Student’s Satisfaction towards Online Lectures during the Covid 19

Pandemic at Medical and Health Sciences Faculty in UIN Alauddin

Makassar

Emmi Bujawati

, Syatirah Jalaluddin

, Yessy Kurniati

, Tri Addya Karini

Study Program of Public Health, Faculty of Medicine and Health Sciences, Universitas Islam Negeri Alauddin Makassar,

Sultan Alauddin Street, Makassar, Indonesia

School of Medicine, Faculty of Medicine and Health Sciences, Universitas Islam Negeri Alauddin Makassar, Sultan

Alauddin Street, Makassar, Indonesia

alauddin.ac.id

Keywords: Covid 19, Online, Satisfaction, Lecture, Students.

Abstract: The COVID 19 pandemic caused students to have to take part in online learning. This study aims to assess

the satisfaction level of medicine and health science students' with online lectures during the Covid 19

pandemic in UIN Alauddin Makassar. This research is quantitative research conducted at medical and health

sciences faculty of UIN Alauddin Makassar, with a descriptive observational approach. The population in

this study were all students of medicine and health sciences faculty of 1672 students. The samples were

taken by accidental sampling technique of 340 students. Data collection using Google form which

distributed by students’ Whatsapp group. The questionnaire asked student’s satisfaction of online learning

based on monitoring form. Data is processed by descriptive analysis. The research found that the majority of

respondents felt usual with the atmosphere of online lectures (33.5%), difficult to understand online lecture

material (29.4%), had problems in the process online courses (87.35%) and were dissatisfied with the online

learning process (85%). This study concluded that students are not satisfied with online learning.

Preparation and review of the existing curriculum is needed to adjust to the current conditions, including by

strengthening students so that they can adapt well to the online learning system.

1 INTRODUCTION

The Corona virus (2019-Cov) first appeared in

Wuhan, China, has caused a disease known as

COVID 19.This disease causes symptoms of

pneumonia, causing fluid buildup in the lungs,

respiratory problems, decreasing function of organs

and ultimately lead to death (Chen et al., 2020).

COVID 19 then spreaded rapidly and affected 33

countries. The disease has become a new pandemic

for the world (Khan & Fahad, 2020) (No & Mona,

2020). Apart from having an impact on the health

sector, COVID 19 also has an impact on the

education sector. UNESCO reported that more than

90% or around 1.5 billion students worldwide are

affected by COVID 19. They cannot study as usual

as a result of the closure of schools and campuses

(UNESCO, 2020).

In Indonesia, the first case of COVID 19 were

found in Depok City. From day to day, Indonesia is

started to experience panic like other countries that

have been attacked by COVID 19. As a

precautionary measure, the Indonesian government

has implemented social distancing arrangements. In

this arrangement, a distance of about two meters is

required when interacting with other people

(Maragakis, 2020). As an impact of social

distancing, the Minister of Education and Culture

issued a circular so that learning activities can be

carried out from home using online learning.

Online learning systems are software-based

learning to share, track and organize learning

activities using the internet (Keis et al., 2017).

Online learning makes use of information

technology to design, deliver content and facilitate

two-way communication between students and

lecturers (Thanji & Vasantha, 2016).

Bujawati, E., Jalaluddin, S., Kurniati, Y. and Karini, T.

Student’s Satisfaction towards Online Lectures during the Covid 19 Pandemic at Medical and Health Sciences Faculty in UIN Alauddin Makassar.

DOI: 10.5220/0010759400003235

In Proceedings of the 3rd International Conference on Social Determinants of Health (ICSDH 2021), pages 287-293

ISBN: 978-989-758-542-5

287

Research conducted on students programming

general Indonesian language courses from 3

faculties, namely the Teaching and Education

Faculty (FKIP), the Science and Technology Faculty

(FST) and the Medical Faculty shows that online

learning is effectively used in the lecture process.

