“TEACHER PERSPECTIVES TOWARDS STUDENTS’ MORALITY ON

SONLINE ZOOM”

Fabella Machfira, Indah Wahyu Permata, Yuyun Ilantri.

Universitas Pendidikan Indonesia

indahwahyupermata@upi.edu,

Abstract
Literature Review Online Learning: Zoom Meeting Indonesia is
one of the countries affected by this virus and has begun to make
changes. Students' personalities changed after converting to
online learning. The data in this research were collected on
November 30th, 2022 by using online zoom meetings with some
stages: observation and interview. Through online learning, we
are reminded that education is capable of bringing people
together (Gomez et al., 2020). This research is research that
concludes descriptively which aims to find out about the
teacher’s perspective towards students’ morality in online zoom.
Students' personalities changed after converting to online
learning; before converting to online learning, they were
enthusiastic and driven to learn. Based on that, the research
questions have been formulated as; What are teachers’
perspectives towards students’ morality on online learning via
Zoom? The fact above shows that students have various
problems with morality toward online learning, especially using
zoom meeting applications. The objective of the study is to
figure out teachers' perceptions regarding the student’s morality
on online zoom. However, there are also unexpected things that
occur during online learning, such as students who are typically
conscientious becoming less so, and the reverse. Parents might
also supervise students' learning time, identify students' learning
difficulties, and assist the students in helping them learn at
home. It's only that students' attitudes in class before the
outbreak also had a big impact on how they felt about learning
online. This interview consisted of a part of the teacher’s
perspective toward online learning via zoom.

Keywords: Morality, perspective, students, moral education,

online zoom.
A. INTRODUCTION
Since the detection of cases in Wuhan City in December 2020, many people
around the world have been infected and died due to the Covid-19 pandemic. The
cause is because SARS-CoV2 is highly transmissible and even more dangerous than
seasonal influenza (Biggerstaff et al., 2014; Liu et al., 2020). Because of this, the
pandemic epidemic is having a negative impact on many fields, including education.
The pandemic has forced the learning system in schools to change drastically
from face-to-face learning to online learning. Even though governments consider
online learning as a solution to continue the educational process, the sudden
transformation from traditional learning into online learning has caused many
challenges for teachers and students (Jhon et al., 2020). The term online learning
model was originally used to describe learning that utilizes computer-based internet
technology, (Kuntarto, 2017) cited in Hikmat et.al (2021). Online learning, of
course, requires media as a means of learning both in schools and colleges, of
course, by using various applications to facilitate the delivery of learning material.
Some of these applications include zoom meetings, Google Classroom, Jitsi Meet,
Google Meet, Whatsapp, and so on (Haqien & Rahman, 2020).
However, the zoom meeting application in online learning makes it easier for
students and lecturers to implement learning. First, what must be done in the online
learning process through the zoom meeting application is to create a link to share
with students via the WhatsApp group. Second, allowing the students to click the
zoom link to enter the zoom meeting with the approval of the meeting host. Third,
lecturers begin to share learning materials to be discussed together according to the
material. Then for each subject, there must be a division of groups that requires
groups to present the material to be delivered so that students remain active in the
learning process.
Students' personalities changed after converting to online learning; before
converting to online learning, they were enthusiastic and driven to learn. Discipline
practices have also changed. Instead of getting up early, getting ready for school, and
leaving the house for school, people now merely stay in bed. Discipline practices
like arriving to class on time, dressed appropriately, and having their hair trimmed
are also no longer practiced. According to Gui et al. (2020) the loss of moral
compass is one of critical issues in our country nowadays in order to discern what is
right and what is wrong for their actions in school or out of school. In schools
around the world, Moral Education has been taught implicitly and explicitly to
impart values effectively (Diffenbaugh, 1992). Moreover, Erikson (1966) and Faiz
(2019) argued that moral and character education is closely related to the quality of a
nation, character is an important aspect of the quality of human resources because
the quality of a nation's character determines the progress of the nation. In schools
around the world, Moral Education has been taught implicitly and explicitly to
impart values effectively (Diffenbaugh, 1992). Because of online learning for too
long students spend too much time online and this will affect their moral
development (Morgan, 2016). Moral and character education will be more effective
if the teacher can act as an exemplary figure for the students (Koesoema, 2012).
Furthermore, with the success of online learning during the pandemic era the
teachers need to have good communication and collaboration with parents in order to
explain assignments, exams, and other important things (Lathifah et al., 2020). In
fact, some students consider online learning is not as interesting as face-to-face
learning in school. Students also did not have the motivation to do their assignments
since they already felt bored, lazy, tired and stressed. This case happens to public or
bilingual schools.
According to Soltero (2004), bilingual schools according to the expert are
schools with a consistent addition of bilingual and bicultural programs consistently,
using two languages in instruction, learning, and communication with a balanced
number of students from the second group of languages. Bilingual education in
primary school aims to immerse children in a second language to stimulate and
promote dual-language communication and in doing so enrich and expand their
academic, cultural, and social worlds (Istianti, 2008).
The fact above shows that students have various problems with morality
toward online learning, especially using zoom meeting applications. Based on that,
the research questions have been formulated as; What are teachers’ perspectives
towards students’ morality on online learning via Zoom?
Objective of the study
The purpose of this study is to figure out teachers' perceptions regarding the
student’s morality on online zoom.

