Differences in Student Satisfaction Level in Offline and Online Learning

in GIS Course for Geography Education Student in State University of

Malang

Naufal Mujadid Aly, Mochamad Azis, Cintya Fandani Rivaldi, Ana Nur Rokhimah,
Laily Fitriani

lailyftr00@gmail.com

Abstract
This research aimed to determine the level of satisfaction of online learning and offline
learning in GIS courses. This research includes descriptive research using quantitative
methods with survey data collection techniques. The research population is Geography
Education students of the Faculty of Social Sciences UM. The research sample used a
purposive sampling technique with the samples being students of Geography Education batch
2018 and batch 2019 by 20 people each. The research instrument is a questionnaire using a
Likert scale. Data collection techniques were carried out by distributing online questionnaires
to Geography Education students to obtain relevant and valid information. The results of the
data show that there are differences in the level of satisfaction in learning GIS courses for
undergraduate students of Geography Education, State University of Malang. The results of
the analysis show that the 2018 UM FIS Geography Education students are satisfied with
offline GIS learning as much as 68.5 %. Meanwhile, in the class of 2019 who carried out
online GIS learning, 57 % said they were satisfied with GIS learning conducted online. In
conclusion, overall students tend to be dissatisfied with offline learning compared to online
learning. However, if the questions are dissected in more detail, students tend to be dissatisfied
with the results of the GIS learning.

Keywords: Level of Satisfaction, Offline and Online Learning, GIS

Introduction
2020 was the beginning of the spread of the Covid-19 virus into a global pandemic.
The virus, which was first discovered in Wuhan, China at the end of 2019, quickly spread
throughout the world, including Indonesia. Various policies were carried out to reduce the rate
of the spread of the virus, one of which was the lockdown implemented by various countries.
As a result, various daily activities have been stopped due to the prohibition on activities
outside the home. This policy of limiting physical access to public services is also
implemented in Indonesia. Some activities that are stopped or carried out remotely are buying
and selling activities, education services. In this education sector, according to Amalia and
Sa'adah (2020), almost all countries affected by Covid-19 have made adjustments to learning
in schools in facing educational challenges during the pandemic.
The Indonesian government has issued policies related to preventing the spread of
Covid 19. One of them is a ban on gathering and doing activities outside the home. This is
based on the mode of transmission of Covid-19 through various introductions physical contact
with people who have been infected. So the only way is to maintain physical distance from
one another which is considered to reduce the spread of the Covid-19 virus. Several closures
of public facilities, places of worship, offices and schools had to be carried out. As a result,
activities such as worship, work and study are carried out at home.
 One of the activities directed at home by the government is learning activities.
Learning and teaching activities that are usually carried out in university must be moved to
their respective homes under the supervision of distance learning. As long as conditions are
considered vulnerable, the government encourages all elements of education to activate online
classes even though schools have temporarily closed physically. According to Amalia and
Sa'adah (2020) the closure of this school is one of the most effective mitigation measures to
reduce the spread of the virus in the educational environment. The closures did not only occur
in schools but also in universities which also implemented distance or online learning for their
students.
Ulinuha and Novitaningtyas (2021) reveal that the development of the internet and
information communication technology is currently being used by universities to develop
online learning. This modern learning system, in addition to supporting efforts to suppress the
transmission of Covid-19, also has a very wide reach that can be accessed by lecturers and
students anytime and anywhere. So that lecturers and students can carry out learning easily.
Because at the tertiary level, students do not only come from the surrounding area but also
areas outside the region. One of them is the State University of Malang as a part of the
education sector that has implemented online learning. State University of Malang has an
online learning system namely Sipejar. Sipejar is the main application or platform used for
online learning. In addition, it also utilizes various other softwares consist of Google Meet,
Google Classroom, and WhatsApp. The platform is used to share materials and assignments.
Online learning does not have many obstacles, especially in subjects whose scope is in
the form of theory. However, the obstacles will be very big in subjects whose learning basis is
practicum. However, based on previous studies, there is no significant difference between
online and offline learning outcomes. What needs to be emphasized is student satisfaction
with learning. Because learning satisfaction both online and offline is very important for
universities because it is related to the quality of learning. Student satisfaction in online
learning is a reflection of how students experience and understand the learning and is an
important measure in evaluating learning programs (Ghufron, 2020). Satisfaction is a major
problem in the implementation of the learning process online which is a measure of the
quality and effectiveness of teaching and learning.
Therefore, according to Andilila and Marhalim (2019), student satisfaction with the
lecture process needs to be evaluated because it is an important factor for higher education as
a provider of educational services for students. Furthermore, Saifuddin (2018) states that
online learning in student perceptions shows the results that the application of online learning
needs to be analyzed for its impact on students whether students are satisfied or not satisfied
in carrying out online lecture activities.
According to (Ghufron, 2020) several factors can predict satisfaction in online
learning. These include a social presence, social interaction, and collaborative learning. In
addition, the quality of technology, physical distance, communication, availability of
technology, and interaction with teachers and friends, and learning design can affect
satisfaction in online learning. So this research was conducted to determine the level of
satisfaction of online learning. At the same time knowing student satisfaction with offline
learning in the same subject, namely Geographic Information Systems. The results of student
satisfaction can then be used as evaluation material to improve the quality of online learning
by comparing satisfaction with offline learning. Likewise, student satisfaction with the online
learning system at State University of Malang in general and the Department of Geography in
particular during the pandemic needs to be evaluated and researched further.
Methods
This research includes descriptive research using quantitative methods with survey
data collection techniques. The research population is Geography Education students from the
Faculty of Social Sciences, State University of Malang. The research sample used a purposive
sampling technique with the samples are Geography Education students from 2018 batch and
2019 batch who are currently active as students totaling 20 people each. The research
instrument is a questionnaire using the likert scale. Data collection techniques were carried out
by distributing online questionnaires to Geography Education students to obtain relevant and
valid information.