Online learning is able to increase the absorption of

material by students with an increase of more than

81% (Kuntarto, 2017). However, research conducted

by Novita and Hutasuhut found that students

encountered obstacles in online lectures, namely

limited networks and difficulty understanding the

material presented by lecturers (Diana Novita,

2020). In line with this, research conducted on

students from the Faculty of Medicine and Dentistry

in the City of Lahore Pakistan, reported that students

had difficulty understanding lectures and

maintaining concentration while participating in

online learning (Mukhtar et al., 2020).

The Faculty of Medicine and Health Sciences of

UIN Alauddin Makassar, as one of the institutions

that provide higher education in the health sector,

also conducts online lectures during the COVID 19

pandemic. This research wants to see how the level

of satisfaction of health students with the

implementation of online lectures during the COVID

19 pandemic in Makassar city.

2 METHOD

2.1 Type and Location of Research

The type of the research is quantitative research,

using quantitative methods with the aim to get

description of the level of student satisfaction with

online lecture activities during the Covid-19

pandemic. This research was conducted at the

Faculty of Medicine and Health Sciences UIN

Alauddin Makassar.

2.2 Research Approach

The approach used in this research is descriptive

observational. This approach is used to see the

distribution of student answers related to the online

lecture process conducted by lecturers in the Faculty

of Medicine and health sciences UIN Alauddin

Makassar.

2.3 Population and Sample

The population in this study was 1672 students of

the Faculty of Medicine and Health Sciences at UIN

Alauddin Makassar. The sample in this study was

taken using accidental sampling technique as many

as 340 people from 6 study programs, namely

medical, public health, pharmacy, nursing study

programs, professional nurses, and midwifery D3.

2.4 Method of Collecting Data

This research was carried out during the lockdown

period so that the data collection process was carried

out online with the google form, which distributed

by students’ WhatsApp group.

In this research, the questionnaire was not tested

to get validity and reliability value because the

questions was refered to the lecture monitoring sheet

at Medical and Health Sciences of UIN Alauddin

Makassar.

2.5 Data Processing and Analysis

Techniques

The research data was inputted and processed in

SPSS version 22, analyzed by descriptive analysis.

Data analysis was then carried out univariately and

then presented in tables and graphs accompanied by

narration. The classification of satisfied if the value

is more than mean, and dissatidied if the value is less

than mean.

3 RESULT AND DISCUSSION

3.1 Respondent Characteristics

Of the 340 people studied, most of the respondents

in this study were female, namely 89%, most of

which came from the public health study program,

namely 113 people or 33.2% and the most were the

2017 class, namely 127 people or 37% (table 1).

Table 1: Distribution of Respondents based on

characteristics of gender, study program and batch.

Characteristics n (340) %

Gender

Male 6 2.0

Female 336 98.0

Study Program

School of medicine 43 12.65

Profession of Ners 16 4.7

ICSDH 2021 - International Conference on Social Determinants of Health

288

Public Health 113 33.2

Nursing 54 15.9

Pharmacy 65 19.1

Midwifery 49 14.4

Batch

2014 1 0.3

2015 7 2.1

2016 8 2.4

2017 127 37

2018 89 26

2019 108 32

3.2 Respondents' Perceptions of Online

Lectures

Based on a survey conducted on 340 respondents,

most of the respondents felt normal, namely 114

people or 33.5% when asked about the atmosphere

of online lectures (Diagram 1), only 7 people or 2%

of people answered that they were very comfortable

doing online lectures (Diagram 2) , as many as 100

people or 29.4% of respondents answered that it was

difficult to understand online course material

(Diagram 3), 25% or 85 respondents answered that

the explanation of the lecturer when doing online

lectures was quite good (diagram 4) and as many as

90 respondents answered that online lectures made it

difficult for them to discuss or express opinions

because there is no face-to-face interaction with the

teaching lecturer (diagram 5).

Diagram 1: Distribution of respondent’s perception based

on the atmosphere of online lectures.

Diagram 2: Distribution of respondent’s perception based

on the convenience of online lectures.

Diagram 3: Distribution of Respondents Perception about

The Ease of Understanding of Online Lectures Material.