Online Learning: Zoom Meeting

Indonesia is one of the countries affected by this virus and has begun to make
changes. One of the changes is that the Indonesian government issued a stay-at-home
policy to break the chain of spreading the Corona-19, which is spreading easily and
quickly. The present pandemic epidemic is having a negative impact on many fields,
including education. Through the use of technology and the internet, the teaching and
learning process is brought into the homes of students via online learning. This helps
both the student’s and the teachers' health. Each activity, such as conferences,
seminars, and meetings, are held at home virtually (Minister of Education and Culture
Indonesia, 2020). In order to fill the classroom void and prevent the spreading of
infection among students, schools and universities change face-to-face learning into
other modes of learning, such as online learning based on different platforms.

Concerning the technologies, online teaching platforms are available along

with their specific features, such as Cisco WebEx Meeting, Google Meet, and Zoom,
learning management systems such as Moodle, Google Classroom, and Edmodo, or
online messenger such as Telegram, WhatsApp, and Facebook Messenger (Long, N.,
& Khoi, B., 2020). Through online learning, we are reminded that education is
capable of bringing people together (Gomez et al., 2020). The zoom meeting is the
most applicable application during the pandemic.

Zoom Meetings is a video conferencing software that allows users to speak

with multiple individuals at the same time and exchange visual and audio data
(Nartiningrum, N., & Nugroho, A., 2020). It gives its users access to a variety of
features, including a timetable, a share screen feature, upcoming meetings, personal
notes, a status tab, starred messages, and a message box. Many activities, including
screen sharing, chat boxes, and breakout rooms, can be accomplished with the
assistance of this platform's features. Dantes, et.al (2022) argued that teaching and
learning activities have become more effective than expected in the digital space by
implementing the Zoom platform.

However, the zoom meeting application in online learning makes it easier for
students and lecturers to implement learning. First, what must be done in the online
learning process through the zoom meeting application is to create a link to share with
students via the WhatsApp group. Second, allowing students to click the zoom link to
enter the zoom meeting with the approval of the meeting host. Third, lecturers begin
to share learning materials to be discussed together according to the material. Then for
each subject, there must be a division of groups that requires groups to present the
material to be delivered so that students remain active in the learning process.

Morality

Gui et al. (2020) state that morality is fundamental as these are the principles
that concern the difference between right and wrong action or good and bad behavior.
Johnston (2003) morality is a set of a person's beliefs which are evaluated in nature,
that is, which concern matters of what is good and what is bad, what is right and what
is wrong. In line with Haidt (2001), he defines moral judgments as “good and bad”.
Thus, the evaluation of good vs. bad of a particular behavior, actions or character of a
person is done based on the cultural values set by the community or society where the
individual is located.

Kotaiah (2014) in his research stated that home is the first place while schools
and teachers are the second place to influence the morality of the children. He stated
that teachers play a vital role in fostering the moral qualities of the students regardless
of what subjects they teach. The teacher’s own conduct is helpful in shaping students’
moral behavior. Therefore, teachers should set a standard of moral behavior before the
students. Teachers can foster various moral qualities to the students through both
curricular and co-curricular activities. He also suggested a list of activities for moral
development of children in his paper which could give more ideas for the teachers.
The activities include class discussion, group projects, role play, celebration of
festival, camp, etc.

