Manajemen Pembelajaran Daring di Masa Covid-19: Studi Kasus di MI Tahfizh Entrepreneur Qurrota A'yun Ponorogo

Prasetyo, Happy Romdani (2022) Manajemen Pembelajaran Daring di Masa Covid-19: Studi Kasus di MI Tahfizh Entrepreneur Qurrota A'yun Ponorogo. Masters thesis, IAIN Ponorogo.

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Abstract

ABSTRAK
Di MI Tahfizh Entrepreneur Qurrota A’yun mengemas pembelajaran daring dengan menarik seperti dalam penerapan pembelajaran daring menggunakan media instagram, youtube, google meet dan google classroom, sedangkan dalam review pembelajarannya dan murajaah hafalan, setoran mengaji wafa meggunakan video call, saat ulangan harian//UTS/UAS siswa mengerjakan soal dengan dipantau guru melalui google meet. Manajemen pembelajaran daring yaitu, sebuah proses pendayagunaan seluruh komponen pembelajaran yang saling berkaitan melalui jejaring web baik itu dalam bentuk video rekaman, slideshow, live streaming ataupun melalui aplikasi sosial media yang lainnya, untuk menunjang pembelajaran serta mencapai tujuan pembelajaran dan pengajaran itu sendiri secara efektif dan bermutu. Tujuan penelitian ini untuk mengetahui manajemen pembelajaran daring, faktor-faktor yang mempengaruhi dan menghambat pembelajaran daring serta model manajemen pembelajaran daring.
Penelitian ini mengggunakan penelitian studi kasus. Pengambilan data dengan observasi, wawancara dan dokumentasi. Analisa data dengan model miles huberman yaitu reduksi data, penyajian data, analisa data.
Dalam manajemen pembelajaran daring di MI, meliputi beberapa tahapan (1) yaitu perencanaan, pengorganisasian, pelaksanaan, dan evaluasi. Perencanaan pembelajaran daring sebagai bentuk pembelajaran darurat bagi siswa di MI Tahfizh Entrepreneur Qurrota A’yun ini, diawali karena adanya berbagai hal dan pertimbangan yang menjadi latar belakang diadakannya pembelajaran daring atau online. Didalam pengorgaisasian ini kepala Madrasah menggerakkan seluruh stakeholder untuk berbagi tugas demi memaksimalkan proses oembelajaran daring. Selain itu dalam pelaksanaannya, untuk live tatap muka menggunakan Google Meet dan Zoom sedangkan penugasan dan materi menggunakan Google Classroom, Youtube, Tiktok, dan Instagram. Pelaksanaan evaluasi dilakukan dengan luring dan daring. Daring dilakukan melalui Google Meet. Setiap anggota evaluasi yang ikut dalam evaluasi mempunyai hak yang sama dalam mengusulkan ide sebagai solusi yang menjawab permasalahan pembelajaran. Hasil dari evaluasi yaitu: terbatasnya gadget dan kuota internet, fasilitas siswa seperti gadget dan kuota sangat penting untuk melaksanakan pembelajaran secara daring, tetapi tidak semua siswa memiliki gadget dan kuota yang terbatas untuk mengikuti pembelajaran secara daring, selain itu kedisiplinan siswa dalam mengikuti pembelajaran daring. (2) Adapun faktor-faktor yang mempengaruhi pembelajaran daring di MI Tahfizh Entrepreneur Qurrota A’yun yaitu pemasangan wi-fi, mempunyai gadget dan laptop dalam pelaksanaan pembelajaran secara daring, mengadakan pelatihan pembuatan video pembelajaran. Adapun Faktor penghambatnya yaitu terbatasnya gadget, kuota internet, dan kekuatan sinyal internet yang tidak merata. (3) Sedangkan model manajemen pembelajaran daring yang diterapkan di MI bersifat partisipatif yang didalamnya terkandung empat implikasi penting; pertama, adanya aktivitas perencanaan, pengorganisasian, pelaksanaan dan pengawasan; kedua, adanya lebih dari satu orang atau pihak yang terlibat; ketiga, adanya tujuan yang ingin dicapai; keempat, adanya pemanfaatan sumberdaya organisasi baik anggota maupun sumberdaya lainnya, dari keempat hal tersebut mengarah kepada pencapaian tujuan secara efektif dan efisien.

