Evaluation of Input and Process in the Implementation of Online Poetry Appreciation Learning
Abstract
Purpose of the study: This study aimed to describe and analyze the evaluation of input and process in online poetry appreciation learning at senior high schools in Purworejo Regency. Evaluation is an essential part of the learning process, serving as a reflection on the achievement of learning objectives.
Methodology: This study employed a program evaluation research approach using the Stufflebeam evaluation model, focusing on input and process evaluation. Data collection techniques included both interactive and non-interactive methods. The interactive analysis components involved data reduction, data display, and conclusion drawing.
Main Findings: The input evaluation revealed that: a) some students did not own personal technological devices, experienced internet quota limitations, lacked deep media and digital literacy learning, and had limited access to translated poetry e-books, b) there was a need to improve teachers’ pedagogical and professional competence standards, and c) The school had implemented several relevant programs, including tablet loan programs, internet quota aid, school domain email creation, IT team formation, periodic training on the use of learning devices and social media, counseling support by guidance and counseling teachers, and the establishment of a digital library.
Novelty/Originality of this study: This study contributes valuable insights into the alignment between input and process in poetry appreciation learning, tailored to the characteristics of the schools involved.
References
M. L. Wilson, A. D. Ritzhaupt, and L. Cheng, “The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study,” Computers & Education, vol. 156, pp. 103941, 2020, doi: 10.1016/j.compedu.2020.103941.
A. Selvaraj, V. Radhin, N. Benson, and A. J. Mathew, “Effect of pandemic based online education on teaching and learning system,” International journal of educational development, vol. 85, pp. 102444, 2021, doi: 10.1016/j.ijedudev.2021.102444.
A. G. Picciano, “Beyond student perceptions: Issues of interaction, presence, and performance in an online course,” Journal of Asynchronous learning networks, vol. 6, no. 1, pp. 21-40, 2002, doi: 10.24059/olj.v6i1.1870.
A. Alghamdi, A. C. Karpinski, A. Lepp, and J. Barkley, “Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender,” Computers in Human Behavior, vol. 102, pp. 214-222, 2002, doi: 10.1016/j.chb.2019.08.018.
A. Rahman, “Using students’ experience to derive effectiveness of COVID-19-lockdown-induced emergency online learning at undergraduate level: Evidence from Assam, India,” Higher Education for the Future, vol. 8, no. 1, pp. 71-89, 2021, doi: 10.1177/2347631120980549.
N. Kapasia, P. Paul, A. Roy, J. Saha, A. Zaveri, R. Mallick, ... and P. Chouhan, “Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India,” Children and youth services review, 116, 105194, 2020, doi: 10.1016/j.childyouth.2020.105194.
T. Haydn, and R. Barton, ““First Do No Harm”: Factors influencing teachers’ ability and willingness to use ict in their subject teaching,” Computers and Education, vol. 51, no. 1, pp. 439–447, 2008, doi: 10.1016/j.compedu.2007.06.001.
R. M. Lehman, and S. C. Conceição, Creating a sense of presence in online teaching: How to" be there" for distance learners. John Wiley & Sons, 2010.
D. Al-Fraihat, M. Joy, R. E. Masa’deh, and J. Sinclair, “Evaluating E-learning systems success: An empirical study,” Computers in human behavior, vol. 102, pp. 67-86, 2020, doi: 10.1016/j.chb.2019.08.004.
P. Shea, C. S. Li, and A. Pickett, “A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses,” The Internet and higher education, vol. 9, no. 3, pp. 175-190, 2006.
A. Elzainy, A. El Sadik, and W. Al Abdulmonem, “Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University,” Journal of Taibah University Medical Sciences, vol. 15, no. 6, pp. 456-462, 2020.
J. C. Hong, Y. F. Lee, and J. H. Ye, “Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown,” Personality and individual differences, vol. 174, pp. 110673, 2021.
K. Jack, “The use of poetry writing in nurse education: An evaluation,” Nurse Education Today, vol. 35, no. 9, pp. e7-e10, 2015.
A. Bourelle, T. Bourelle, A. V. Knutson, and S. Spong, “Sites of multimodal literacy: Comparing student learning in online and face-to-face environments,” Computers and Composition, vol. 39, pp. 55-70, 2016.
M. N. Lamy, and R. Hampel, Online Communication in Language Learning and Teaching. London: In Palgrave Macmillan, 2007.
H. Staker, and M. B. Horn, Classifying K-12 Blended Learning. Mountain View: Innosight Institute, 2012.
D. L. Stufflebeam, and C. L. Coryn, Evaluation theory, models, and applications. John Wiley & Sons, 2014.
P. Sreehari, “Online learning during the COVID-19 lockdown: Learners’ perceptions,” Journal of critical reviews, vol. 7, no. 19, pp. 300-307, 2020.