The term morality needs to be taught in school to produce students who are
balanced and harmonious in intellectual, spiritual, emotional, and physical aspects
based on the national philosophy of education. Teachers should model appropriate
traits as they do not only have an innate duty to disperse knowledge but also to
develop students into good human beings, it should consider the teaching profession
as a passion, and where character education is concerned, ethical practices are
inevitable (Campbell, 2003 & Schwarz, 1998).

Teachers’ Challenges in Developing Students’ Morality

In developing student’s morality, there are several challenges face by the
teacher, i.e;
1. Method of teaching and evaluation
That teachers who can teach moral concepts and theories well does not mean
that they could develop their student’s morality well. So even if the teachers can
deliver the theory, it does not mean they can teach the morality values. Furthermore,
teacher appearance plays important roles in the teaching and learning process. Zhao
et al. (2015) stated that the role difference between teachers in educational activities
is reflected in clothes, and also the teaching effect is affected by clothes. Because it
will influence how interested students are in studying, teachers must dress to
standards. “However, performance must also be supported by a competent teaching
strategy and competency assessment in the classroom because failing to do so may
cause pupils to lose interest in what they are being taught” Sari (2013).
Moreover, it is supported by Gui et al. (2020) that teachers have to qualify in
facing numerous challenges in developing the moral values even though they are not
trained in the pedagogy of this subject. somehow, they are being assigned to teach by
the school leaders and the school expects every teacher to teach this subject as it is
an easy subject for them.
2. Parents and Society
The parents expect the teachers to be a role model and mentor to students.
Thus, they believed that teachers should have high morality and always behave well
in school and in their lives. The high expectation makes the teachers, especially the
teachers of moral instruction feel stressed as they know that they are being watched
by others. Besides, the students will question when the teachers themselves do not
practice what they teach.

Johnston (2003) stated that social forces operate on individual moralities, in

the form of religious, political, and beliefs that are shared to a greater or lesser extent
by groups of people and encoded in various forms. Johnston (2003) also stated that
the practice of our morality becomes interesting only when our values are played out
in social settings-when our inner beliefs are converted into actions that affect others.
Morality exists at the intersection between inner beliefs and social situations that are
crucially important. Students feel confused when the values of teachers and parents
are contrasted because the students often find what is considered as good by the
school is seen as wrong and impractical in their family.

Al-Farid and Damayanti (2022) stated teachers' strategies to implement

online learning as part of the school from home, engaging parents in students'
learning process. Novianti and Garzia (2020) also stated that the support of the
parents was highly expected to mediate interactions between students and teachers.
Parents take the role during online learning in supervising and providing students
with online learning devices like mobile phones, laptops, tablets, Pcs, etc. Parents
might also supervise students' learning time, identify students' learning difficulties,
and assist the students in helping them learn at home. Teachers use to provide time
flexibility since we have minimum interaction in delivering the lesson.
3. Students’ attitude towards the teaching and learning activity
There are some kinds of students’ attitudes towards learning activity.
a. Discipline is the practice of making people obey rules or standards of
behavior and punishing them when they do not. This is very important for
students. We can be well educated without discipline. discipline is not only
for the students but also for everyone, including the teachers and the parents.
b. Responsibility is following the school regulations regarding leaving the
classroom and the school.
 c. Care is where someone gives serious attention or consideration applied to do
something correctly or to avoid damage or risk.
d. Polite is the character that exhibits in manner or speech a considerate regard
for others. who is polite thas at least some care for the opinions of others, and
if polite in the highest and truest sense, he cares for the comfort and
happiness of others in the smallest matters. is a crucial social skill that can
help you make friends and show respect. Sekartaji et al. (2020) find that
students should respect the teachers by speaking politely to them. Also, it is
found that the students and teachers have to use the appropriate language that
can make the communication become much better especially in the pandemic
era.
Many studies have already examined morality on online learning. The first
one studies related to the implementation of school-from-home in Indonesia were
conducted by Rasmitadila et al. (2020) and Hikmah et al. (2021) on primary school
teachers' perspectives on online learning during pandemics. The term 'school from
home' utilized in this study was also derived from the study carried out by
Rasmitadila et al. (2020). In their study, Rasmitadila et al. (2020) pointed out several
difficulties faced by primary school teachers during school-from-home
implementation; these involved the availability of adequate infrastructure, students'
understanding of learning materials, and challenges in moving from direct to indirect
learning interactions. The lack of infrastructure, minimal internet access at schools,
and the students' living area had mainly become a reason that hindered the learning
activities during the school-from-home implementation.

