logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
learning difficulty learning potential social environment social media activity structural equation modeling

Exploring Factors Influencing Student's Learning Difficulties During Pandemic in Indonesia: A Structural Equation Modelling

Ocih Setiasih , Nandi , Rusman , Wawan Setiawardani , Eri Yusron

The pandemic era has caused changes in the learning system. The situation demanded online learning and triggered students to have learning difficultie.

T

The pandemic era has caused changes in the learning system. The situation demanded online learning and triggered students to have learning difficulties. The research aims to examine the impact of social media, social environment, and student learning potential on student learning difficulties. This study utilizes a quantitative approach. The respondents were university students experiencing online learning in West Java, Indonesia. A questionnaire validated by four experts was distributed to 539 of them. Accommodating structural equation modeling (SEM) by evaluating the measurement and structural models was used in data analysis. This study revealed that the instrument had good construct validity and reliability. A good instrument will produce a good measurement process so that the instrument can get the data needed. Hypothesis testing shows that high media activity can inhibit students from learning. However, social media activity directly influences learning difficulties. Meanwhile, the variables of learning potential and social environment positively influence student learning difficulties directly or indirectly. There are a few things to note on learning potential, social environment, and social media to delve into their influences on students' learning difficulties.

Keywords: Learning difficulty, learning potential, social environment, social media activity, structural equation modeling.

cloud_download PDF
Cite
Article Metrics
Views
756
Download
761
Citations
Crossref
2

Scopus
0

References

Abdulaziz Al Fadda, H. (2020). Determining how social media affects learning English: An investigation of mobile applications Instagram and Snapchat in TESOL classroom. Arab World English Journal, 11(1), 3–11. https://doi.org/10.24093/AWEJ/VOL11NO1.1

Aiken, L. R. (1980). Content validity and reliability of single items or questionnaires. Educational and Psychological Measurement, 40(4), 955–959. https://doi.org/10.1177/001316448004000419

Al-Baadani, A. A., & Abbas, M. (2020). The impact of coronavirus (Covid19) pandemic on higher education institutions (HEIS) in Yemen: Challenges and recommendations for the future. European Journal of Education Studies, 7(7), 68–82. https://doi.org/10.46827/ejes.v7i7.3152

Al-Rahmi, W. M., Alias, N., Othman, M. S., Marin, V. I., & Tur, G. (2018). A model of factors affecting learning performance through the use of social media in Malaysian higher education. Computers & Education, 121, 59–72. https://doi.org/10.1016/J.COMPEDU.2018.02.010

Aldiyah, E. (2021). Perubahan gaya belajar di masa pandemi Covid-19 [Changes in learning styles during the Covid-19 pandemic]. CENDEKIA: Jurnal Ilmu Pengetahuan, 1(1), 8–16. https://doi.org/10.51878/cendekia.v1i1.24

Allodi, M. W. (2002). Children's experiences of school: Narratives of Swedish children with and without learning difficulties. Scandinavian Journal of Educational Research, 46(2), 181–205. https://doi.org/10.1080/00313830220142191

Annur, M. F., & Hermansyah. (2020). Analisis kesulitan mahasiswa pendidikan matematika dalam pembelajaran daring pada masa pandemi Covid-19 [Analysis of the difficulties of mathematics education students in online learning during the Covid-19 pandemic]. Jurnal Kajian, Penelitian Dan Pengembangan Kependidikan, 11, 195–201. https://cutt.ly/tNJP0WH

Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in collaborative learning, the new domain of learning. Smart Learning Environments, 7(1), Article 9. https://doi.org/10.1186/s40561-020-00118-7

Apriyanto, A., Setiawardani, W., & Yusron, E. (2021). Critical pedagogy: The role of student digital literacy in understanding critical pedagogy. PrimaryEdu: Journal of Primary Education, 5(2), 223-235. https://bit.ly/3MscXiR

Asosiasi Penyelenggara Jasa Internet Indonesia. (2020). Laporan survei internet APJII 2019 – 2020 [APJII Internet Survey Report 2019 – 2020]. https://cutt.ly/dNJP6vP  

