The Analysis of Online Learning Using Microsoft Teams on Third-grade Elementary School Students' Motivation
Abstract
Due to Covid-19, the implementation of learning is carried out online. In the implementation of online learning, students need high motivation for the implementation of the online learning process to run well. This research aims to describe the learning process, student motivation during online learning using Microsoft Teams, and obstacles in implementing online learning in third-grade elementary school students. The method used by the researcher is descriptive qualitative research because the explanation does not use numbers or statistics but describes it descriptively. Data collection techniques used in this study were interviews, observation, questionnaires, and documentation. The research results showed that students’ learning motivation during online learning using Microsoft Teams has met the indicators of interest and desire, encouragement and need, attendance, appreciation, respect, engaging psychomotor activities, enthusiasm, and a learning environment.
Keywords: online learning, Microsoft Teams, students’ learning motivation, qualitative study
References
[1] O’Callaghan P, McIvor A, McVeigh C, Rushe T. “A randomized controlled trial of an early-intervention, computer-based literacy program to boost phonological skills in 4-to 6-year-old children.” Br J Educ Psychol. 2016;86(4):546–558. doi: http://dx.doi.org/10.1111/bjep.12122.
[2] Buchholz BA, DeHart J, Moorman G. “Digital citizenship during a global pandemic: Moving beyond digital literacy.” J Adolesc Adult Lit. 2020;64(1):11–17. [Online]. Available: https://ila.onlinelibrary.wiley.com/doi/pdfdirect/10.1002/jaal.1076.
[3] Naila I, Khasna FT. “PENGARUH PEMBELAJARAN DARING TERHADAP KEMAMPUAN LITERASI SAINS CALON GURU SEKOLAH DASAR: SEBUAH STUDI PENDAHULUAN.” J Rev Pendidik Dasar J Kaji Pendidik dan Has Penelit. 2021;7(1):42– 47.
[4] Shalev-Shwartz S. “Online learning and online convex optimization.” Found Trends Mach Learn. 2011;4(2):107–194.
[5] Kandil B. “The stem of meaningful learning.” Middle East J Res Educ Soc Sci. 2021;2(3):15–24.
[6] Naila I, Ridlwan M, Haq MA. “Literasi Digital bagi Guru dan Siswa Sekolah Dasar: Analisis Konten dalam Pembelajaran.” J Rev Pendidik Dasar J Kaji Pendidik dan Has Penelit. 2021;7(2):122–166. [Online]. Available: https://journal.unesa.ac.id/index.php/PD/article/view/13934.
[7] Dewi DA, Julia J, Jonathan C. “Digital training in building chatbot-based online learning media: Action research for teachers in Semarang City through the” train the teachers” training.” Mimb Sekol Dasar. 9(1):188–208.
[8] Mestre-Segarra MA, Ruiz-Garrido MF. “Examining students’ reflections on a collaborative online international learning project in an ICLHE context.” System. 2022. p. 102714. doi: https://doi.org/10.1016/j.system.2021.102714.
[9] Yin J, Goh T-T, Yang B, Xiaobin Y. “Conversation technology with micro-learning: The impact of chatbot-based learning on students’ learning motivation and performance.” J Educ Comput Res. 2021;59(1):154–177.
[10] Lin HCK, Lin YH, Wang TH, Su LK, Huang YM. “Effects of incorporating augmented reality into a board game for high school students’ learning motivation and acceptance in health education.” Sustainability. 2021;13(6):3333.
[11] Hubbard M, Bailey MJ, Hess D, Hellebro M. Mastering microsoft teams. Springer; 2021.
[12] Stevanovic A, Božic R, Radovic S. “Higher education students’ experiences and opinion about distance learning during the Covid-19 pandemic.” J Comput Assist Learn. 2021;37(6):1682–1693.
[13] Kartini Y. “Penggunaan Aplikasi TEAMS dalam Pembelajaran Jarak Jauh di SMAN 18 Surabaya.” J Pendidik Indones. 2021;2(2):328–341.
[14] Sabrina R, Fauzi F, Yamin MYM. “Faktor-faktor penyebab rendahnya motivasi belajar siswa dalam proses pembelajaran matematika di Kelas V SD Negeri Garot Geuceu Aceh Besar.” J Ilm Mhs Pendidik Guru Sekol Dasar. 2017;2(4).
[15] Khan SN. “Qualitative research method: Grounded theory.” Int J Bus Manag. 2014;9(11):224–233. [Online]. Available: https://pdfs.semanticscholar.org/ 204d/8f8b4b9b92b988989b1aee485136a140d3e4.pdf.
[16] Eyisi D. “The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in science education curriculum.” J Educ Pract. 2016;7(15):91–100. [Online]. Available: https://eric.ed.gov/?id=EJ1103224.
[17] Harper D. “Choosing a qualitative research method.” Qual Res Methods Ment Heal Psychother. 2011;83–98. [Online]. Available: https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781119973249#page=90.
[18] Sandelowski M. “Whatever happened to qualitative description?” Res Nurs Health. 2000;23(4):334–340.
[19] Dwinta N, Sapriya S. “The role of media quizizz in civics learning to increase learning motivation for elementary school students.” Int Conf Elementary Educ. 2021;3(1):194– 198.
[20] Pambudi DS. “The effect of outdoor learning method on elementary students’ motivation and achievement in geometry.” Int J Instr. 2022;15(1):747–764.