How to cite:

Prayetno, Muhammad iqbal, Jamaludin, Windawati Pinem (2022).

Layang Teacher Platform in the Cyber Pedagogy Room. Journal

Eduvest. Vol 2(3): 580-587

E-ISSN:

2775-3727

Published by:

https://greenpublisher.id/

Eduvest – Journal of Universal Studies

Volume 2 Number 3, March, 2022

p- ISSN 2775-3735- e-ISSN 2775-3727

LAYANG

TEACHER PLATFORM IN THE CYBER

PEDAGOGY ROOM

Prayetno

, Muhammad iqbal

, Jamaludin

, Windawati Pinem

Universitas Negeri Medan, Indonesia

Email: [email protected]

, iqbal81@unimed.ac.id

[email protected]

, [email protected]

ARTICLE INFO ABSTRACT

Received:

Ferbuary,

2022

Revised:

March, 16

2022

Approved:

March, 18

2022

This article research aims to examine the readiness of learning

in the digital arena for teachers and students through the

application of the “Teacher Layang” platform. How are

student learning activities and teacher establishment in

carrying out the teaching and learning process in the cyber

pedagogy space. Through the fly teacher platform, student

learning outcomes are expected to be able to organize

learning outcomes optimally because there are no supporting

e-learning media facilities and the readiness of teachers who

seem digitally stuttered so that learning orientation takes

place less effectively. The floating teacher platform based on

android and web becomes a simple e-learning media with the

principles of learning theory and learning outcomes. This

research uses a qualitative approach with a case study

method. The object of research is teachers and students. Data

were obtained through observation, interviews, FGD (focus

group discussions) and documentation studies. The data

analyzed consisted of three activity lines, namely data

reduction, data presentation and conclusion drawing. The

findings of this study through the floating teacher platform

have shown changes in achievement, teachers can easily

manage digital classes to the maximum, from communication

with students, presenting material to assessment. Teacher

creativity can be implemented through the platform in the

cyber pedagogy space. Students who seem to have facilitated

their study room well and are fun. Teachers in maturity in the

cyber pedagogy space are the main requirements to be able to

Prayetno, Muhammad iqbal, Jamaludin, Windawati Pinem

Layang Teacher Platform in the Cyber Pedagogy Room 581

organize distance learning activities, so that students will

respond with the management of the learning process that

has been prepared by the teacher. The fly teacher platform is

an adequate attribute of cyber pedagogy for teaching and

learning activities effectively and optimally.

KEYWORDS

Cyber Pedagogy, Platform Digital, E-Learning

This work is licensed under a Creative Commons

Attribution-ShareAlike 4.0 International

INTRODUCTION

The world is entering a new phase called the post-pandemic period, a new era with

new normal activities or new habits, this has a significant impact in various fields, such as

economic, social, political, cultural, and also education. In the dimension of education,

new turmoil has emerged for all elements of the education system, starting from routine

learning activities that are usually done face-to-face, now turning to face-to-face or virtual

(Simamora, 2020). Guided by the circular letter of the Ministry of Education and Culture

(Kemendikbud) No. 4 of 2020 regarding the implementation of education policies during

the COVID-19 emergency, which switched from face-to-face to online methods as one

way to suppress the spread of the COVID-19 virus in Indonesia (Restian, 2020). The shift

of teaching and learning activities (KBM) from conventional to online, automatically

changes the habit patterns of students and teachers. Learning activities are no longer

carried out in the classroom, but through a network or e-learning.

The unpreparedness of all aspects of online learning activities is an obstacle in

creating learning effectiveness. Especially at the elementary school level where online

learning activities are new things that have been done since the pandemic took place. This

certainly has a long-term and short-term impact on elementary school children. In the

long term, the quality of education will decline sharply along with limited facilities and

infrastructure. The lack of student knowledge in understanding the advantages of

technology which is growing day by day is increasingly felt and one of them is using

electronic books or digital books as a source of vehicle for student knowledge

(Jamaludin, 2020).

The learning process carried out at home or through online has a huge impact on

the learning process, the assessment process, a decrease in the quality of graduates, and a

decrease in public evaluation of graduates. Although online learning that is carried out

has many problems, an educator is required to be able to master information technology

to be able to innovate in learning. However, from the other side, the facilities and

infrastructure that support learning must also be available properly, so that the learning

process runs as expected. One of the principles in virtual learning is an authority and

collaboration, student authorities have the freedom to choose teaching materials, teaching

materials and learning resources. as well as the time, the media used and the place of

learning. Collaborative in the sense that to be able to carry out a responsibility towards

students, students are required to continue to interact and establish communication with

colleagues, teachers or tutors and other available learning resources (Gusty et al., 2020).

