Online English Learning at Junior High School: How the Students Perceive Schoology as Learning Media

This study focused on the Students' Perception of Schoology Application in Learning English at SMPN 1 Palopo. This study occupied a descriptive qualitative design that spent one-month collecting data using interviews. The data were then reduced, presented, and verified before describing the data in analyzing the interview results. This study revealed that the students reported their positive perception toward Schoology Application in Learning English at SMPN 1 Palopo. The students' positive judgments are based on their experience in learning English by using the Schoology application. They enjoyed the learning process when the teacher practiced Online Learning Method using Schoology. This study also reported that the Schoology application is very beneficial for them. The Schoology application made them more interested in learning. In addition, the application made them more active and responsible in learning

Implementasi Pembelajaran E-Learning Berbasis Schoology Untuk Meningkatkan Kualitas Pembelajaran Pada Mata Kuliah Pengantar Ekonomi Perusahaan Mahasiswa Pendidikan Akuntansi UMS Tahun Ajaran 2017/2018

This research aims to describe: 1) Implementation of Schoology based E-Learning in PEP courses, 2) Influence of Schoology based E-Learning implementation, 3) Student's perception to the application of learning with Schoology based E-Learning. This type of research is qualitative research. Research subjects are lecturers of PEP lecturers and accounting education students who have taken PEP courses. This research was conducted with in-depth interviews, observation, and documentation. The object of research is at Muhammadiyah University of Surakarta. The results of this research are 1) Schoology-based E-Learning Implementation can not be applied maximally in PEP lecture, so in schoology lecture is only used as a blended learning media, 2) The application of Schoology media gives a significant influence when used as a supporting learning media combined with face-to-face (blended learning) that is to simplify and improve self-reliance in learning, 3) Students interested in media Schoology when used as a supporting media of learning (blended learning) , this is due to several obstacles that are a) limited time lecturers and students in accessing Schoology because it takes time apart, b) lack of student learning independence, c) weak internet signal connection in some areas

PENGEMBANGAN MEDIA PEMBELAJARAN E-LEARNING BERBASIS SCHOOLOGY PADA KOMPETENSI DASAR MEMAHAMI MODEL ATOM BAHAN SEMIKONDUKTOR DI SMKN NEGERI 1 JETIS MOJOKERTO

Abstrak Penelitian pengembangan media pembelajaran e-learning berbasis schoology ini bertujuan untuk menghasilkan media pembelajaran e-learning berbasis schoology yang digunakan sebagai media pembelajaran untuk mata pelajaran memahami model atom bahan semikonduktor, dan mengetahui respon siswa terhadap media pembelajaran e-learning berbasis schoology pada mata pelajaran memahami model atom bahan semikonduktor. Jenis penelitian ini adalah menggunakan penelitian pengembangan metode model Research & Development (R&D) dalam bidang pendidikan. Pengembangan media ini ditujukan untuk mengembangkan media pembelajaran yang bermanfaat untuk proses belajar mengajar. Pengembangan akan difokuskan pada media pembelajaran e-learning berbasis schoology pada kompetensi dasar memahami model atom bahan semikonduktor. Hasil penelitian ini menunjukkan bahwa Media pembelajaran e-learning berbasis schoology pada kompetensi dasar memahami model atom bahan semikonduktor di SMK Negeri 1 Jetis Mojokerto dinyatakan sangat baik, dengan hasil rating 82,26%. Dengan rata-rata hasil rating penilaian validasi terhadap media pembelajaran e-learning berbasis schoology sebesar 82,26% dinyatakan sangat baik. Berdasarkan penelitian respon siswa terhadap media pembelajaran e-learning berbasis schoology pada kompetensi dasar memahami model atom bahan semikonduktor mendapat respon positif dari siswa. Dengan rata-rata hasil rating respon siswa sebesar 83.30% yang dikategorikan sangat baik. Kata Kunci: Media e-learning, Schoology, Research and Development (R&D), Respon siswa.   Abstract Media development research-based e-learning Schoology aims to (1) generate media e-learning-based Schoology is used as a medium of learning to understand the lesson of atomic models of semiconductor material, and (2) determine students' response to media e-learning Schoology-based lessons to understand the atomic model of semiconductor material. This type of research is to use the method of research and development (Research & Development) in the field of education. Media development is aimed at developing a learning media is beneficial for the learning process. Development will be focused on e-learning media Schoology based on basic competence to understand the atomic model of semiconductor materials. The results showed that (1) Media-based e-learning Schoology the basic competence to understand the atomic model of semiconductor material at SMK Negeri 1 Jetis Mojokerto otherwise excellent, with the result of 82.26% rating. With an average rating assessment results of the validation of media-based e-learning amounted to 82.26% Schoology otherwise excellent. (2) Based on the research students' response to media e-learning-based Schoology the basic competence to understand the atomic model of semiconductor materials get a positive response from students. With an average rating result amounted to 83.30% student responses were categorized as very good. Keywords: E-learning Media, Schoology, Research and Development (R & D), Student’s response

