who live in rural areas, student 2 answer that it was very comfortable

because it was not difficult to followthe lesson because it was assited by

Smartphone,participate , student 3 answer that it was very comfortable because it

was done casuallyin a private home and had plenty of time, student 4 answer that
 51

“No. because there were friends who didn’t master technology media and also

lack the cost to buy internet quota, Student 5 answer that No. because with

distance learning you couldn't met the teacher and also friends, student 6 answer

that No. Because you can't ask friends when there was material that you didn't

understand, student 7 answer that comfortable because distance learning takes a

lot of time to did the assignments gave by the teacher. Teacher, student 8 answers

that comfortable. Because distance learning was quick to do assignments and a lot

of time was gave by the teacher.

The question number five in the interview sheet was what did teacher when

you encounter technology problems in distance learning.The answer student 1

teacher usually delivers the material at each student house, Student 2 answer that

teacher delivers assignments at each student’s house, student 3 answer that teacher

delivers assignmentsat home. students' homes, student 4 answer that teachers

visited the students at their respective homes for written learning materials,

student 5 answer that teachers delivered the assignments at each student's homes,

student 6 answer that teachers deliver assignments to students' homes, student 7

answer that teachers deliver assignments at their respective students' homes,

student 8 answer that teachers delivered assignments to their respective students'

homes.

The question number six in the interview sheet was did you understood the

material presented during the implementation of distance learning.Theanswers

student 1 Yes, because the material gave by the teacher was very clear, student 2

answer that usually understands, student 3 answer that usually understands

 52

because the material gave was very short, student 4 answer that yes, because the

material presented was very clear, Student 5 answer that usually understood

depending on the current situation and conditions do distance learning, student 6

answer that yes, because the material presented was very clear, student 7 answer

that yes, because the material presented was very clear, student 8 answer that yes,

because the material presented is very clear.

The question number seven in the interview sheet wasHowyou understood

the material presented during distance learning. The answers student 1 by

focusing when the teacher gave the material , student 2 answer that by focusing

attention on the teacher who was explaining the material in order to understood

the material explained, student 3 answer that seeking help by contacting other

friends by telephone and usedthe Whatsapp application, student 4 answer that

rewriting the material gave by the teacher, student 5 answer that by focusing

attentionto the teacher who was explained the material in order to understand the

material explained, student 6answer that Mem pay close attention when the

teacherdelivers the material, student 7 answer that rewritesthe material gave by

the teacher, student 8 answer that rewrites the material gave by the teacher.

Intelligence is the ability to find, which depends on a broad understanding

and is characterized by the existence of a certain goal and the existence of

corrective considerations.Then, the researcherdid not find students

intelligencebecause it was only discussed students’ interest and behavior.

 53

Based on the results of interviews, the researcher found that from the

experience of students in distance learning, some students had difficulty

participating in learning because the teacher only gave a fairly short task about

explaining the material provided so that students felt bored and unenthusiastic in

implementing distance learning. Students are constrained by costs, such as having

to buy internet quota then there are also students who feel distance learning is

very unpleasant because distance learning cannot meet friends and it is difficult to

ask other friends. Then students said that when they had problems with

technology the teacher came to each student's home to deliver assignments at each

student's home.
 54

B. Discussion

1. Experiences

Researcher used interviews as data collection based on theory. According to

Hafid et al., (2016) Learning experience refers to the interaction carried out by

students externally, which means the teaching and learning process and through

active student behavior, namely what students do during the learni ng process.

Learning experiences for students are obtained from a series of activities

exploring the environment through active interaction with other individuals, as

well as the environment.

Based on the results of the distance learning experience questionnaire, most

students do distance learning at home but there are also students who do learning

at school because most students do not have adequate digital devices (HP,

Smartphone, Laptop, Tablet, etc.), no there is an adequate internet connection, and

a small proportion of the students only follow school instructions. The main

reason most students follow learning from home is because learning from home is

more fun.

In learning activities from home carried out for 2-4 days a week this is due to

following directions from the teacher so that students carry out learning activities

from home and students carry out learning activities from home in one day 1-2

hours students carry out learning from home using online applications via online

class interaction provided by the teacher (Google Zoom, and WhatsApp.) The

reason students use the WhatsApp and a Google Zoom application is because

students follow directions from the teacher or school.