Results
The Geographic Information System (GIS) course is a system that creates, manages,
analyzes, and maps all types of data, starting from the basic understanding and concepts, GIS
systems, spatial data and GIS databases, as well as the benefits and applications of GIS for
various fields, especially in providing geospatial information that useful for development
planning. In the GIS course. After following the GIS course, students can explain the
definition of GIS, know the basic concepts/principles of GIS and its systems, know the
development of GIS and the various applications that support it, can explain the components
and functions of GIS, understand and be able to perform the stages of GIS (input-process-
output), knowing about data concepts and spatial databases, knowing various types of GIS
modelling, and being able to apply GIS for various fields.
During the pandemic, students became more limited due to the government's social
distancing policy. The government has determined that schools and campuses must implement
social restrictions or social distancing by studying at home. Therefore, students in the
implementation of Geography learning in GIS courses use online-based media. Learning
Geography for GIS courses for 2018 and 2019 students uses Sipejar media and several other
applications such as Google Meet, Google Classroom, and WhatsApp.

Table of Student Satisfaction Level for Offline Geographic Information System Learning

Very Less Very

Neutral Satisfied Total
Criteria Dissatisfied satisfied Satisfied
f % f % f % f % f % f %
Learning media 0 0 0 0 7 35 11 55 2 10 20 100
Learning media as an enhancer of
0 0 2 10 4 20 12 60 2 10 20 100
learning motivation
Learning media as an enhancer of
1 5 3 15 4 20 8 40 4 20 20 100
understanding
Clarity of tasks 1 5 1 5 3 15 12 60 3 15 20 100
Understanding in doing or
0 0 3 15 3 15 14 70 0 0 20 100
completing tasks
Submission of RPS by lecturer 1 5 1 5 6 30 10 50 2 10 20 100
Submission of material by
0 0 3 15 2 10 12 60 3 15 20 100
lecturer
Teaching materials 0 0 0 0 4 20 12 60 4 20 20 100
SIG study results for one
0 0 1 5 7 35 6 30 6 30 20 100
semester
Project results that have been
0 0 2 10 4 20 8 40 6 30 20 100
done
 Table 1. Level of Student Satisfaction of Geography Education Class of 2018