Improving reading skills through internet schoology for vocational high school

The objectives of this study are (1) to describe the process of implementation of Internet Schoology in teaching reading; (2) to find out the result of the implementation of Internet Schoology in teaching reading. This research belongs to Classroom Action Research proposed by Kemmis and Mac Taggart (1999). It consisted of four steps. They are planning, action, observation, and reflection. The research used inquiry-based instruction for the teaching method and the internet Schoology as the source of online media. This research was conducted in two cycles. The process of the implementation of Schoology was opening, introduction, exploration, elaboration, confirmation, and closing. In the opening, the researcher greeted the students and praying. The students were introduced with the used of Schoology, the topic was stated, and the researcher explains the learning objectives in the introduction. In elaboration, students did an assignment, to answer questions based on a text. In exploration, the teaching and learning were about to identify the topic of the text, identify the vocabulary or difficult words, identify the main idea and specific info of the text, and identify the grammar used in the text. In confirmation, the students got the answer to their assignment. The method of inquiry-based instruction was applied to internet Schoology. The result shows that the students were enthusiastic and motivated to learn reading using Schoology. There was an improvement from cycle 1 to cycle 2. The using of internet Schoology improved the students reading ability, especially in mastering vocabulary

THE USE OF SCHOOLOGY AS A BLENDED LEARNING PLATFORM IN TEACHING WRITING

Keterbatasan waktu, jumlah siswa yang banyak, dan kurangnya kesempatan untuk siswa berlatih bahasa Inggris di dalam kelas, sering kali menjadi masalah yang umum di Indonesia. Dengan perkembangan teknologi, inovasi- inovasi baru telah diperkenalkan ke dalam dunia pendidikan untuk menyelesaikan masalah-masalah tersebut. Dewasa ini, ada beberapa platform yang dapat digunakan untuk memfasilitasi process ajar-mengajar yang mampu memenuhi kebutuhan siswa. Salah satu platform nya adalah Schoology. Sebagai learning platform, Schoology dipercaya mampu menawarkan sebuah solusi dalam pengajaran bahasa Inggris, khususnya dalam pengajaran menulis. Penelitian ini bertujuan untuk menginvestigasi penggunaan Schoology sebagai platform untuk blended learning dalam pelajaran menulis. Penelitian ini menguji, apakah penggunaan Schoology mempengaruhi kemampuan menulis siswa, dan juga menunjukan bagaimana Schoology digunakan. Penelitian ini menggunakan mix-method. Data dikumpulkan melalui dua cara, yaitu test dan observasi kelas. Hasilnya menunjukan bahwa ada perbedaan yang signifikan dalam kemampuan menulis siswa setelah proses pengajaran menggunakan Schoology. Nilai Sig. (p= .000 yang berarti lebih rendah dari pada ɑ= .05) mengindikasikan bahwa penggunakan Schoology mampu meningkatkan kemampuan menulis siswa secara efektif. Selain itu, tentang bagaimana Schoology diaplikasikan dalam pengajaran menulis, penelitian ini mengadaptasi langkah-langkah dalam process based approach. Dapat disimpulkan, penggunakan Schoology efektif untuk mengajar bahasa Inggris. Berdasarkan beberapa temuan, penelitian ini menawarkan beberapa rekomendasi untuk para pengajar dan peneliti selanjutnya.;-- Limited time, big class sizes, and students’ lack of opportunity to practice English in the classroom are often common problems that happen in Indonesian context. Due to the development of technology, new innovations have been introduced to the field of education to solve those problems. Nowadays, there are several learning platforms that can be used to facilitate teaching and learning that fulfil the learners’ needs. One of the learning platforms is Schoology. As a learning platform, Schoology is believed to offer a solution in teaching English, particularly in teaching writing. This study is aimed at investigating the use of Schoology as blended learning platform in teaching writing. It examines whether the use of Schoology affects the students’ writing ability, and also portrays how Schoology as blended learning platform is implemented. This study is both quantitative and qualitative. The data were collected through tests and classroom observation which were conducted to tenth grades of a senior high school in Subang. The result show that there is a significant difference in the students’ writing ability after being taught by using Schoology in blended learning setting. The Sig. value p= .000 which is lower than ɑ= .05) indicates that the use of Schoology effectively improves students’ writing ability. Furthermore, in regard to how Schoolgy as blended learning platform was applied in teaching writing, this study adapted the cycle of process-based approach. In conclusion, the use of Schoology as blended learning platform is effective for teaching English, especially teaching English writing. The platform can be used as an alternative to develop students’ writing. Based on the findings, this study offers recommendation for teaching practice and future studies

