STUDENTS’ PERCEPTION IN USING SCHOOLOGY IN ONLINE ASSESSMENT DURING THE TRANSITION PERIOD OF THE COVID-19 PANDEMIC

NUR'AINI, MEILA (2023) STUDENTS’ PERCEPTION IN USING SCHOOLOGY IN ONLINE ASSESSMENT DURING THE TRANSITION PERIOD OF THE COVID-19 PANDEMIC. Other thesis, IAIN SALATIGA.

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Abstract

The research aimed to find (1) students’ perceptions of online assessments in using the Schoology during the transition period of the covid-19 pandemic; (2) problems faced by students in online assessments using the Schoology during the transition period of the covid-19 pandemic; and (3) solutions proposed by students to the problems faced on the Schoology in online assessments during the transition period of the co-19 pandemic. The researcher used qualitative method by collecting data using interviews, which were conducted online (via WhatsApp) and offline (face to face). The subjects of this study were 5th semester students of the Arabic Education Department study program at UIN Salatiga for the 2022/2023 academic year in the TOEFL Preparation 1 course by taking 14 students from them. The findings show that students have positive and negative perceptions in implementing Schoology in online assessment during the transition to the Covid-19 pandemic. Positive perception: an online assessment is effective and easy to use, can provide automatic scores, better than taking paper-based assessments, very helpful in the transition from online to offline learning, increases interest in doing assignments, and provides facilities that make it is easier for students to work on group work projects. Negative perception: not effective. There are problems faced by students such as an inadequate internet network, less mastery in the operation of the Schoology, limited control from the lecturer, and low battery. Meanwhile, students proposed solutions to overcome this problem by setting up adequate internet network servers, adding wifi points on campus to improve the quality of internet connection, giving extra time in submitting assignments, providing socialization about the operation of Schoology by lecturers, increasing the assertiveness of the lecturer, and providing a power bank as a backup charger by students.

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