Diagram 4: Distribution of respondents' perceptions based

on questions on the quality of material explanation.

Student’s Satisfaction towards Online Lectures during the Covid 19 Pandemic at Medical and Health Sciences Faculty in UIN Alauddin

Makassar

289

Diagram 5: Distribution of respondents' perceptions based

on freedom of expression questions.

This study found that based on the perception of

the atmosphere of online lectures, most respondents

perceive online lectures as just ordinary. Based on

the ease of understanding the material, most

respondents also answered plainly. Meanwhile,

based on the explanation of course material and

freedom of expression, most respondents answered

neutral. This shows that the atmosphere and

implementation of online lectures do not give a

different impression and impact on the majority of

respondents, because they consider online lectures to

be normal.

This is because UIN Alauddin health students

were accustomed to attending online lectures before

the pandemic took place. The difference is, before

the COVID 19 pandemic, online lectures were

served side by side with conventional lectures or

known as a hybrid or blended system. Online

lectures are held in full for a maximum of 4

meetings, the rest students continue to meet face to

face with lecturers in class. Implementation of

online lectures before the pandemic took place, more

as a complement to conventional learning. Unlike

when the pandemic took place, online lectures were

carried out in full, without allowing students to

conduct lectures directly in class.

The studies that wanted to see students

'perceptions about the implementation of learning in

the Islamic religious education department at the

Tarbiyah and Teaching Faculty of UIN Alauddin

found that students' perceptions were good about the

ongoing learning. Because the learning process is

carried out interactively, inspires and motivates

students. This situation can be realized when

lectures are carried out conventionally or face-to-

face in class (Yahdi, 2019).

During the implementation of online lectures

which were interspersed with conventional lectures,

students' understanding was quite good about what

was presented online. As research conducted on

students programming general Indonesian language

courses from 3 faculties, namely the Teaching and

Education Faculty (FKIP), the Science and

Technology Faculty (FST) and the Medical Faculty,

it shows that online learning is effectively used in

the lecture process. Online learning is able to

increase the absorption of material by students with

an increase of more than 81% compared to only

using face-to-face learning methods (Kuntarto,

2017).

3.3 Constraints and Satisfaction with

Online Lectures

Diagram 6 provides information that the majority of

respondents, namely 297 people (87.35%), stated

that they experienced problems in the online lecture

process such as unstable networks, high quota fees,

difficulty getting signals in the respondent's home

environment and difficulty understanding course

material.

Diagram 6: Constraints faced by students during online

lectures.

Diagram. 7. The level of student satisfaction with online

lectures

ICSDH 2021 - International Conference on Social Determinants of Health

290

Based on Diagram 7, it can be seen that most

respondents (85%) answered that they were

dissatisfied with the online learning process on the

grounds that they experienced many network

problems so that they needed more money to buy

internet quotas.

This study found that online lectures make it

difficult for students to discuss or express opinions

because there is no direct interaction with the

lecturers. Other problems faced by students are

unstable networks, quota fees and difficulty

understanding course material delivered online. So it

is surprising that 85% of students are not satisfied

with online learning.

Online tuition has both advantages and

disadvantages. The advantage of online education is

that it can make a positive contribution to

encouraging disparities in the quality of tertiary

institutions in Indonesia, in addition, minimizing

limited access to universities of a certain quality.

Cutting the limited facilities which is one of the

obstacles that causes the low quality of higher

education. In addition, online lectures also remove

the limitations of understanding on certain materials

and provide wide access to educational resources

(Mustofa et al., 2019). However, online courses need

to be studied and developed according to the concept

of course graduation outcomes. Students give a

positive response to the development of online

courses (Prasetyo et al., 2017). In addition, the

implementation of online lectures requires an

evaluation of higher education preparation also

requires evaluation from students (Rusdiana &

Nugroho, 2017).