L. Mishra, T. Gupta, and A. Shree, “Online teaching-learning in higher education during lockdown period of COVID-19 pandemic,” International journal of educational research open, vol. 1, pp. 100012, 2020.
B. M. Miles, and M. Huberman, Analisis Data Kualitatif Buku Sumber Tentang Metode-metode Baru [Qualitative Data Analysis A Sourcebook About New Methods]. Jakarta: UIP, 1992.
T. L. Thompson, and C. J. MacDonald, “Community building, emergent design and expecting the unexpected: Creating a quality eLearning experience,” The Internet and Higher Education, vol. 8, no. 3, pp. 233-249, 2005.
L. D. Lapitan Jr, C. E. Tiangco, D. A. G. Sumalinog, N. S. Sabarillo, and J. M. Diaz, “An effective blended online teaching and learning strategy during the COVID-19 pandemic,” Education for chemical engineers, vol. 35, pp. 116-131, 2021.
U. A. Chaeruman, B. Wibawa, and Z. Syahrizal, “Determining the appropriate blend of blended learning: A formative research in the context of Spada-Indonesia,” American Journal of Educational Research, vol. 6, no. 3, pp. 188–195, 2018.
I. Oliveira, L. Tinoca, and A. Pereira, “Online group work patterns: How to promote a successful collaboration,” Computers & Education, vol. 57, no. 1, pp. 1348-1357, 2011.
M. Hammond, L. Reynolds, and J. Ingram, “How and why do student teachers use ICT?,” Journal of Computer assisted learning, vol. 27, no. 3, pp. 191-203, 2011.
T. A. Koszalka, Y. Pavlov, and Y. Wu, “The informed use of pre-work activities in collaborative asynchronous online discussions: The exploration of idea exchange, content focus, and deep learning,” Computers & Education, vol. 161, pp. 104067, 2021.
G. K. Nithyanandam, “A framework to improve the quality of teaching-learning process-A case study,” Procedia computer science, vol. 172, pp. 92-97, 2020.
M. Aloni, and C. Harrington, “Research based practices for improving the effectiveness of asynchronous online discussion boards,” Scholarship of Teaching and Learning in Psychology, vol. 4, no. 4, pp. 271, 2018.
C. Kiili, E. Forzani, E. W. Brante, E. Räikkönen, and M. Marttunen, “Sourcing on the internet: Examining the relations among different phases of online inquiry,” Computers and Education Open, vol. 2, pp. 100037, 2021.
K. U. I. Xie, T. K. Debacker, and C. Ferguson, “Extending the traditional classroom through online discussion: The role of student motivation,” Journal of educational computing research, vol. 34, no. 1, pp. 67-89, 2006.
A. Wilson, C. Watson, T. L. Thompson, V. Drew, and S. Doyle, “Learning analytics: Challenges and limitations,” Teaching in Higher Education, vol. 22, no. 8, pp. 991-1007, 2017.
C. G. Powell, and Y. Bodur, “Teachers’ perceptions of an online professional development experience: Implications for a design and implementation framework,” Teaching and teacher education, vol. 77, pp. 19-30, 2019.
J. From, “Pedagogical digital Competence--Between values, knowledge and skills,” Higher Education Studies, vol. 7, no. 2, pp. 43-50, 2017.
E. Garzón-Artacho, T. Sola-Martínez, J. M. Romero-Rodríguez, and G. Gómez-García, “Teachers’ perceptions of digital competence at the lifelong learning stage,” Heliyon, vol. 7, no. 7, 2021.
M. Jang, M. Aavakare, S. Nikou, and S. Kim, “The impact of literacy on intention to use digital technology for learning: A comparative study of Korea and Finland,” Telecommunications Policy, vol. 45, no. 7, pp. 102154, 2021.
M. Aavakare, and S. Nikou, (2020, August), “Challenging the concept of digital Nativeness–through the assessment of information literacy and digital literacy,” In International Conference on Well-Being in the Information Society (pp. 211-225). Cham: Springer International Publishing, 2020
A. M. Rafi, P. R. Varghese, and P. Kuttichira, “The pedagogical shift during COVID 19 pandemic: online medical education, barriers and perceptions in central Kerala,” Journal of medical education and curricular development, vol. 7, no. 1, pp. 1–4, 2020.
W. W. Lau, amd A. H. Yuen, “Developing and validating of a perceived ICT literacy scale for junior secondary school students: Pedagogical and educational contributions,” Computers & Education, vol. 78, pp. 1-9, 2014.
R. Lorenz, M. Endberg, and W. Bos, “Predictors of fostering students’ computer and information literacy–analysis based on a representative sample of secondary school teachers in Germany,” Education and Information Technologies, vol. 24, no. 1, pp. 911-928, 2019.
