P-ISSN: 2808-5957
E-ISSN: 2808-6724
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1365
EVALUATION OF IMPLEMENTATION OF VIRTUAL SYNCHRONOUS
LEARNING MODA IN TEACHER TRAINING
Kamilia
Fitria Fii Silmi K
2
, Laksmi Dewi
3
Universitas Pendidikan Indonesia
1,2
Email : kamiliasilmi@upi.edu, laksmi@upi.edu
ARTICLE INFO
ABSTRACT
Date received : 04 Agustus 2022
Revision date : 09 Agustus 2022
Date received : 12 Agustus 2022
Virtually based training is an alternative way for academics and
training to equip students with the skills necessary for any
career. The synchronous learning mode as a training mode is
considered effective in improving the skills of digital educators,
especially in the digital era of the 21st century. The use of this
mode is increasing, but its effect on learning retention in
teacher training has not scientifically proven. This study aims
to implement a HOTS-based training program using
synchronous learning media at an educational technology-
based company. The research method used is descriptive-
quantitative to obtain an overview of the implementation of the
training from the aspects of reactions, cognitive understanding,
and learning outcomes that are applied after. The results
showed that the participants' reaction to the training followed
by using synchronous learning mode were very good, there
was a change in understanding related to HOTS learning
between before training and before training it could be applied
in the day-to-day teaching process.
Keywords: Synchronous
learning; HOTS Learning;
Training Evaluation.
This work is licensed under CC BY-SA 4.0
INTRODUCTION
Training is developed to build the knowledge that a person needs to improve his
skills. Training is an important thing for teachers to do with the aim of developing
competencies and skills in teaching and carrying out their duties and responsibilities
Wulandari & Iriani, (2018). Teacher training related to pedagogic abilities in facilitating
students to be able to learn actively and improve higher order thinking skills is increasingly
being developed by a number of institutions.
Along with the development of 21st-century learning, virtual-based training and
learning is increasingly developing in the education ecosystem and is considered a new
Evaluation of Implementation of Virtual Synchronous Learning Moda In Teacher Training
Indonesian Journal of Multidisciplinary Science
, Vol 1 (11), August 2022
1366
paradigm in the learning process. A number of recommended training agendas to improve
teacher skills to support active learning using technology are carried out by embedding
the entire curriculum with technology experience in all programs and in programs Foulger
et al., (2017) skills to develop virtual learning and mixed teaching competencies in
different formats, settings, and situations Archambault, L. & Kennedy, (2014); Graham
et al., (2019); Pulham & Graham, (2018); Zweig & Stafford, (2016), and encourage
educators to grow digitally enhanced professional learning networks to support their
continuous learning and growth related to teaching with technology Trust, (2017).
Virtual training is considered capable of providing direct learning opportunities
(synchronous learning) allowing participants and trainers to meet and interact with each
other even though they are in different locations Gegenfurtner et al., (2020); Mohalik &
Poddar, (2020); Sweeney, (2009). The use of this mode provides advantages in terms of
cost efficiency, interactivity, flexibility in terms of ease of distribution, and much more
Malekipour, (2020). Based on research by the Educational Technology Industry,
companies have developed a lot of virtual-based training compared to conventional
modes Pappas, (2014). However, it is still uncertain how this affects the comfort of
participants as well as how it affects knowledge and application of learning outcomes
after training Yogita N, (2020).
Evaluation is one of the most important stages in the training cycle to analyze and
learn what elements are appropriate in its implementation, whether the expected goals
have been achieved, and what needs to be developed for the next training program
Keller, (2019). Without the implementation of a holistic evaluation, it will be difficult to
describe what training activities are really successful and provide a good return on
investment (ROI) for the company or vice versa Nullmeyer & Spiker, (2017). Most of the
evaluation research currently available measures the level of satisfaction, learning,
behavior, and outcomes of training conducted in offline training Arslan et al., (2020);
measuring the level of readiness of participants and organizations in carrying out virtual
training without linking it to improving the pedagogic quality of teachers Mohalik &
Poddar, (2020).
In this study, will discuss how the description of teacher training evaluation with
virtual synchronous learning mode at PT. Understand Cipta Edukasi which was developed
from Kirkpatrick's training evaluation theory on reactions, knowledge, and application of
learning outcomes.
Kirkpatrick's Evaluation Model
Evaluation is a process to determine the value and advantages of something that
is the result of the process of implementing an activity. The training evaluation process
is carried out by examining aspects; the objectives of the training, the expectations of
the implementation of the training program, and whether the participants are able to
Evaluation of Implementation of Virtual Synchronous Learning Moda In Teacher Training
Indonesian Journal of Multidisciplinary Science
, Vol 1 (11), August 2022
1367
apply what they have learned Gopal, (2008). A good evaluation process can be used to
meet the expectations and needs of students, teachers, and third parties in the
implementation of learning Rosiyanti & Faisal, (2020).
The Kirkpatrick evaluation model developed by Donald Kirkpatrick in 1959 talks
about the four stages or elements used to measure the effectiveness of a training
program. This evaluation model is based on Kirkpatrick's thinking about the purpose of
evaluation to calculate the investment cost and compare it with the results of the training
session's contribution to organizational goals, to obtain information to bring
improvements and modifications in future training sessions. This evaluation model is one
of the most widely used to measure the effectiveness of training in companies and
training institutions because of its comprehensive implementation stages Chouhan &
Srivastava, (2014).