The Effect of Schoology on the Students’ Writing Interest

ABSTRACTThis research aimed to determine the effect of using Schoology as learning media on students’ writing interest. The research was done in a 2x2 experimental design with experimental and control classes selected as participants using purposive random sampling.  The two groups had the same writing ability but received different learning media treatments, Picture Series for the control class, and Schoology for the experimental class. The Tukey’s test results showed that qobtain between columns A1 and A2(3.46) was higher than qtable (2.92) proving that using Schoology in teaching writing was significantly different from Picture Series. On the other hand, qobtain between cells A1B1and A2B1(4.47) was higher than qtable (3.08) proving that using Schoology differed significantly from Picture Series in teaching writing for students who had high interest. Then qobtain between cells A1B2and A2B2(0.41) was lower than qtable (3.08) proving that using Schoology did not differ significantly from Picture Series in teaching writing for students who had low interest. This study concludes that learning writing skills using Schoology affects students' levels of learning interests. Schoology, therefore, could be an alternative learning media platform for teaching and learning writing skills.ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh penggunaan media pembelajaran Schoology terhadap minat menulis siswa. Penelitian dilakukan dalam rancangan eksperimen 2x2 dengan kelas eksperimen dan kelas kontrol dipilih sebagai partisipan dengan menggunakan purposive random sampling. Kedua kelompok memiliki kemampuan menulis yang sama tetapi mendapat perlakuan media pembelajaran yang berbeda yaitu Picture Series untuk kelas kontrol dan Schoology untuk kelas eksperimen. Hasil uji Tukey menunjukkan bahwa qobtain antara kolom A1 dan A2 (3,46) lebih tinggi dari qtabel (2,92) yang membuktikan bahwa penggunaan Schoology dalam pengajaran menulis berbeda secara signifikan dengan Picture Series. Di sisi lain, qobtain antara sel A1B1 dan A2B1 (4,47) lebih tinggi dari qtabel (3,08) membuktikan bahwa penggunaan Schoology berbeda secara signifikan dengan Picture Series dalam pengajaran menulis untuk siswa yang memiliki minat tinggi. Kemudian qobtain antara sel A1B2 dan A2B2 (0.41) lebih rendah dari qtabel (3.08) membuktikan bahwa penggunaan Schoology tidak berbeda secara signifikan dengan Picture Series dalam pembelajaran menulis untuk siswa yang memiliki minat rendah. Penelitian ini menyimpulkan bahwa pembelajaran keterampilan menulis menggunakan Schoology berpengaruh terhadap tingkat minat belajar siswa. Oleh karena itu, Schoology dapat menjadi platform media pembelajaran alternatif untuk pembelajaran keterampilan menulis

Implementation of Blended Learning Model Using the Schoology Application

Implementing blended learning requires media facilitating various online learning tools, one of which is Schoology. Opening extensive learning resources for students allows teachers to switch from teacher-centred learning to student-centred learning. Schoology is a learning management system that allows teachers to interact with students through various interesting features. Teachers can display teaching materials, discussions through questions and answers, and collection of assignments. Mathematics, a subject that requires various graphic illustrations, diagrams, and visualizations, is very suitable to be taught through Schoology. Teachers can help students understand various mathematical concepts by taking advantage of the various learning features provided by Schoology. Schoology allows communication between teachers and students to be more interactive because the platform is similar to social media. Teachers can create virtual classes to carry out online learning at home so that students are trained to act actively and independently in learning. Based on research and data analysis shows that there are differences in learning outcomes between students who use school learning media and students who use conventional methods, there is a positive and significant influence of Schoology learning media on learning outcomes, and there is a positive and significant influence on learning motivation on learning outcomes. Keywords: Blended Learning, Schoology, Mathematics, Teachers, and Student

THE EFFECTIVENESS OF SCHOOLOGY ON TECHNOLOGY SKILLS: E-LEARNING INTEGRATION IN EDUCATION

Schoology is an e-learning platform that offers several exciting features that can be optimized by educators and students in tandem with parents. This can be one of the media in optimizing strong communication between the three. Schoology is also able to be one of the pathways to improving the skills in utilizing the technology of students who have also become one of the demands of the 4.0 revolution. Schoology is able to be used by educators in particular types of education and in certain subjects. This study aims to identify the effectiveness of Schoology on the technology skills of students in higher education ranking. The research results have shown that Schoology poses an effect on improving technology skills in aspects of text formatting and searching the web