Persepsi Siswa tentang Bagaimana e-Learning Meningkatkan Pemahaman Membaca
DOI:
https://doi.org/10.54065/dieksis.3.1.2023.234Keywords:
Presepsi Siswa, M-Learning, Pemahaman Membaca, Kualitatif DeskriptifAbstract
Penelitian ini bertujuan untuk mengeksplorasi persepsi siswa mengenai dampak E-Learning terhadap peningkatan pemahaman membaca mereka. Subjek penelitian terdiri dari dua guru bahasa Inggris dan 31 siswa kelas 7A SMPN 2 Makassar tahun pelajaran 2021/2022, yang telah terlibat dalam E-Learning selama sekitar satu tahun sebagai konsekuensi dari pandemi. Metode penelitian yang diterapkan adalah pendekatan kualitatif deskriptif, yang membandingkan data yang dikumpulkan melalui wawancara dengan guru dan kuesioner dari siswa. Peneliti menganalisis data secara mendalam menggunakan teori indikator persepsi yang dikemukakan oleh Robbin, yang mencakup aspek penerimaan, pemahaman, dan evaluasi. Hasil penelitian mengindikasikan bahwa E-Learning dalam konteks kelas membaca diterima dengan positif oleh siswa. Penjelasan dari guru dianggap sangat jelas, mudah dipahami, dan mendorong keterlibatan aktif siswa dalam proses pembelajaran. Siswa menunjukkan pemahaman yang mendalam terhadap tujuan dan materi yang diajarkan selama sesi E-Learning, serta kemampuan yang baik dalam menerapkan pelajaran tersebut. Mereka mampu membuat contoh kalimat sendiri, berpartisipasi secara aktif dalam kegiatan kelas, dan menunjukkan peningkatan rasa percaya diri. Kesimpulannya, E-Learning yang diterapkan oleh guru bahasa Inggris terbukti efektif dalam meningkatkan pemahaman membaca siswa dan memberikan dampak positif pada proses pembelajaran mereka
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