 55

Which in the psychological aspect, the environment is something that is

around humans that can affect the good and bad experiences caused to a person.

This section presents a discussion of the research results. There are three

psychological aspects of the research questions posed in this study supported by

theory Irmayanti (2014) as follows:

a) Students attitudes

A very important role in attitude is the feeling or emotion factor, and the

second factor is the reaction/response, or the tendency to react. In some ways

attitude is an important determinant of human behavior.

Most students feel comfortable with distance learning because it is not

difficult to take distance learning using media, but there are also students who

are not comfortable because of limitations with the internet network. When

teachers experience technology problems the teacher gives assignments and

materials at their respective students' homes. Students understand the material

given by the teacher during distance learning, but it seems that some students

usually understand the material depending on the situation and conditions

when doing distance learning. The way students understand the material

given is focused when the teacher gives the material, and rewrites the material

provided by the teacher.

b) Student interests

In simple terms, interest means a high tendency and excitement or a great

desire for something.

 56

Students say distance learning is very fun and quite extraordinary

because distance learning can understand new things such as being able to

master learning media but there are students who say distance learning is not

fun because they have to spend money to buy internet packages because some

students live in rural areas because of constraints. With an inadequate

network, sometimes students feel bored because the material provided by the

teacher is quite short so that students are not enthusiastic about participating

in learning activities. Students are constrained by the student network and

sometimes do not understand the teacher's explanation through the media.

c) Thelevel of intelligence / intelligence of students

Intelligence is the ability to find, which depends on a broad

understanding and is characterized by the existence of a certain goal and the

existence of corrective considerations.Then, the researcherdid not find

students intelligencebecause it was only discussed students’ interest and

behavior.

2. Impact

Impact is a result that occurs because it is caused by theory and this

statement is supported by Agus Purwanto theory, (2020) that the distance

learning experience has an impact on students, teachers, and parents. The

distance learning situation for the students of SMPN 1 Poso Pesisir can be

seen from the results of the questionnaire that has been filled out by the

students. Points 1-6 contain the identity of each student and points 7-24
 57

contain student experiences in distance learning. From this theory the

researcher found that the impact of distance learning at SMPN 1 Poso Pesisir.

a) Impact on students.

The obstacle experienced by students during the learning process from

home is the difficulty of students in understanding the lesson. The support

provided by the school during learning from home is to provide access to

online learning applications for free.Students can still understand the learning

material during the learning process from home. The availability and

condition of the facilities owned by students is internet, most of the students

watch TVRI broadcasts, and students often watch TV at night (18.01 - 22.00).

Students watch programs from home on TVRI not every day because the

material is not in accordance with the lessons at school and the electricity

network is unstable. Some students stated that they never watched study

programs at home because they did not know the study programs at home.

b) Impact on parents

In the questionnaire that has been distributed to respondents there is no

impact on parents in distance learning because the questionnaire only found

an impact on students.

c) Impact on teacher

 In the questionnaire that was distributed to respondents, there was no

impact on teachers in distance learning because the questionnaire only found

an impact on students.
 58

Based on the theory Hafid et al., (2016) Learning experience refers to the

interaction carried out by students externally, which means the teaching and

learning process and through active student behavior, namely what students

do during the learning process. But in reality, the researcher found that the

students’ interaction did not go well because they only used Whatsapp Group.

Based on Agus Purwanto's theory, (2020) that distance learning

experiences have an impact on students, teachers, and parents. From the

findings, the researcher only found the impact on students during distance

learning.
 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusion

Based on the results of the research and discussion in the previous chapter,it

can be conclude that:

1. Experiences

Based on the result, it can be seen that there are two aspects of students’

experience in distance learning, namely aspects of attitudes and interests. On the

attitude aspect, some students say that distance learning was very boring so they

are less enthusiastic about participating in learning. While on the aspect of

interest, some students say that they did not like distance learning because

distance learning required money to carry out learning.

2. Impact on students 

Based on the results,Research found the impact of distance learning on

students, namely,students had difficulty in using the WhatsApp and Zoom

applications,hence that the students are difficult to understand the material

because the material presented was quite short and limited time to ask teachers

and other friends, as well as an inadequate internet network. Also some studentsdo

not have smartphone, hence they have to take turns studying with friends who

have one.