Similarly, Hikmah et al. (2021) he investigated teachers' perspectives on

challenges and strategies they applied during school from home. The study identified
three challenges teachers face in online learning during school from home—
preparation, implementation, and assessment. The teachers applied three strategies to
overcome the challenges: conducting discussions with other teachers, organizing an
online conference with the students weekly, and delivering regular reminders for
parents to submit their children's assignments.

Another study from Mohammed-Awal Alhassan, (2022). Teachers’ Moral

Evaluation of Students in an Inclusive Secondary School: A Study of Minority
Students’ Behaviour and School Performance. This study found that most teachers
do not have a clear cross-cultural knowledge of minority students’ background
causing a moral judgment dilemma of students’ behaviors and actions. This means
that the issue of moral rules and moral judgment vary considerably across cultures.

Next, Narinasamy et al. (2015). This study is to figure out r ole in the
relationship between teachers and students that shapes students’ character in the
classroom. The findings from this case study showed a limited understanding of a
teacher in the classroom on what constitutes care for her students. The lack of
conceptual grasp suggests the need for appropriate coaching of educators which
embodies the true nature of teaching and learning in Moral Education. However, her
display of caring was shown more through her role-modeling traits such as showing
concern for students, praising students, displaying patience, empathizing with
students and listening to students that had positive responses from the students and
this emphasizes that more positive characteristics could have emerged if the teacher
understood the concept of ‘care’.
 Mohammed-Awal Alhassan (2022) in his study the title Teachers’ Moral Evaluation
of Students in an Inclusive Secondary School: A Study of Minority Students’
Behaviour and School Performance. This study found that most teachers do not have
a clear cross-cultural knowledge of minority students’ background causing a moral
judgment dilemma of students’ behaviors and actions. This means that the issue of
moral rules and moral judgment vary considerably across cultures.
B. METHOD
Respondents
This research method uses a qualitative approach with a descriptive method.
Using this type of qualitative research, qualitative research is a type of research that
produces discoveries that cannot be achieved by statistical procedures or by other
quantitative methods (Adawiyah, 2021). The characteristics of this qualitative
research facilitate researchers in exploring information and facts that are in
accordance with natural respondents. This research is a research that concludes
descriptively which aims to find out about the teacher’s perspective towards
students’ morality in online zoom. The data collection techniques using interviews,
observation, and documentation. The number of participants that were involved in
this research was one participant, that is a teacher.. The data in this research were
collected on November 30th, 2022 by using online zoom meetings with some
stages: observation and interview.
Interviews with the teacher were used as the instrument in collecting data.
Gray et al. (2009) mentions that an interview is a purposeful interaction in which one
person obtains information from another. Genesee (cited in Haris, 2007) mentioned
that by doing an interview, a researcher can probe the respondents for additional
information in response to interesting or important answers that arise unexpectedly
from the planned questions. Thus, the interview was done to get participants’
response in depth and to examine the student’s morality. Thus, the interview was
done to get participants’ responses in depth and to examine morality, interest and
feelings. This interview was conducted to gain a spoken response from the
participants.
Data Analysis
The data collected in this research was of the qualitative type. The data was
analyzed by qualitative, on the other hand, a content analysis method was used. In
the analysis process, the interviewees’ responses for each question were transcribed.
After that, the responses were analyzed in terms of themes related to the study
objectives. The findings in the research were used to answer the research questions
as mentioned previously which were roles of teachers and challenges of teachers in
developing students’ morality. The results of included studies were summarized in a
qualitative manner.
C. FINDINGS AND DISCUSSION
Findings
Data from interviews : A teacher.