Most conventional platforms do not facilitate the development of character values

in students (Shum & Crick, 2012). Whereas character values are one of the initial

foundations in shaping the character of the nation's generation. The objectives are (1) to

create an educational platform that has meaning, value, and character for the nation's

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diversity, (2) to prepare a strong and competitive generation, (3) to put character

education as the spirit and foundation of education through harmonization of ethics,

aesthetics, literacy, kinesthetic, (4) revitalize and strengthen the capacity of the

educational ecosystem in the implementation of character education, (5) build networks

inside and outside the school, (6) preserve culture and national identity (Farhatilwardah,

Hastuti, & Krisnatuti, 2019).

Distance learning requires readiness from both parties involved, namely teachers

and students. In addition, in the e-learning-based learning process, students certainly need

supporting facilities and infrastructure so that learning can take place and have better

learning quality (RUSTIANI, 2014). The most important thing in online learning

activities is the use of online media in its implementation. Based on the results of research

(Sabran & Sabara, 2019) that the use of new media is an adaptive use because it is able to

deliver a series of solutions in teaching and learning methods. Online learning activities

prioritize the use of online media in their implementation. There are many platforms that

can be used during online learning, such as google meet, zoom, webex, and others.

However, it turns out that not all schools are able to use the existing online platform.

Various reasons arise such as inadequate online facilities and infrastructure in schools,

and unsupported human resources.

Amal Salih private school is one of the schools in the city of Medan that

implements distance learning during this pandemic. Learning activities continue to run by

utilizing existing technology. For students at the elementary school level, the learning

method used is whatups group media. There are no other media used during distance

learning. Through whatups group the teachers give instructions related to learning

materials and assignments. Assignments that have been given by the teacher are carried

out in the assignment book of each student. Usually the teachers will set a time for the

collection of school assignments.

Based on these online learning activities, it can be seen that the technology used to

support learning activities is still very limited. So we need a platform that will make it

easier for teachers and students in learning activities, in the era of digitalization teachers

actually have the establishment of cyber pedagogy as knowledge and are able to

implement smart education that adheres to the latest technology references, then can be

tracked through the activities of the teacher, because being a teacher in this era digital

technology requires competence in the field of pedagogy technology and learning content

(Lubis, 2021).

The "Teacher Layang" platform is an application that can support learning

activities during the pandemic. This platform is used so that students no longer feel

bothered to study and collect school assignments. Everything can be done online,

anywhere and anytime. Through this platform, collecting assignments no longer has to go

to school and cause crowds. So that students and teachers can prevent the spread of the

COVID-19 virus. This platform can be downloaded for free through the Playstore, where

this platform will be equipped with complete features that are adapted to the conditions of

elementary school children so that they do not cause boredom. Building the mood of the

students is a very important point, so that the platform provided does not make students

bored and bored during online learning.

RESEARCH METHOD

This type of research uses a qualitative approach with a case study method. In

essence, this study aims to measure the effectiveness of the application of the "Layang

Layang Teacher Platform in the Cyber Pedagogy Room 583

Teacher" platform during online learning for grade IV-VI students of SD Amal Shaleh

Medan. The fact is that this school only uses the WhatsApp group application in

managing their learning activities. The floating teacher platform is different from

conventional online learning platforms, interestingly this platform is also equipped with

the formation of character values for elementary school students, so that the teacher's role

remains oriented to the cultivation of character values. Scientific research aims to obtain

data with certain purposes and uses, the tendency to use the scientific method is based on

rational, empirical and systematic. Rational means that research activities are carried out

in a way that makes sense so that it is affordable by the human mind, empirically by

observing directly the object being studied and systematically as a corridor for

researchers in carrying out research (Creswell, 2013).

