Pembelajaran Daring Ditinjau Dari Prespektif Pendidikan Demokrasi

Helen Riana Letlora

Abstract


This research aims to analyze online learning problems and solutions from a democratic education perspective. This was using literature research with a qualitative descriptive approach. The data was collected by conducting secondary data documentation sourced from survey institution data, exceptional cases from updated news, and research studies on a related topic. Online learning is a learning situation that can only occur when using technology facilities. Problems in online learning include limited facilities, situation learning is not conducive, and teachers are not competent to use computers for learning design. The solution was needed for awareness of every education stakeholder: the central government, teachers, and students and the local and village government, and communities to support the learning creation of self-sufficient, independent, and responsible.

 

 

Abstrak

Penelitian ini bertujuan untuk menganalisis pembelajaran daring mencakup masalah dan solusinya dikaji dari prespektif pendidikan demokrasi. Penelitian ini merupakan penelitian kepustakaan dengan pendekatan deskriptif kualitatif. Teknik pengambilan data berupa dokumentasi data sekunder yang bersumber dari data lembaga survei, kasus khusus dari berita terkini, dan kajian penelitian. Pembelajaran daring  merupakan suatu situasi belajar yang hanya dapat berlangsung bila menggunakan fasilitas teknologi. Masalah-masalah dalam pembelajaran daring meliputi : keterbatasan penyediaan fasilitas, situasi lingkungan belajar yang kurang kondusif, kurangnya kompetensi guru dalam memanfatkan teknologi dalam mendesain pembelajaran secara daring. Solusi dalam mengatasi masalah tersebut yaitu perlunya kesadaran setiap stake holder pendidikan, tidak hanya pemerinta pusat, guru dan siswa tetapi juga pemerintah derah bahkan desa serta masyarakat untuk turut mendukung terciptanya suasana pembelajaran yang mandiri, merdeka dan bertanggung jawab.


Keywords


Online learning, democratic education

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DOI: https://doi.org/10.55798/kapata.v2i2.26

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