The participants were interviewed to know the teacher's perspective toward

online learning via zoom on November 30th, 2022 at 16.30 WIB. This interview
 consisted of a part of the teacher perspective toward online learning via zoom. The
findings showed

1. Students are required to wear full school uniforms, which include ties, belts, and the
uniforms themselves. Teachers are also required to wear uniforms according to the
norms of the school. When interacting with students, especially through the use of
zoom for online classes, teachers are required to wear uniforms that have been fully
determined by the school.
2. Some parents are concerned about their children's education and offer assistance to
students during online learning to identify learning issues and track student
development. Students in the lower classes, specifically grades 1 through 3, are the
focus of a greater amount of worry relative to the overall student population. Whereas
for the upper class, parents tend to supervise their children less because they already
know they can trust their children to use smartphones and other online devices, and
furthermore, parents can go directly to Google Classroom to check the progress that
their children have made, the level of parenting for the upper class, based on this data,
is approximately 50 to 60%.
3. Nearly 40% of online students lack discipline and do not care to collect their tasks,
whereas 60% of students are accountable for completing the assignments they have
been set. During offline learning, many students were disciplined in their approach to
completing assignments; but, when they attended online classes, they tended to be less
disciplined. The problem of student disobedience is compounded by parents who do
not encourage their children's engagement in online school.
4. The attitudes of students during online learning are determined by their attitudes
during offline learning; students who are active from the beginning will also be active
during online learning. In addition, the attitude of students when joining and exiting
online zoom during learning is as follows: 30% of students must be reminded before
beginning to zoom, while 70% are self-aware. Then, regarding on camera and off
camera, kids still need to be informed again. When the teacher asked students to
activate the camera, a variety of explanations were provided, ranging from external
factors such as internet connection to personal excuses.
5. Students' opinions toward appearance, nearly 50% of kids did not wear uniforms
properly. For the illustration, only 5-7 of the 23 kids in the zoom meeting were
dressed in uniforms. Some students offer excuses such as "the uniform is still in the
laundry, miss, I'm at the outside of my home, so I can't wear uniform well" or they
wear the uniform-shirt on top but still wear pajamas on the bottom. Based on the
statistics, we can conclude that students' attitudes toward attending Zoom sessions are
still lacking, and that teachers must remind and warn students to pay attention.

Discussions

Students discipline on online class

Teacher discussed a number of aspects of the application of online learning

in this school during the pandemic, according to the interview data that has been
collected. There are signs that the pandemic is making students less disciplined. It
somehow doesn't correspond to how well the children are studying at home.

…according to my experience, about 60% of parents and children are

reprimanded on average, while the remaining 40% often don't care, hardly
 care, or even ask. They have even been individually charged for gathering and
providing equipment, so occasionally someone does care…

According to the data above, approximately 60% of students are disciplined

enough to keep up with their online classes during the pandemic. The remaining
numbers inexplicably failed to adhere to the school's rules of conduct, as evidenced
by the fact that they neglected to inquire about the assignment or submitted it
carelessly. The teachers are compelled to ask the class as a whole to accomplish the
work, which makes them more engaged.

…but yeah, it depends on the child, right? A child and parents but on
average are disciplined, but indeed for elementary school children, the
teacher really needs to direct umm remind the parents again, right, maybe
40-50% are disciplined. The rest is still a bit lacking, although in the end it
was still collected but it was still too late. 60% are responsible, but 40% are
irresponsible…

Additionally, it appears that the typical student approach is one of discipline.

During class, they used to handle their responsibilities properly. Teachers have a
responsibility to continually remind students and parents to be more mindful of the
chores and projects they have been given and when they are due. Failure to take
responsibility could result in lower student accomplishment as the teacher mentioned
below.

…so, especially if we know that at school his character is diligent, usually for
going online, um, the children are consistent but there are also those who, at
face-to-face school, their children are diligent, but online learning when
collecting assignments is not as disciplined as face-to-face. So, back to the
task of the teacher to always remind me again. But there are also cases
where it is rather difficult for students when they are face-to-face to add
online, as well as parents who are uncooperative and automatically the
discipline of their students decreases…

Additionally, more people than only the teacher are crucial to controlling the flow
of the class. The learning schedule and tasks are largely determined by the teacher. It's only
that students' attitudes in class before the outbreak also had a big impact on how they felt
about learning online. Even when studying online, dedicated and conscientious students
typically maintain the same mindset. The same is true for students who are used to a lack of
discipline; they will exhibit the same attitude. However, there are also unexpected things
that occur during online learning, such as students who are typically conscientious
becoming less so, and vice versa. The parental role in supporting learning at home has a big
impact on this.