Data collection techniques are through observation, interviews, FGD (focus group

discussions) and documentation studies to obtain data related to learning activities using

the Android and web-based Teacher Kite platform. Observations are made by observing

the facts that occur in the field related to the process of implementing the teaching and

learning process in the cyber pedagogy space. Interviews were conducted to find out how

the implementation occurred both in the teacher and students. The informant in this

research is the teacher. FGDs were conducted to listen to opinions and suggestions as

well as discussions from the principal, teachers and students. Documentation studies are

carried out by collecting data in the form of documents related to the implementation of

the teaching and learning process using the Flying Teacher platform. The data analysis

technique proposed by Miles and Hubermen consists of three patterns, namely data

reduction, data presentation and conclusion drawing (Djunadi Ghony & Almanshur,

2016). The validity of the data is tested by triangulation, namely checking data or

information obtained through different sources such as comparing observations with

interviews or comparing observations with existing documents (Bachri, 2010).

RESULT AND DISCUSSION

Preliminary research conducted by researchers through direct observation,

the findings are through the identification of problems at the MIS Amal Shaleh

school in Medan. The cyber pedagogy space is a new and surprising thing for this

school, understanding and mastering TPACK is complicated for the teacher, and

distance learning activities are only through the Whats App application, which

then has an impact on students' enthusiasm for learning.

The details of these problems appear in online learning activities where in

fact teachers and students experience digital stuttering technically and the

management of cyber pedagogy space management has not been touched in this

school. Either by using conventional platforms such as google met, zoom, webex,

google classroom. This finding concludes that human resources are one of the

causes of inefficient online learning activities for both teachers and students.

Education in the era of the industrial revolution 4.0, how to construct

learning designs that involve technology attributes, this term is described by

education experts with cyber pedagogy. The demands of the 4.0 education era

force teachers to use technology to be implemented in an integrated teaching and

learning process. Teacher's skills in using this technology can be seen in the

Technological Pedagogical Content Knowledge. TPaCK is an integration of

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theoretical frameworks in technology, pedagogy, and subject matter in learning

(Sintawati & Indriani, 2019)

Seeing the facts that happened at the school, the researchers applied the

Teacher kite platform, namely internet digital media based on android and web

with simpler principles and of course based on learning theory to be able to

achieve achievements in aspects of students' knowledge, attitudes and character.

Of the 18 teachers who teach in grades 4,5 and 6, only a few people are able to

use the Flying Teacher platform. The average age above 40 years is less able to

apply online platforms but the motivation to be able to master the platform can be

seen from their curiosity and desire to master the platform. Meanwhile, students in

grades 4,5 and 6 have different abilities and grasping power in applying the Kite

Teacher platform. The factor of children's habits in using smart phones is one of

the supports in understanding online learning platforms. The purpose of this

technology being present in student classrooms is to facilitate the achievement of

student learning competencies, so technology must be presented to teachers who

are ready and proficient as users so that the teacher's professional and pedagogical

competence abilities can be integrated in the implementation of the teaching and

learning process (Sukaesih, Ridlo, & Saptono, 2017)

The main facilities in the implementation of learning in digital spaces are

infrastructure facilities and online learning superstructure. The most common

obstacle encountered in the field is that not all students have smart phones and

laptops to be able to study online. The level of economic stability of students'

parents is a logical reason for this. Parents of students who study at MIS Amal

Salih have a variety of jobs and the majority come from simple families.

Likewise, schools do not have complete facilities to support online learning

activities.

In the implementation of the use of the Flying Teacher platform, there was

excitement from the Teachers to technically master the platform, then the Teacher

packaged simple materials in the form of videos that were uploaded and presented

on the web-based Teacher Flying platform. The web-based Flying Teacher

platform is presented to teachers because they have complete tools for accessing

data, uploading data and downloading data. The device is equipped with student

study sheet project features. The teacher can easily recap each activity starting

from attendance, students' online duration in using the application, comments or

student responses on each video (Teacher greeting videos, material videos,

enrichment videos, closing videos or teacher's narrative).

Teacher's tasks in using the web-based Teacher fly application, making

classes and class codes, uploading student names so that students can click on

attendance, making Teacher greeting videos with a maximum duration of 5

minutes containing class opening, apperception and learning agenda, video

material prepared by Teacher in packaging material which is simply described in a

maximum of 10 minutes, enrichment videos that can be integrated with YouTube

or other online videos, reinforcement videos or Teacher narratives, namely videos

containing learning conclusions and material messages oriented to the values of

students' attitudes and behavior.