Based on the level of satisfaction of students of the 2018 batch of geography education
towards the learning method, it shows that students who choose hesitant (neutral) are 7 (35%),
satisfied students are 11 (55%) and students who are very satisfied as much as 2 (10%). While
the level of satisfaction with learning media as an increase in learning motivation, that
students who are not satisfied are 2 (10%), students who are in doubt (neutral) are 4 (20%),
satisfied students are 12 (60%) and students who are very satisfied as much as 2 (10%).
Then the level of satisfaction with learning media as an understanding enhancer, that
very dissatisfied students are 1 (5%), students who are not satisfied are 3 (15%), students who
are in doubt (neutral) are 4 (20%), students 8 (40%) satisfied students and 4 (20%). while the
level of satisfaction with task clarity, that very dissatisfied students are 1 (5%), students who
are not satisfied are 1 (5%), students who are in doubt (neutral) are 3 (15%), satisfied students
are as many as 12 (60%) and 3 (15%).
Furthermore, the level of satisfaction with understanding in doing or completing
assignments, that students who are not satisfied are 3 (15%), students who are in doubt
(neutral) are 3 (15%) and satisfied students are 14 (70%). Based on the level of satisfaction
with the delivery of the RPS by the lecturer, that very dissatisfied students are 1 (5%),
dissatisfied students are 1 (5%), students who are in doubt (neutral) are 6 (30%), students who
are satisfied as much as 10 (50%) and students who are very satisfied as much as 2 (10%)
Then the level of satisfaction with the delivery of material by the lecturer, that students
who are not satisfied are 3 students (15%), students who are in doubt (neutral) 2 students (10
%), satisfied are 12 students (60%) and very satisfied are 4 students (20%). For the level of
satisfaction with the provision of teaching materials, there are 4 neutral students (20%), 12
students (60%) are satisfied and 4 students (20%) are very satisfied. Based on the level of
satisfaction with learning outcomes for one semester, that students who are not satisfied are 1
(5%), students who are in doubt (neutral) are 7 (35%), satisfied students are 6 (30%) and very
satisfied students as much as 6 (30%). Based on the level of satisfaction with the results of the
project that has been done, that students are dissatisfied as many as 2 (10%), students who are
in doubt (neutral) 4 (20%), students who are satisfied as many as 8 (40%) and students who
are very satisfied as much as 6 (30%).

Table of Student Satisfaction Level for Online Geographic Information System Learning
Very Less Very
Neutral Satisfied Total
Criteria dissatisfied satisfied satisfied
F % f % f % f % f % f %
Learning media 0 0 1 5 8 40 9 45 2 10 20 100
Learning media as an enhancer 1
0 0 0 0 50 9 45 1 5 20 100
of learning motivation 0
Learning media as an enhancer
0 0 0 0 7 35 12 60 1 5 20 100
of understanding
Clarity of tasks 0 0 3 15 5 25 8 40 4 20 20 100
Understanding in doing or
0 0 2 10 6 30 10 50 2 10 20 100
completing tasks
Submission of RPS by lecturer 0 0 1 5 7 35 7 35 5 25 20 100
Submission of material by 1
0 0 0 0 50 9 45 1 5 20 100
lecturer 0
Teaching materials 0 0 0 0 8 40 11 55 1 5 20 100
SIG study results for one
1 5 1 5 7 35 6 30 5 25 20 100
semester
 Project results that have been
3 15 3 15 3 15 7 35 4 20 20 100
done
Table 2. The level of student satisfaction with online GIS learning