…nearly 50% or half of them did not wear uniforms, and those who wore uniforms
were the most, for example, there were 23 students and only 5-7 children wore
uniforms, the rest only wore uniforms on their tops and when they stood up, you could
see underneath them sleeping or casual pants. Sometimes it has been said many times
but in reality they have many excuses, wash it again, again outside sorry Miss, yeah
out of 23 students only 5-7 students wear uniforms and that's all. If you are always
given a warning, it will disrupt the learning process on zoom, but we need to
occasionally warn students who don't wear uniforms…
 Furthermore, regarding students’ appearance during zoom meetings is still lacking, as
we can see from the data above most of the students still need to keep in mind uniforms.
However, the discipline the way students perform during the zoom meeting can not be
separated by the parent and the responsibility of the teacher to give warning. Both of these
roles are important to make the students’ more disciplined.

Conclusion

Based on the results of the study entitled Teacher Perspectives Towards Students'
Morality on Online Zoom which has been carried out by the authors, it can be concluded that
the teacher's perception of student morality, especially in the discipline of wearing uniform,
clean and polite clothes, submitting assignments on time during online zoom meetings is still
relatively low.

In fact, students that are typically diligent and intelligent will always believe that
studying is a necessity. They will always be disciplined in some way, whether it is by
wearing complete uniforms, being active in class, or collecting assignments on time. The
teacher claimed in the interview that the participation of parents toward the students had a
significant influence on preserving the skill and intelligence of children in the learning
process through online meetings. Compared to students who have a relatively low level of
discipline in the typical face-to-face teaching and learning process, students who participate
in online zoom meetings will have an even lower level of discipline. In actuality, students
rarely wear full uniforms, are less engaged in class, and teachers must constantly remind
students to submit their homework on time, as described previously.

Furthermore, to create the character of student discipline, the role of parents plays an
important role. The role of a teacher is to act as a motivator to provide rewards and
punishments as motivation for students in arousing a sense of responsibility for discipline and
as an appreciation in shaping the character of student discipline during learning.
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 APPENDIX
Interview

Transcript: interview with the teacher:

Ms. Annysa : ms. Annysa dan sekarang mengajar di sekolah lentera besari suasana school
sebagai guru bahasa inggris dan wali kelas juga

Interviewer: “apakah orang tua mengawasi waktu belajar siswa dalam

mengidentifikasi kesulitan belajar siswa dan membantu mereka dalam belajar?”

Participant: “berdasarkan pengalaman selama mengajar online dari tahun 2020, selama
pandemic ada beberapa orang tua yang peduli sama progress anaknya, bukan progress saja
tapi materi yang diajarkan, kesulitan, atau misalkan “apakah anak saya ikutan miss dalam
pembelajaran online learning?” tapi itu tidak terlalu banyak siii,,, eeee, khusus, mungkin
orang tua yang banyak peduli itu kelas lower class kayak, karena pengalaman sebagai guru
sd. Mungkin untuk kelas satu sampai kelas tiga, orang tuanya lebih banyak yang peduli
dalam arti mereka menanyakan apakah kira-kira ada yang perlu dikerjakan ataukah
sudahkah tugasnya dikumpulkan pokoknya soal perangkat pengajaran daring atau online.
Sedangkan untuk anak anak di upper class, seperti kelas 4-6 itu karena anaknya Sudah
diberikan kepercayaan gadget sendiri, jadi hanya segelintir orang tua yang bertanya secara
langsung, karena pengalaman mengajar dulu, jadi kita buat group antara anak dan juga
orang tua, jadi group whatsapp tersebut. Jadi orang tua tidak menanyakan secara rinci apa
yang sudah dipelajari atau apa yang perlu dikumpulkan karena disitu antara saya sebagai
guru dan siswa kita share informasi apa saja yang belum kumpul terkait dengan tugas atau
kita waktu itu menggunakan platform yaitu google classroom yang kita gunakan sebagai
tempat untuk mengumpulkan tugas jadi orang tua bisa langsung melihat disana karena rata-
rata dan terkadang ada yang care misalnya “miss anaknya maaf ya anak ini ga bisa join”
tapi beberapa ada juga yang tidak perhatian dan tidak menanyakan tentang tugas-tugasnya
di kelas online nya karena orang tua orientasinya lebih ke tugas mungkin sekiranya 50-60%
ada yang peduli dan memantau mandiri melalui group”

Interviewer : bagaimana tingkat kedisiplinan siswa dan orang tua selama pembelajaran
online learning?