Aspects of this evaluation model are carried out sequentially from level 1 to level
4 with the following stages Kirkpatrick & Kirkpatrick, (2008) (1) Level 1 Reaction, this
stage is intended to identify the level of participant satisfaction with the implementation
of the training. This level talks about individual reactions identified by asking questions
related to the training session using a reaction questionnaire system, interviews, or
participant comments in the evaluation sheet. At this stage the results of the reaction
analysis can be used as a reference for the organization to continue or stop the training
program; (2) Level 2 Learning, evaluation at this stage is considered more challenging
and time consuming than the previous stage. The purpose of the evaluation at this level
is to see if there is a change in knowledge between before and after the training.
Measuring instruments that are often used at this stage of evaluation are in the form of
observation or pretest and posttest; (3) Level 3 Behavior, this level focuses on measuring
how much of the participants' learning outcomes are applied in the workplace. At this
stage the work environment has more or less influence on how the trainees are able to
implement the learning outcomes and how long it will take for them to be fully realized;
(4) Level 4 Results, the results referred to at this level are interventions between training
results, employee performance, and organizational goals that have been carried out
according to directions. Observations at this stage are carried out within a certain period
of time such as quarterly or semesters on employee performance analysis with the work
produced. Although Kirkpatrick's four-level evaluation model is widely used and covers
many aspects related to improving training outcomes, this model still has limitations that
need to be considered, including; The whole focus of this model is only on training
sessions and completely ignores individual, organizational, corporate culture and other
contextual influences V. Nagar, (2009). The model works with the assumption that each
level of this model assumes that the next level will provide more informative data than
the last level, that is, according to the level 4 model, it will provide the most useful
information about the effectiveness of the training.
Evaluation of Implementation of Virtual Synchronous Learning Moda In Teacher Training
Indonesian Journal of Multidisciplinary Science
, Vol 1 (11), August 2022
1368
METHOD
This research was conducted at the technology-based educational institution PT.
Pahami Cipta Edukasi is oriented as a learning service provider for high school students.
The subjects as the population of this research are the participants of the HOTS-based
learning training for the academic year 2021/2022, namely the teachers who teach at the
company. The total population is 50 teachers who teach Mathematics, Science and
Technology, Compulsory Mathematics, Indonesian B, English, Physics, Chemistry,
Biology, Geography, Economics, History, and Sociology.
Research Instruments and Data Analysis Techniques
The research instrument used in this study is a questionnaire containing a set of
written statements in the form of a Likert scale (1-4) for level 1 evaluation and nominal
scale (1-0) for level 3 evaluation. The test is in the form of a collection of questions based
on a grid of training materials. The data analysis technique in this study uses a frequency
distribution table then the total score is calculated and interpreted based on the
proprietary evaluation criteria Narimawati, (2010).
RESULT AND DISCUSSION
This reaction assessment was measured based on the sub-variables of training
material, training schedule, media used, and trainer. So it can be concluded that
technically this training has been running very well and effectively with an average score
of 93.17. So it can also be concluded that the implementation of HOTS-based learning
training using synchronous learning mode takes place effectively and exceeds
expectations. Synchronous learning communication does not show too much difference
with face-to-face training activities. According to (Kuyath, 2008) learning carried out with
the synchronous method can show significant changes in learning outcomes and is better
than using the asynchronous method.
Table 1.
Level 1, Level, 2, and Level 3 Training Evaluation Results
No
Average
score
Category
1
93.17
Sangat Baik
2
85
Efektif
3
72.33
Terampil
Evaluation of Implementation of Virtual Synchronous Learning Moda In Teacher Training
Indonesian Journal of Multidisciplinary Science
, Vol 1 (11), August 2022
1369
The understanding of participants before and after the training with an average
score of 85 was included in the effective category. This shows that the training
participants experienced an increase in cognitive aspects related to pedagogy and HOTS
learning materials. Judging from the N-Gain score, this change in value is included in the
high category. Training using synchronous learning mode makes knowledge acquisition
during training easier because participants become more actively involved in affective
(feeling), cognitive, and psychomotor in the learning process Lai, (2018). The process of
knowledge transfer between fellow participants and between participants that takes place
in real time in training also increases individual sensitivity in learning new things Mills et
al., (2014).
The assessment of the application of training results in the workplace (Level 3) is
classified in the skilled category with an average score of 72.33. This value indicates that
most teachers have applied their learning outcomes in the workplace. At this level, there
are many factors that influence the rate of transfer of knowledge into behavior in the
form of internal individuals themselves who lack a sense of responsibility and obligation
to change their behavior, the attitude of superiors who do not support behavior change,
an inadequate work environment to make changes to one's way of working, or the
evaluation time is too short so that participants still have not fully adapted to apply their
learning outcomes Kober, (2013).
CONCLUSION
Based on the results of the literature review and data analysis, it can be concluded
that the HOTS-based learning training using virtual synchronous learning mode runs very
well and effectively. Participants gave positive reactions regarding the training material,
schedule and duration, the media used, and the trainer during the activity so that it had
a positive impact on learning outcomes in the form of increasing understanding of
student-centered teaching techniques. In addition, participants are also able to apply
their learning outcomes in the classroom skillfully and in accordance with HOTS-based
learning rules.
This study also has several limitations, including after conducting a 3 level
evaluation, it is necessary to evaluate the last level regarding the impact of training on
organizational performance whether it has increased or not. In addition, it is also
necessary to study other factors that affect the skills of teachers in applying learning
outcomes in their entirety in the classroom.
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