E. Radwan, A. Radwan, and W. Radwan, “The role of social media in spreading panic among primary and secondary school students during the COVID-19 pandemic: An online questionnaire study from the Gaza Strip, Palestine,” Heliyon, vol. 6, no. 12, 2020.
E. Greenline, and A. Reid. (2020). Parents Supporting Learning At Home During The Covid-19 Pandemic. Statistic Canada, https://www150.statcan.gc.ca/n1/pub/45-28-0001/2020001/article/00040-eng.htm, diakses pada tanggal 24 Juli 2021.
L. Lase, D. Delipiter, S. Sonny, Z. Zaluchu, D. Dorkas, O. Daeli and A. Ndraha, “Parents’ Perceptions Of Distance Learning During Covid-19 Pandemic in Rural Indonesia,” EdArXiv Preprints, 1 Desember 2020.
A. J. Van Deursen, J. A. Van Dijk, and O. Peters, “Rethinking Internet skills: The contribution of gender, age, education, Internet experience, and hours online to medium-and content-related Internet skills,” Poetics, vol. 39, no. 2, pp. 125-144, 2011.
L. E. Salisbury, “Just a tool: Instructors’ attitudes and use of course management systems for online writing instruction,” Computers and Composition, vol. 48, pp. 1-17, 2018.
A. H. Duin, and J. Tham, “The current state of analytics: Implications for learning management system (LMS) use in writing pedagogy,” Computers and Composition, vol. 55, pp. 102544, 2020.
A. Saha, A. Dutta, and R. I. Sifat, “The mental impact of digital divide due to COVID-19 pandemic induced emergency online learning at undergraduate level: Evidence from undergraduate students from Dhaka City,” Journal of Affective Disorders, vol. 294, pp. 170-179, 2021.
A. M. Basar, “Problematika pembelajaran jarak jauh pada masa pandemi Covid-19:(Studi kasus di SMPIT Nurul Fajri–Cikarang Barat–Bekasi),” Edunesia: Jurnal Ilmiah Pendidikan, vol. 2, no. 1, pp. 208-218, 2021.
M. E. Sheppard, and R. Wieman, “What do teachers need? Math and special education teacher educators’ perceptions of essential teacher knowledge and experience,” The Journal of Mathematical Behavior, vol. 59, pp. 100798, 2020.
G. M. Rafique, K. Mahmood, N. F. Warraich, and S. U. Rehman, “Readiness for online learning during COVID-19 pandemic: A survey of Pakistani LIS students,” The Journal of Academic Librarianship, vol. 47, no. 3, pp. 102346, 2021.
T. N. R. T. M. Maasum, N. Maarof, H. Yamat, and E. Zakaria, “An investigation of teachers’ pedagogical skills and content knowledge in a content-based instruction context,” Indonesian Journal of Applied Linguistics, vol. 1, no. 2, pp. 75-90, 2012.
S. Hallam, and J. Ireson, “Secondary school teachers’ pedagogic practices when teaching mixed and structured ability classes,” Research Papers in Education, vol. 20, no. 1, pp. 3-24, 2005.
M. D. Akviansah, and S. Sariyatun, “Perpustakaan maya sebagai sumber belajar dan penunjang pembelajaran IPS secara daring di era pandemi COVID-19 [Virtual libraries as a learning resource and support for online social studies learning in the COVID-19 pandemic era.],” Jurnal Teori Dan Praksis Pembelajaran IPS, vol. 5, no. 2, pp. 92-102, 2020.
C. E. Loh, and B. Sun, “Cultural capital, habitus and reading futures: Middle-class adolescent students’ cultivation of reading dispositions in Singapore,” British Journal of Sociology of Education, vol. 41, no. 2, pp. 234-252, 2020.
J. Lim, G. E. Whitehead, and Y. Choi, “Interactive e-book reading vs. paper-based reading: Comparing the effects of different mediums on middle school students’ reading comprehension,” System, vol. 97, pp. 102434, 2021.
S. Purnama, M. Ulfah, I. Machali, A. Wibowo, and B. S. Narmaditya, “Does digital literacy influence students’ online risk? Evidence from Covid-19,” Heliyon, vol. 7, no. 6, 2021.
D. R. Garrison, “Online community of inquiry review: Social, cognitive, and teaching presence issues,” Journal of Asynchronous Learning Networks, vol. 11, no. 1, pp. 61-72, 2007.
N. Neyazi, M. Arab, F. Farzianpour, and M. M. Majdabadi, “Evaluation of selected faculties at Tehran University of Medical Sciences using CIPP model in students and graduates point of view,” Evaluation and program planning, vol. 59, pp. 88-93, 2016.
Copyright (c) 2025 Cintya Nurika Irma, Cerianing Putri Pratiwi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