Atara Isra, R., Mufid, F., Hamka, J., Tawar Padang, A., & Barat, S. (2022). Meta-analysis of the effect of learning style on student learning outcomes. Konstan - Jurnal Fisika Dan Pendidikan Fisika, 7(1), 1–6. https://doi.org/10.20414/KONSTAN.V7I01.87

Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 Coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), Article em0060. https://doi.org/10.29333/pr/7937

Batez, M. (2021). ICT skills of university students from the faculty of sport and physical education during the COVID-19 pandemic. Sustainability, 13(4), Article 1711. https://doi.org/10.3390/su13041711

Capinding, A. T. (2022). Impact of modular distance learning on high school students mathematics motivation, interest/attitude, anxiety and achievement during the COVID-19 pandemic. European Journal of Educational Research, 11(2), 917-943. https://doi.org/10.12973/eu-jer.11.2.917

Castro, O. (2014). Social media as learning tool in higher education: The case of Mexico and south Korea. Sinéctica Revista Electrónica de Educación, 44, 1–15. https://bit.ly/3g3XgCy

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students' perspective. Sustainability, 12(24), 1–22. https://doi.org/10.3390/su122410367

Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334. https://doi.org/10.1007/BF02310555

Daly, A. J., García, M. D. F., & Bjorklund, P. (2020). Social media in a new era: Pandemic, pitfalls, and possibilities. American Journal of Education, 127(1), 143–151. https://doi.org/10.1086/711018

Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382–388. https://doi.org/10.1177/002224378101800313

Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. Internet and Higher Education, 19, 18–26. https://doi.org/10.1016/j.iheduc.2013.06.002

Gnawali, Y. P., Upadhayaya, P. R., Sharma, B., & Belbase, S. (2022). Access, efficiency, inconvenience, and scarcity as issues of online and distance learning in higher education. European Journal of Educational Research, 11(2), 1115–1131. https://doi.org/10.12973/eu-jer.11.2.1115

González-Padilla, D. A., & Tortolero-Blanco, L. (2020). Social media influence in the COVID-19 pandemic. International Brazillian Journal Urology, 46(Suppl 1), 120–124. https://doi.org/10.1590/S1677-5538.IBJU.2020.S121

Hair, J. F., Ringle, C. M., & Sarstedt, M. (2012). Partial least squares: The better approach to structural equation modeling? Long Range Planning, 45(5–6), 312–319. https://doi.org/10.1016/j.lrp.2012.09.011

Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science43(1), 115-135. https://doi.org/10.1007/s11747-014-0403-8

Hoerniasih, N., & Nuraini, C. (2020). Digital literacy in compensating children's learning difficulties. In G. Ganefir (Eds.), 1st International Conference on Lifelong Learning and Education for Sustainability (ICLLES 2019) (pp. 115-118). Atlantis Press. https://doi.org/10.2991/ASSEHR.K.200217.024

Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132. https://doi.org/10.1111/j.1365-2729.2010.00387.x

Khasawneh, M. A. S. (2021). Teacher perspective on language competencies relation to learning difficulties in English learning. Journal Educational Verkenning 2(1), 29-37. https://cutt.ly/aNJAsVK  

Kligler-Vilenchik, N., Stoltenberg, D., de Vries Kedem, M., Gur-Ze’ev, H., Waldherr, A., & Pfetsch, B. (2020). Tweeting in the time of Coronavirus: How social media use and academic research evolve during times of global uncertainty. Social media + Society, 6(3). https://doi.org/10.1177/2056305120948258

Kormos, J. (2020). Specific learning difficulties in second language learning and teaching. Language Teaching, 53(2), 129–143. https://doi.org/10.1017/S0261444819000442

Levine, D. T., Morton, J., & O'Reilly, M. (2020). Child safety, protection, and safeguarding in the time of COVID-19 in Great Britain: Proposing a conceptual framework. Child Abuse and Neglect, 110(2), 104668. https://doi.org/10.1016/j.chiabu.2020.104668

Liang, F., & Li, P. (2019). Characteristics of cognitive in children with learning difficulties. Translational Neuroscience, 10(1), 141–146. https://doi.org/10.1515/tnsci-2019-0024

Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding difficulties and resulting confusion in learning: An integrative review. Frontiers in Education, 3, Article 49. https://doi.org/10.3389/feduc.2018.00049

Majola, M. X., & Mudau, P. K. (2022). lecturers’ experiences of administering online examinations at a South African open distance e-learning university during the COVID-19 pandemic. International Journal of Educational Methodology, 8(2), 275-283. https://doi.org/10.12973/ijem.8.2.275  

Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, Article 100012. https://doi.org/10.1016/j.ijedro.2020.100012

Mudrak, J., Zabrodska, K., & Machovcova, K. (2020). Psychological constructions of learning potential and a systemic approach to the development of excellence. High Ability Studies, 31(2), 181–212. https://doi.org/10.1080/13598139.2019.1607722

Naciri, A., Baba, M. A., Achbani, A., & Kharbach, A. (2020). Mobile learning in higher education: Unavoidable alternative during COVID-19. Aquademia, 4(1), Article ep20016. https://doi.org/10.29333/aquademia/8227

Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2020). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27(2), 141–156. https://doi.org/10.1177/1477971420947738

Niemi, R. G., Carmines, E. G., & McIver, J. P. (1986). The impact of scale length on reliability and validity. Quality and Quantity, 20(4), 371–376. https://doi.org/10.1007/BF00123086

Nunnally, J. C. (1978). An overview of psychological measurement. In B. B. Wolman (Ed.), Clinical diagnosis of mental disorders (pp.97-146). Springer. https://doi.org/10.1007/978-1-4684-2490-4_4

Nupiah, A., McCulley, W., & He, T. (2022). The implication of students' psychological aspects on learning difficulties experienced by students in learning in school. Al-Hijr: Journal of Adulearn World, 1(3), 108–117. https://doi.org/10.55849/ALHIJR.V1I3.17

O'Keeffe, G. S., & Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800–804. https://doi.org/10.1542/peds.2011-0054

Osatuyi, B. J., & Passerini, K. (2016). Twittermania: Understanding how social media technologies impact engagement and academic performance of a new generation of learners. Communications of the Association for Information Systems, 39(1), Article 23. https://doi.org/10.17705/1CAIS.03923

Pertiwi, R. S., Khafid, M., & Setyadharma, A. (2019). Factors influencing difficulties of learning economics (Study in students of Kudus District High School). Journal of Economic Education, 8(1), 48–56. https://bit.ly/3Vrxngf

Pham, H. H., & Ho, T. T. H. (2020). Toward a 'new normal' with e-learning in Vietnamese higher education during the post COVID-19 pandemic. Higher Education Research and Development, 39(7), 1327–1331. https://doi.org/10.1080/07294360.2020.1823945

Pirouz, D. M. (2006). An overview of partial least squares. SSRN Electronic Journal, 10(6), 1–16. https://doi.org/10.2139/ssrn.1631359

Portillo, J., Garay, U., Tejada, E., & Bilbao, N. (2020). Self-perception of the digital competence of educators during the covid-19 pandemic: A cross-analysis of different educational stages. Sustainability, 12(23), Article 10128. https://doi.org/10.3390/su122310128

Pratama, G. P., & Pinayani, A. (2019). Effect of learning style on learning outcomes with mediator variable learning motivation. KnE Social Sciences, 3(11), 808–819. https://doi.org/10.18502/KSS.V3I11.4052

Ririen, D., & Hartika, D. (2021). Identifikasi kesulitan belajar mahasiswa pada mata kuliah statistika selama masa pandemi Covid-I9 [Identification of student learning difficulties in statistics courses during the Covid-I9 pandemic]. Jurnal Ilmiah Universitas Batanghari Jambi, 21(1), 148-155. https://doi.org/10.33087/jiubj.v21i1.1236

Sakib, N., Islam, M., Al Habib, M. S., Bhuiyan, A. K. M. I., Alam, Md. M., Tasneem, N., Hossain, M., Islam, S. M. S., Griffiths, M. D., & Mamun, M. A. (2021). Depression and suicidality among Bangladeshi students: Subject selection reasons and learning environment as potential risk factors. Perspectives in Psychiatric Care, 57(3), 1150–1162. https://doi.org/10.1111/ppc.12670