Kata Kunci : Manajemen Pembelajaran Daring, Covid-19, MI Tahfizh Entrepreneur Qurrota A’yun Ponorogo

ABSTRACT
MI Tahfizh Entrepreneur Qurrota A'yun packages online learning in an interesting way, such as in the application of online learning using Instagram, YouTube, Google Meet and Google Classroom media, while in reviewing learning and memorizing, reciting wafa using video calls, during daily tests//UTS/ UAS students work on questions monitored by the teacher via google meet. Online learning management, namely, a process of utilizing all interrelated learning components through web networks, whether in the form of video recordings, slideshows, live streaming or through other social media applications, to support learning and achieve learning and teaching goals themselves effectively and efficiently. quality. The purpose of this study was to determine online learning management, the factors that influence and hinder online learning and the online learning management model.
This research uses case study research. Collecting data by observation, interviews and documentation. Data analysis using the Miles Huberman model, namely data reduction, data presentation, data analysis.
In online learning management at MI, it includes several stages (1), namely planning, organizing, implementing, and evaluating. Online learning planning as a form of emergency learning for students at MI Tahfizh Entrepreneur Qurrota A'yun was initiated because of various things and considerations that became the background for holding online learning. In this organization the head of Madrasah mobilizes all stakeholders to share tasks in order to maximize the online learning process. In addition, in practice, for live face-to-face using Google Meet and Zoom while assignments and materials use Google Classroom, Youtube, Tiktok, and Instagram. The evaluation is carried out offline and online. Via offline is done three times a week, namely Monday, Wednesday and Saturday. While online is done through Google Meet. Each member of the evaluation who participates in the evaluation has the same right in proposing ideas as solutions that answer learning problems. The results of the evaluation are: limited gadgets and internet quotas, student facilities such as gadgets and quotas are very important to carry out online learning, but not all students have gadgets and limited quotas to participate in online learning, in addition to student discipline in participating in online learning. (2) The factors that influence online learning at MI Tahfizh Entrepreneur Qurrota A'yun are the installation of wi-fi, having gadgets and laptops in the implementation of online learning, conducting training in making learning videos. In online learning management at MI, it includes several stages, namely planning, organizing, implementing, and evaluating. Online learning planning as a form of emergency learning for students at MI Tahfizh Entrepreneur Qurrota A'yun was initiated because of various things and considerations that became the background for holding online learning. In this organization the head of Madrasah mobilizes all stakeholders to share tasks in order to maximize the online learning process. In addition, in practice, for live face-to-face using Google Meet and Zoom while assignments and materials use Google Classroom, Youtube, Tiktok, and Instagram. The evaluation is carried out offline and online. Via offline is done three times a week, namely Monday, Wednesday and Saturday. While online is done through Google Meet. Each member of the evaluation who participates in the evaluation has the same right in proposing ideas as solutions that answer learning problems. The results of the evaluation are: limited gadgets and internet quotas, student facilities such as gadgets and quotas are very important to carry out online learning, but not all students have gadgets and limited quotas to participate in online learning, in addition to student discipline in participating in online learning. The factors that influence online learning at MI Tahfizh Entrepreneur Qurrota A'yun are the installation of wi-fi, having gadgets and laptops in the implementation of online learning, conducting training in making learning videos. The inhibiting factors are limited gadgets, internet quota, and uneven internet signal strength. (3) Meanwhile, the online learning management model applied in MI is participatory in that it contains four important implications; first, the existence of planning, organizing, implementing and monitoring activities; second, there is more than one person or party involved; third, there is a goal to be achieved; fourth, the utilization of organizational resources, both members and other resources, of these four things leads to the achievement of goals effectively and efficiently.

Keywords: Online Learning Management, Covid-19, MI Tahfizh Entrepreneur Qurrota A'yun Ponorogo

Item Type: Thesis (Masters)
Thesis Supervisor: Abid Rohmanu
Subjects: 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified
Divisions: Program Pascasarjana > Program Studi Magister Manajemen Pendidikan Islam
Depositing User: Miss Perpustakaan IAIN Ponorogo
Date Deposited: 14 Jun 2022 02:17
Last Modified: 14 Jun 2022 02:17
URI: http://etheses.iainponorogo.ac.id/id/eprint/18916

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