Based on table 2, the survey carried out contained the contents of a questionnaire on the
level of GIS learning satisfaction including learning media used by lecturers and their
benefits, tasks obtained, methods or methods the style of the lecturer in online lecturer
learning, as well as the results of the GIS learning carried out for one semester. The results of
the survey conducted on students of the 2019 batch of geography education study program,
their level of satisfaction with online GIS learning is quite varied.
In the question of student satisfaction with online learning media, it is divided into 3
questions. The first question is about satisfaction with the learning media used by lecturers. In
the survey results obtained, there are no respondents who show a level of satisfaction in the
form of being very dissatisfied. There are 5% of respondents or 1 person who chose not
satisfied, 40% of respondents or 8 people chose neutral, 45% or 9 respondents chose satisfied,
and 2 respondents or 10% chose very satisfied. So, it can be said that most of the respondents
answered that they were satisfied with the learning media that had been used by lecturers
during online GIS learning.
Another questionnaire question regarding learning media is about the satisfaction of the
benefits of learning media felt by students. The benefits that are asked here are in the form of
increasing learning motivation and increasing understanding of the GIS learning that has been
obtained. Giving these questions, cannot be separated from the importance of a learning
media. If the learning media used by educators is appropriate or suitable for the learning
material, it is very likely that a learning media that functions as a messenger can provide
benefits in the form of increasing students' understanding and learning motivation. From the
questions regarding the satisfaction of the benefits of the learning media used by the lecturers,
there were no respondents who answered that they were very dissatisfied and dissatisfied. A
total of 10 students (50%) answered neutrally, 9 students (45%) answered satisfied, and 1
student (5%) chose to be very satisfied with the benefits of learning media as an increase in
learning motivation. In addition, regarding the benefits of learning media in the form of
increasing understanding of the material, 7 students (35%) chose neutral, 12 students (60%)
chose satisfied and 1 student (5%) chose very satisfied. From these results, it can be seen that
the two benefits felt by students on the learning media used by the lecturers showed a greater
level of satisfaction with the benefits of increasing understanding of the material being taught
compared to the benefits of learning media felt by students in the form of increasing learning
motivation.
Student satisfaction with GIS tasks that have been given by the lecturer, there are 2
questions asked on the questionnaire. The question is the clarity of the tasks given by the
lecturer and understanding in doing or completing the task. Respondents as many as 3
students (15%) chose not satisfied, 5 respondents (25%) chose neutral, 8 respondents (40%)
chose satisfied, and 4 respondents (20%) chose very satisfied with the clarity of GIS tasks
given by the lecturer. . On the question of student understanding in doing or completing GIS
assignments, it is known that 2 students (10%) chose not satisfied, 6 students (30%) chose
neutral, 10 students (50%) chose satisfied, and 2 students (10%) chose very satisfied. So, from
the 2 questions regarding the tasks given by the lecturer, most of them chose the level of
satisfaction in the form of being satisfied with the clarity of the task and understanding in
doing or completing the GIS task given by the lecturer.
Regarding satisfaction with the style or way the lecturer teaches GIS, the questionnaire
provides 3 questions about it. The first is the delivery of lesson plans, the second is the
delivery of materials, and the third is the provision of teaching materials. On student
satisfaction with the delivery of RPS GIS by lecturers, 1 respondent (5%) chose not satisfied,
7 respondents (35%) chose neutral and satisfied, and 5 respondents (25%) chose very
satisfied. In terms of delivering GIS material by lecturers, 10 respondents (50%) chose
neutral, 9 respondents (45%) chose satisfied, and 1 respondent (5%) chose very satisfied. In
addition, there is the provision of GIS teaching materials where 8 respondents (40%) chose
neutral, 11 respondents (55%) chose satisfied, and 1 respondent (5%) chose very satisfied. So,
it can be concluded that most of the respondents in the delivery of lesson plans by the
lecturers showed a neutral and satisfied level of satisfaction, the delivery of material by the
lecturers showed neutral, and the provision of teaching materials showed satisfied results.
The content of the last questionnaire is about the learning outcomes of GIS. These
results are divided into 2, namely the results of GIS learning and project results that have been
obtained for one semester. The survey results on the satisfaction of GIS learning outcomes for
one semester obtained 1 respondent (5%) chose very dissatisfied and dissatisfied, 7
respondents (35%) chose neutral, 6 respondents (30%) chose satisfied, and 5 respondents (25
%) voted very satisfied. In contrast to the satisfaction of the results of the GIS project that has
been done by students for one semester where 3 respondents (15%) chose very dissatisfied,
dissatisfied, and neutral; 7 respondents (35%) chose satisfied, and 4 respondents (20%) chose
very satisfied. From the results of the two satisfaction questions regarding the results of the
GIS learning, it can be seen that most of the respondents on the GIS learning outcomes for one
semester chose neutral and most of the respondents on the results of the projects they had
worked on chose to be satisfied.

Differences in Learning Outcomes

Differences in GIS learning outcomes for the 2018 batch and 2019 batch can be seen
from tables 1 and 2. The survey conducted contained a questionnaire on the level of
satisfaction in GIS learning, including one of the results of GIS learning carried out for one
semester. The results of the survey conducted on students of the 2018 batch and 2019 batch
from geography education study program, it can be seen that their level of satisfaction with
online GIS learning is quite varied. Meanwhile, the difference between the 2018 batch and
2019 batch in the results of the GIS learning satisfaction level is that in the 2018 class, 1
person or 5% was dissatisfied, while the 2019 batch was 2 people or 10%.

