Siageng Learning as an Integrated Digital System for Chemistry Instruction during the COVID-19 Pandemic
DOI:
https://doi.org/10.47239/yg8y0121Keywords:
Siageng Learning, chemistry education, ASSURE, online learning, learning management system, digital assessmentAbstract
Pandemic-related distance learning required chemistry teachers to coordinate instructional resources, communication, and assessment through devices available to students at home. This descriptive practice study examined Siageng Learning, a teacher-developed website bringing together digital modules, instructional videos, an online chemistry class, and a digital test application at SMAN 6 Samarinda. Development followed the ASSURE sequence of learner analysis, objective setting, selection and use of methods and media, learner participation, and evaluation and revision. The system was implemented with 289 Grade X students. Evidence comprised the implementation account and descriptions of students' open responses concerning usability, navigation, presentation, content, compatibility, loading time, and functionality. The teacher reported favorable responses to the consolidated access arrangement, short chemistry videos, flipbook modules, online communication, and mobile-accessible tests. Independent activity was supported by a virtual class available during lesson periods, an arrangement termed asisimove. However, the record did not provide response frequencies, verbatim comments, coding procedures, system logs, or comparative achievement scores. Consequently, the findings support a description of perceived usability and instructional feasibility, rather than a causal claim of effectiveness or a verified unanimous response. The system illustrates how a teacher can coordinate multiple digital resources around a learning sequence. Recommendations concern transparent user evaluation, direct assessment of chemistry understanding, accessibility under limited connectivity, and sustainable support for maintaining the system.
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