Participant :” kalau kedisiplinan anak dan orangtua, tergantng anak dan orangtua tersebut,
umm rata-rata sih kalo berdasarkan pengalaman, mungkin ada 60% yang disiplin tapi
selebihnya banyak juga yang tidak atau hamper tidak perduli atau menanyakan, bahkan
sudah ditagih pun secara kolektif satu per satu untuk mengumpulkan dan melengkapi, umm
terkadang ada yang peduli. Tapi yaa balik lagi ke ini nya si ya, a anak sama orangtua tapi
rata-rata sih disiplin, tapi memang untuk anak SD memang perlu gurunya langsung umm
remind kembali orangtua nya, ya mungkin 40-50% yang disiplin. Selebihnya masih agak
kurang, walaupun ujung-ujungnya tetap di kumpul tapi tetap terlambat. 60% bertanggung
jawab, tapi 40% nya tidak bertanggung jawab. Jadi, apalagi kalau kita tahu di sekolah
karakter nya dia rajin, biasanya kalau untuk online itu, um memang anaknya konsisten tapi
ada juga yang kalau di sekolah tatap muka anaknya rajin, tapi kalau online learning saat
pengumpulan tugas tidak disiplin saat tatap muka. Jadi, balik lagi kepada tugas gurunya
untuk selalu mengingatkan kembali. Tapi ada juga kasus dimana siswa pada saat tatap muka
agak sulit tambah lagi online, begitu juga orangtua yang tidak kooperatif dan otomatis ya
kedisiplinan nya siswa nya itu berkurang.

Interviewer : “bagaimana sikap siswa selama pembelajaran online?”

Participant :“selama pembelajaran online, anak-anak yang rajin, yang aktif yang antusias
yang tinggi itu memang selalu, bahkan selalu dia yang terlihat aktif di kelas. Bagi siswa
yang kurang suka terhadap pembelajaran online, apalagi di rumah itu bisa membuat mereka
menjadi pasif dan itu hanya segelintir anak, dan itu juga itu itu saja. Jika anaknya aktif, dia
tidak bermasalah ketika pembelajaran dilakukan secara tatap muka ataupun online. Lalu
dengan anak awalnya memang pasif, ditambah dengan pembelajaran online melalui zoom
dia akan semakin pasif.”

Interview :“bagaimana dengan management waktu mereka Ketika masuk atau keluar
zoom?”

Participant: “Kembali ke anaknya sih, kalau memang anaknya tepat waktu, tapi itu sekitar
70% nah 30% nya harus diingatkan dulu, harus ditanya satu per satu, banyak alasan. Maaf
miss kelupaan waktu, tidak lihat grup whatsapp, mati lampu. Nah, sekitar 30% nya itu
adalah orang yang bermasalah dan berulang-ulang dan orang nya selalu sama. Memang
kembali ke anaknya, tapi rata-rata anak-anak itu harus selalu diingatkan untuk selalu on
camera saat zoom meeting, tapi pada kenyataanya banyak alasanya, maaf miss kalau di
aktifkan kamera, sinyalnya jadi lemot terganggu, atau mungkin maaf miss lagi diluar jadi
tidak memungkinkan bla bla bla dan sebagainya. Tapi itu saya tidak bisa pastikan apakah
benar atau Cuma karangan itu yang selalu ditemui saat pembelajaran online.”

Interview :“lalu bagaimana dengan pakaian siswa saat zoom meeting berdasarkan
pengalaman miss?”

Participant :“hampir 50% atau setengahnya tidak pake seragam, dan yang pakai seragam
pun ya palingan misalkan siswanya 23 orang dan yang mengenakan seragam cuma 5-7
anak, selebihnya hanya memakai atasan nya saja seragam dan ketika berdiri kelihatan nah
bawahnya ya bawahan tidur atau celana santai. Kadang juga sudah berkali- kali diomongin
tapi kenyataan nya mereka banyak alasan, lagi dicucilah, lagi diluar maaf Miss, yaa dari 23
siswa hanya 5-7 siswa yang mengenakan seragam dan orangnya itu-itu saja. Jika selalu
diberi teguran maka akan mengganggu proses belajar di zoom, tapi kita perlu sesekali
menegur siswa yang tidak menggunakan seragam.”