Differences in Learning Satisfaction Level

Based on tables 1 and 2 the difference in the level of satisfaction with learning media,
the satisfaction level of students in the 2018 batch is higher than that of the 2019 batch. The
level of satisfaction with learning media as an increase in learning motivation for the 2019
batch is more than that 2018 batch. The level of satisfaction with learning media as an
enhancer the understanding of 2019 batch is more than 2018 batch. The level of satisfaction
with the clarity of the tasks of the 2018 batch is more than the 2019 batch. The level of
satisfaction in understanding in doing or completing tasks for the 2019 batch is more than the
2018 batch. The level of satisfaction in delivering RPS by lecturers of the 2019 batch is more
than the 2018 batch. The level of satisfaction with the delivery of material by the 2019 batch
is more than the 2018 batch. The level of satisfaction with the provision of teaching materials
for the 2018 batch is more than the 2019 batch. The level of satisfaction with GIS learning
outcomes During 1 semester, the 2018 batch was more than the 2019 batch. Meanwhile, the
level of satisfaction with the results of the projects carried out by the 2018 batch was more
than the 2019 batch. So, the comparison based on the average student satisfaction level of
student satisfaction in the 2018 and 2019 batch was higher than the 2018 batch.

GIS Learning Obstacles

Learning constraints for geography education students 2018 batch are from less
supportive laptop devices, technical problems when working on maps, lack of skills in
operating GIS applications and lecturer explanations that are less understandable and difficult
to understand. Obstacles in learning GIS for geography education students 2019 batch are
from laptops that are not supportive, difficulty understanding the material and its
workmanship, explanations of materials and assignments that are not understood, limitations
(time, quotas and signal) when using the meeting platform, some steps for completing
assignments are not contained in the video teaching materials, the practice of GIS applications
is quite difficult to understand if you only rely on online learning and lecturers cannot carry
out direct supervision of students so that students who experience difficulties will also find it
difficult to overcome these difficulties without direct assistance from lecturers.

GIS Learning Solutions

Geographic information system is a development of computer science and geography
that are united so that it becomes a system that can be utilized. The ability of geographic
information systems to enter, edit, retrieve, analyze, map, and visual-spatial data can be used
to project and assist research related to determining a location (Church, 2002). It can be said
that system geographic information is a part of geographic technology that gives uniqueness
to the research of an object without interacting directly with the object under study. In the
geography department, geographic information system-based technology is used as a course
that must be taken by students. The learning process cannot be separated from the existing
obstacles. So there needs to be a solution to overcome the problems or constraints when
learning geographic information systems (GIS).
Geographic Information System is inseparable from the use of software and hardware.
The use of this technology cannot always be used or done smoothly by some students. Many
of the survey respondents were constrained using software or GIS processing, which some
students found difficult. The possible solution to the problem is to ask for help from peers or
peer tutors who already understand the installation process. This solution also applies when it
is difficult to understand the GIS material explained by the lecturer. Peer tutoring is one of the
learning strategies to help meet the needs of students. This is a cooperative not competitive
approach. When they study with peer tutors, students also develop a better ability to listen,
concentrate, and understand what is being learned in a meaningful way. Explanations through
peer tutors to their friends are more likely to be successful than teachers (Winarno
Surakhmad, 1994).
The role of educators or rather lecturers in understanding the participants' material is
existingin the learning process. The style or method of lecturers in learning must be creative to
create learning that can realize learning objectives. One of them is to be able to create learning
that can improve students' understanding of the material that has been taught. Moreover, the
geographic information system course is a course that requires sufficient understanding, skills
and high accuracy in carrying out existing GIS data processing tasks. One of the efforts that
can be done is to provide complete teaching materials as a guide for the work given. So that
students will more easily understand the work of the task.
Another obstacle is the implementation of online learning in the current pandemic era
which creates limitations in the form of time, quotas and signals for learning. These obstacles
can interfere with understanding and working on assignments given by the lecturer. The
solution that can be done is tolerance for quiz times or assignments given by the lecturer. The
number of obstacles, making students hampered in doing assignments. In addition, if there are
students who do not understand, they can be asked through WhatsApp group discussion.

Conclusion
Based on the results of data analysis, there are differences in the learning satisfaction of
GIS courses for undergraduate students of Geography Education, State University of Malang.
The results of the analysis show that in the class of 2018 as many as 9.5% are not satisfied
with the GIS learning that has been carried out. Then 68.5% said they were satisfied and 22 %
said they were unsure or quite satisfied with offline GIS learning. Meanwhile, in the class of
2019 who carried out online GIS learning, 7.5% were dissatisfied, 35.5% were quite satisfied
and 57 % said they were satisfied with online GIS learning.
In conclusion, overall students tend to be dissatisfied with offline learning compared to
online learning. However, if the questions are dissected in more detail, students tend to be
dissatisfied with the results of the GIS learning carried out. This is caused by several things,
such as students having difficulty understanding the material and assignments. Then the tools
and media that students have during the practicum are not all appropriate or have devices that
are below standard. The results of online learning are lower than offline learning.

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