59
 60

B. SUGGESTION

Based on the conclusions obtained, the suggestions that can be given

are as follows:

1. For the teacher

For teachers to be able to provide interesting learning so that students do not

feel bored receiving learning material remotely.

2. Forthe other researcher

As a reference for other researchers when they want to do research with a

topic entitled student experiences in distance learning.

 61

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 63

APPENDICES

Tandai satu oval saja

 64

Negeri

swasta

5.Nama Provinsi Sekolah

6.Nama Kota/Kabupaten Poso

7. Apakah kamu melaksanakan pembelajaran dari rumah?

Tandai satu oval juga

Ya,sepenuhnya di rumah Lagsung ke pertanyaan 10

Ya,sebagian dari rumah sebagian di sekolah Langsung ke pertanyaan 8

Tidak,sekolah masih masuk seperti biasa Langsung ke pertanyaan 9

8.Jika sebagian di sekolah,apa alasan utamanya?

Tandai satu oval saja

Tidak ada jaringan internet yang memadai

Tidak ada perangkat digital yang memadai ( Hp,smartphone,laptop, tablet

dsb)

Tidak ada bahan/ media pembelajaran ( buku pelajaran,LKS,video pembelajaran

Tidak ada yang mendampingi

Tidak tahu,mengikuti arahan sekolah

Bukan wilayah terdampak wabah Covid-19

Yang lain

9.Jika tidak apa alasan utamanya?

Tandai satu oval saja.

Tidak ada jaringan internet yang memadai

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Tidak ada perangkat digital yang memadai ( Hp,smartphone,laptop, tablet dsb)

Tidak ada bahan/ media pembelajaran ( buku pelajaran,LKS,video

pembelajaran dsb)

Tidak ada yang mendampingi belajar di rumah

Bukan wilayah terdampak wabah Covid-19

Tidak tau mengikuti arahan sekolah

Yang lain :

10.Seberapa sering kamu melaksanakan kegiatan belajar dari rumah dalam satu

minggu?

Tandai satu oval saja

Setiap hari

2-4 hari seminggu

Sekali

Yang lain

11.Berapa jam rata-rata kamu belajar dari rumah dalam satu hari?

Kurang dari 1 jam

1-2 jam

3-4 jam

5-6 jam

Lebih dari 6 jam

12.Bagaimana kamu melaksanakan pembelajaran dari rumah ?( boleh memilih

lebih dari satu)

Centang semua yang sesuai

Mengerjakan soal-soal guru

Belajar dari buku teks pelajaran

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Belajar interaktif bersama guru sekolah secara online (daring)

Belajar dari aplikasi (online) seperti,Rumah Belajar,Ruang guru, Zenius dll)

Membuat proyek sederhana/kegiatan praktik/Kreativitas

Belajar menggunakan berbagai suber belajar digital (e-

Book,Youtube,Google,dll)

Belajar dari buku-buku non-teks pelajaran

Belajar dari TV

Belajar dari radio

Yang lain:

13. Bagaimana kamu melaksanakan pembelajaran dari rumah ?( boleh memilih

lebih dari satu)

Centang semua yang sesuai

Interaksi mealui kelas online yang disediakan guru ( Google Classroom,Kelas

maya Rumah Belajar,Quiper School,dsb)

Interaksi melalui media sosial ( Facebook,Line,WhatsApp,dsb)

Interaksi melalui video conferense yang disediakan guru( Zoom,Google

meet,Skype,WhatApp video Call,dsb)

Interaksi melalui email

Interaksi melalui telepon/sms

Bertatap muka secara langsung baik dikujungi oleh guru maupun mandatangi

rumah guru

Melalui pesan berantai dari teman

Tidak berinteraksi dengan guru

Yang lain
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14.Aplikasi belajar daring apa yang paling sering kamu gunakan selama belajar
dari rumah ?
Tandai satu oval saja
Rumah Belajar
Ruang guru
Zenius
Quipper
Mejakita
Whatapp
Google for Education
Sekolahmu
Aplikasi mandiri yang dikembangkan sekolah
Tidak menggunakan aplikasi daring( online)
Yang lain :

15.Mengapa kamu menggunakan aplikasi belajar daring (online) tersebut ?

