Student Responses to Using Microsoft Teams in Online Learning at Elementary Schools
The research is based on student responses to online learning by the teacher using the Microsoft Teams application. This type of research is qualitative case study. The research subjects were 2 students in grade III. Data collection by questionnaires and interviews. Data analysis with data reduction...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Department of Primary School Teacher Education Faculty of Teacher Training and Education Universitas PGRI Yogyakarta
2023-01-01
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| Series: | Elementary School |
| Online Access: | https://es.upy.ac.id/index.php/es/article/view/4074 |
| _version_ | 1811176912651812864 |
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| author | Suyanti Suyanti Dian Nur Antika Eky Hastuti |
| author_facet | Suyanti Suyanti Dian Nur Antika Eky Hastuti |
| author_sort | Suyanti Suyanti |
| collection | DOAJ |
| description | The research is based on student responses to online learning by the teacher using the Microsoft Teams application. This type of research is qualitative case study. The research subjects were 2 students in grade III. Data collection by questionnaires and interviews. Data analysis with data reduction, data presentation, and drawing conclusions. The results of the research on student responses in cognitive dimensions of understanding aspects: easy to understand the content of the material using the Microsoft Teams application, quickly understand the content of the material, easy to remember the material using the Microsoft Teams application through the file feature. Aspect of clarity: reading instructions for doing assignments clearly, prefers to work using the Assigment Feature. The affective dimension of the motivational aspect is always given a motivational sentence for doing assignments through the Microsoft Teams application by the teacher, doing assignments on their own and asking friends, doing quizzes on their own without asking their parents. Interesting aspect: interested in presenting material using the Microsoft Teams application, learning like face-to-face with classmates. Through the video conferencing feature. Curiosity aspect: asking the teacher using the Microsoft Teams application on a daily life event related to the subject matter. The conative dimension of the tendency aspect: tends to ask questions, pages, materials using the Microsoft Teams application, tends to ask questions via chat or video conferencing features. |
| first_indexed | 2024-04-10T20:00:45Z |
| format | Article |
| id | doaj.art-bd9c5ac5e8a94e418a60160755a7cd13 |
| institution | Directory Open Access Journal |
| issn | 2338-980X 2502-4264 |
| language | English |
| last_indexed | 2024-04-10T20:00:45Z |
| publishDate | 2023-01-01 |
| publisher | Department of Primary School Teacher Education Faculty of Teacher Training and Education Universitas PGRI Yogyakarta |
| record_format | Article |
| series | Elementary School |
| spelling | doaj.art-bd9c5ac5e8a94e418a60160755a7cd132023-01-27T07:28:46ZengDepartment of Primary School Teacher Education Faculty of Teacher Training and Education Universitas PGRI YogyakartaElementary School2338-980X2502-42642023-01-0110143 – 4743 – 4710.31316/esjurnal.v10i1.40744105Student Responses to Using Microsoft Teams in Online Learning at Elementary SchoolsSuyanti Suyanti0Dian Nur Antika Eky Hastuti1Universitas PGRI MadiunUniversitas PGRI MadiunThe research is based on student responses to online learning by the teacher using the Microsoft Teams application. This type of research is qualitative case study. The research subjects were 2 students in grade III. Data collection by questionnaires and interviews. Data analysis with data reduction, data presentation, and drawing conclusions. The results of the research on student responses in cognitive dimensions of understanding aspects: easy to understand the content of the material using the Microsoft Teams application, quickly understand the content of the material, easy to remember the material using the Microsoft Teams application through the file feature. Aspect of clarity: reading instructions for doing assignments clearly, prefers to work using the Assigment Feature. The affective dimension of the motivational aspect is always given a motivational sentence for doing assignments through the Microsoft Teams application by the teacher, doing assignments on their own and asking friends, doing quizzes on their own without asking their parents. Interesting aspect: interested in presenting material using the Microsoft Teams application, learning like face-to-face with classmates. Through the video conferencing feature. Curiosity aspect: asking the teacher using the Microsoft Teams application on a daily life event related to the subject matter. The conative dimension of the tendency aspect: tends to ask questions, pages, materials using the Microsoft Teams application, tends to ask questions via chat or video conferencing features.https://es.upy.ac.id/index.php/es/article/view/4074 |
| spellingShingle | Suyanti Suyanti Dian Nur Antika Eky Hastuti Student Responses to Using Microsoft Teams in Online Learning at Elementary Schools Elementary School |
| title | Student Responses to Using Microsoft Teams in Online Learning at Elementary Schools |
| title_full | Student Responses to Using Microsoft Teams in Online Learning at Elementary Schools |
| title_fullStr | Student Responses to Using Microsoft Teams in Online Learning at Elementary Schools |
| title_full_unstemmed | Student Responses to Using Microsoft Teams in Online Learning at Elementary Schools |
| title_short | Student Responses to Using Microsoft Teams in Online Learning at Elementary Schools |
| title_sort | student responses to using microsoft teams in online learning at elementary schools |
| url | https://es.upy.ac.id/index.php/es/article/view/4074 |
| work_keys_str_mv | AT suyantisuyanti studentresponsestousingmicrosoftteamsinonlinelearningatelementaryschools AT diannurantikaekyhastuti studentresponsestousingmicrosoftteamsinonlinelearningatelementaryschools |