A study conducted in Pakistan with a qualitative

design involving 12 lecturers and 12 students from

the Faculty of Medicine and Dentistry in the City of

Lahore, found that online learning during COVID 19

provides benefits as a learning system that is more

manageable, comfortable and accessible. While the

weakness is inefficiency and difficulty for students

to understand the material in an integrated manner.

Recommendations given to online learning include

training lecturers in using online resources and

building lesson plans that reduce mere knowledge

sharing and increase interactive discussion. The

study concludes that online learning provides

benefits for medical and dental education

institutions. Online learning promotes student-

centered learning and enables them to manage study

time during times of social distancing (Mukhtar et

al., 2020).

Lecturers complained about the low feedback

from students. Whereas the interaction between

lecturers, study materials and students accompanied

by emotional and social support is very important

for effective learning (Bernard et al., 2009). In a

study that looked at the use of empathy-based online

learning management, it was found that student

learning motivation was in the good category.

Learning management based on empathy is

moderately correlated with students' motivation to

learn online in a situation with the COVID 19

outbreak (Suryana & dkk, 2020).

One of the causes of student dissatisfaction in

online learning is they cannot meet face to face with

lecturers. In online learning, students complain

about shorter attention spans when compared to

face-to-face lectures (Bradbury, 2016). Because of

this, it is important for lecturers to break down

learning activities into several small activities.

Lecturers need to build a dialogue with lecture

participants, by giving them opportunities to ask

questions. If possible, before lecture activities begin,

students are given the task to read books or articles

in journals or watch videos (Sandars et al., 2020).

One of the important benefits of online lectures

is that this learning model causes students to become

independent learners, which is an important asset as

a competency that supports lifelong learning for a

medical professional (Kim & Jang, 2015).

Independent learning is an important component in

successful online teaching and learning (Wandler &

Imbriale, 2017). Learning independence is a process

of careful self-design and monitoring of cognitive

and affective processes in completing an academic

goal (Wanti et al., 2017).

Online learning uses various types of media.

Whatsapp is one of the most frequently used types of

online learning platforms (Diana Novita, 2020). The

use of whatsapp as an online learning medium

shows that this platform helps students acquire

knowledge, discuss and learn actively and interact

more easily than traditional learning (Grover et al.,

2020). This application can also positively support

learning objectives (Zulkanain et al., 2020).

WhatApp has a positive impact on behaviors that

affect the learning process such as sharing

knowledge, preparation for learning, attention and

participation in class (Rahaded et al., 2020).

John Sandars, et al provide some tips to support

the success of online learning. These tips are to

improve the lecture management stage. If there is a

Learning Management System on campus, this

facility should be used. Lecturers must be able to

optimize the potential for online learning, optimize

small group division, optimize video-based learning

facilities, optimize social media, optimize the

Student’s Satisfaction towards Online Lectures during the Covid 19 Pandemic at Medical and Health Sciences Faculty in UIN Alauddin

Makassar

291

potential for online reflection. If the lecturer cannot

explain the whole material, then divide the material

into small parts. Simplify the abundance of study

resources available online to make it easier for

students to choose study materials according to their

needs. Support creativity to create online materials

and activities and show how several professions

work using online media (Sandars et al., 2020).

Online learning requires responsibility,

independence and personal diligence of students.

This may be something that is unpleasant for most

students who feel comfortable with conventional

methods. In the conventional method, students are

more often given the material directly, without them

bothering to process it themselves. Even though

online learning forces students out of their comfort

zone, their learning capacity will be much better.

Because students become figures who not only have

scientific knowledge but also master the use of

information technology in the learning process.

4 CONCLUSIONS

The result of this study showed 85% of students in

this study were dissatisfied with online learning.

This dissatisfaction could be related to the difficulty

of having discussions or expressing opinions

directly, spending on quotas and the difficulty of

students understanding course material.

However, it is certainly necessary to prepare and

review the curriculum according to the current

conditions. This includes strengthening students so

that they are able to adapt well and quickly to the

online learning system

ACKNOWLEDGEMENTS

The authors would like to thank the respondents who

were willing to be involved in this research and all

those who have supported it until this research can

be completed

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