( Boleh memilih lebih dari satu )
Centang semua yang sesuai
Mudah digunakan
Mengikuti arahan guru/sekolah
Materi belajarnya lengkap
Memudahkan memahami pelajaran
Dapat berinteraksi langsung dengan tutor
Murah ( berbayar dengan harga murah)
Gratis
Anjuran orang tua
Tidak mengenal aplikasi lainnya
Yang lain

16. Apa hambatan yang kamu alami saat proses belajar dari rumah ?( boleh
memilih lebih dari satu )
Centang semua yang sesuai
Kurang kosentrasi
Kesulitan memahami pelajaran
Tidak ada yang mendampingi belajar di rumah
Tidak dapat bertanya langsung kepada guru
Tidak dapat bertanya langsung kepada teman
Bosan
Tidak memiliki perangkat digital ( HP,smartphone,laptop,tablet,dsb).
Jaringan internet kurang memadai
Jaringan listrik kurang memadai
Tidak ada hambatan
Yang lain :
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17. Apa dukungan yang diberikan sekolah selama belajar dari rumah?
Centang semua yang sesuai
Meminjamkan buku
Memberi paket data internet
Meminjamkan leptop/tablet
Menyediakan akses aplikasi belajar daring ( online) secara gratis
Tidak member dukungan
Yang lain :

18. Apakah kamu setuju dengan pernyataan berikut ini ?

Tandai satu oval saja per baris

Setuju Tidak
Setuju

Saya masih bisa memahami materi

pembelajaran selama proses belajar dari
rumah.
Saya merasa belajar dari rumah itu menyenangkan.

Orang tua atau keluarga mampu

membimbing saya dengan baik
selama proses belajar dari rumah.
Saya mudah mendapatkan sumber belajar dari rumah.

Saya tetap bisa kosentrasi saat belajar dari rumah.

19.Bagaimana ketersediaan dan kondisi fasilitas yang kamu miliki di bawah ini ?
Tandai satu oval saja per baris

Listrik

Internet

Komputer/laptop/tablet

Telepon pintar (smart

phone)
 69

20.Jika ada siaran Tv di lingkungan kamu,stasiun TV apa yang paling sering

kamu tonton di rumah saat masa pandemic Covid-19?
Tandai satu oval saja.

TVRI
RCTI
Indosiar
ANTV
Trans TV
Net TV
Trans 7
RTV
TV Edukasi
Tidak menonton TV Langsung ke pertanyaan 25
Tidak ada siaran TV Langsung ke pertanyaan 25
Yang lain

21.Kapan waktu paling sering kamu menonton TV?

Tandai satu oval saja
Pagi ( 06.00-10.00)
Siang ( 10.01-14.00)
Sore ( 14.01-18.00 )
Malam ( 18.01-22.00 )

22. Apakah kamu menonton program “ Belajar dari rumah ‘di TVRI ?
Tandai satu oval saja.
Ya,setiap hari
Ya,tidak setiap hari Langsung ke pertanyaan 23
Tidak pernah Langsung ke pertanyaan 24

23.Jika tidak menonton setiap hari,mengapa ?

Tandai satu oval saja
Materi kurang menarik
Materi kurang sesuai dengan pelajaran di sekolah
Jaringan listrik tidak stabil
Sinyal TVRI tidak stabil
Yang lain:

24.Jika tidak pernah menonton mengapa ?

Tandai satu oval saja.
Tidak mengetahui program “Belajar dari Rumah “
Tandai satu oval saja
Tidak mengetahui program Belajar dari rumah
Tidak memiliki TV
 70

Tidak ada siaran TVRI

Jaringan listrik tidak stabil
Yang lain :
Adoption From KEMENDIKBUD (2020 )
 71

APPENDIX 2: Interview Qestion

1.      How did you experience distance learning? Explain!

2.  What applications do you often use during distance learning? Explain!
3.  Did you experience any problems during the learning process? Explain!
4.  Do you feel comfortable during distance learning? Explain!
5.  What do teachers do when you face technology problems in distance learning?
Explain!
6.  Do you understand the material presented during the implementation of distance
learning? Explain!
7.  How do you understand the material presented during distance learning? Explain!
(Adaptation from Hidayat and Noeraida (2020)
 
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APPENDICES 3 :
DOKUMENTATION QESTIONNAIRE

APPENDICES 4 :
 73

DOCUMENTATION INTEVIEW
 74

APPENDICES 5:
DOCUMENATION : INTERVIEW