Salmi, J. (2020). COVID's lessons for global higher education: Coping with the present while building a more equitable future. Lumina Foundation. https://bit.ly/3rRpQJX

Sarstedt, M., Ringle, C. M., & Hair, J. F. (2017). Partial least squares structural equation modeling. Handbook of Market Research, 26(1), 1–47. https://doi.org/10.1007/978-3-319-05542-8_15-2

Seomun, G., & Noh, W. (2021). Differences in student brain activation from digital learning based on risk of digital media addiction. International Journal of Environmental Research and Public Health, 18(21), Article 11061. https://doi.org/10.3390/IJERPH182111061

Setiawaty, T., & Tjahjono, G. (2019). Students learning difficulties and saturation in achieving competency. In A. G. Abdullah, I. Kustiawan, I. Widiaty, A. Ana, & T. Aryanti (Eds.), 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018) (pp. 4-9). Atlantis Press. https://doi.org/10.2991/ICTVET-18.2019.2

Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55. https://doi.org/10.5116/IJME.4DFB.8DFD

Teo, T., Tsai, L. T., & Yang, C.-C. (2013). Applying structural equation modeling (SEM) in educational research: An introduction. In M. S. Khine (Ed.), Contemporary approaches to research in learning innovations (pp. 3-21). Sense Publishers. https://doi.org/10.1007/978-94-6209-332-4_1

Tufekci, Z., & Wilson, C. (2012). Social media and the decision to participate in political protest: Observations from tahrir square. Journal of Communication, 62(2), 363–379. https://doi.org/10.1111/j.1460-2466.2012.01629.x

Tunmer, W. E., & Hoover, W. A. (2019). The cognitive foundations of learning to read: A framework for preventing and remediating reading difficulties. Australian Journal of Learning Difficulties, 24(1), 75–93. https://doi.org/10.1080/19404158.2019.1614081

Tur, G., & Marín, V. I. (2014). Enhancing learning with the social media: Student teachers' perceptions on Twitter in a debate activity. Journal of New Approaches in Educational Research, 4(1), 46–43. https://doi.org/10.7821/naer.2015.1.102

Ulfa, Z. D., & Mikdar, U. Z. (2020). Dampak pandemi Covid-19 terhadap perilaku belajar, sosial dan kesehatan bagi mahasiswa FKIP Universitas Palangka Raya [The impact of the Covid-19 pandemic on learning, social and health behaviors for FKIP students of Palangka Raya University]. JOSSAE: Journal of Sport Science and Education, 5(2), 124-138. https://doi.org/10.26740/jossae.v5n2.p124-138

Wang, F., Shabash, M. & Sterghos, J. (2022). The impact of COVID-19 on students from a large online class. European Journal of Psychology and Educational Research, 5(2), 89-101. https://doi.org/10.12973/ejper.3.2.89

Wijaya, T. T., Cao, Y., Weinhandl, R., Yusron, E., & Lavicza, Z. (2022). Applying the UTAUT model to understand factors affecting micro-lecture usage by mathematics teachers in China. Mathematics, 10(7), Article 1008. https://doi.org/10.3390/math10071008

Wold, S., Martens, H., & Wold, H. (1983). The multivariate calibration problem in chemistry solved by the PLS method. In B. Kågström & A. Ruhe (Eds.), Matrix Pencils. Lecture notes in mathematics (Vol. 973, pp. 286-293). Springer. https://doi.org/10.1007/BFB0062108

Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language learning. System, 81, 39–49. https://doi.org/10.1016/j.system.2019.01.004

Yang, R. (2020). China's higher education during the COVID-19 pandemic: Some preliminary observations. Higher Education Research and Development, 39(7), 1317–1321. https://doi.org/10.1080/07294360.2020.1824212

Yusron, E., & Sudiyatno, S. (2021). How is the impact of Assessment for Learning (AfL) on mathematics learning in elementary schools? Jurnal Prima Edukasia, 9(1), 75–84. https://doi.org/10.21831/jpe.v9i1.34865

 

...