Prayetno, Muhammad iqbal, Jamaludin, Windawati Pinem

Layang Teacher Platform in the Cyber Pedagogy Room 585

Student activities in using the Android-based Teacher kite application,

namely, downloading the Kite Teacher application on the Playstore for free and

then registering. then ask for class code from a teacher in the field of study to

become a user. Then pay attention, listen and click on every command that is on

the platform. Students are asked to provide responses or responses from each

session, because the click button will automatically appear if the order has been

fulfilled. The floating teacher platform based on android is presented with rigidity

and regularity, meaning that students cannot skip or skip displays, or duplicate

smart phone screens. This application was created so that it cannot be duplicated

or ignored by opening other applications when the operation of the Flying Teacher

application is in progress and if it is done by students then they have to start over

from the beginning, in that situation the teacher can see the history of the student's

learning activities (cyber pedagogy control is centered on the teacher) .

The kite teacher platform based on android offers several display features

ranging from student and teacher registration features, student and teacher

attendance features, prayer display features that have been presented

automatically by selecting religion and belief, teacher greeting video features,

material source features (material videos, material teaching pdf or word,

enrichment videos), student stability features (students present their learning

experiences in written, audio or video form and there are student practice

questions), reinforcement features (Teacher's video narrative contains validation

of material summary and closes by connecting the material at the next meeting)

and the last feature is closed prayer.

Figure 1. The flow of using the Android-based Teacher kite application for

students

The application of the Flying Teacher platform which is charged with

aspects of students' knowledge, attitudes and character during teaching and

learning activities at Amal Shaleh private elementary school Medan has resulted

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in an effective online learning process in the post-covid-19 period. The Flying

Teacher platform is used for students and teachers in grades IV-VI at Amal

Shaleh private elementary school, Medan, and is greeted with enthusiasm and

mutual cooperation between the principal, teacher and students. The response

from the student's guardian or parents responded positively because while

studying at home using the Whatss App application it was as if the parents took

the position of Teacher, the presence of the Flying Teacher application parents

only accompanied and supervised their children when clicking on the application,

parents were not confused by According to Kapitzke, there are four main

pedagogical features of cyber pedagogy, namely; teaching and learning as self-

directed activities; changes in student identity and self-perception; new forms of

technoliteration, and E-tutorials. and his most coherent finding is that online

pedagogy forms a new spatiality, multiliteracy, communication identity and

learning (Von Günter Schweigert, Dietl, Kapitzke, & Rieter, n.d.).

The cyber pedagogy space actually creates students' independence in

learning and their learning achievements can be packaged in these digital spaces.

The teacher becomes a wise and communicative guide, so as to minimize the

ambiguity and confusion of students who are limited in the virtual space.

Accuracy in achieving learning outcomes from the aspects of knowledge, attitude

and character can be achieved independently and collaboratively for students as

users so that the teacher must adapt to changes innovatively, the teacher is not

only limited to 4 competencies in the fields of pedagogy, personality,

professional, and social, but competence in the field of mastery of technology is

absolutely necessary, the teacher faces students from different generations,

therefore the teacher must be up to date and upgrade to changes that occur in order

to keep abreast of developments in the latest issues.

CONCLUSION

Through the Flying Teacher platform, it has shown changes in student learning

outcomes both in terms of aspects of knowledge, attitudes and leads to character. The

teacher's ability to manage digital classrooms is creative and innovative, it can be seen

from communication with students, presentation of materials to assessments. Teacher

creativity can be carried out through the platform in the cyber pedagogy room so that

students look like their learning space has been facilitated well and is fun. Teacher

maturity in the cyber pedagogy space is the main requirement to be able to organize

distance learning activities, so that students will respond with the management of the

learning process that has been prepared by the teacher. The Flying Teacher Platform is an

adequate attribute of cyber pedagogy for teaching and learning activities effectively and

optimally. Achieving the right learning accuracy is a momentum for students to gain

knowledge, attitudes and character. The implementation of distance learning in the cyber

pedagogy space is a learning design in the era of digitalization, but can the teacher

package it all and present it in these electronic walls, when the teacher does not have

digital learning skills, then charming online learning will not be possible to achieve,

becoming a teacher in the future requires maturity of cyber pedagogy attributes as a

vehicle for smart education to become a teacher in the future. Technological stuttering is

a PR with the teacher and school administrators who must immediately respond properly

because the teacher has a central role in printing the nation's civilization, especially

Prayetno, Muhammad iqbal, Jamaludin, Windawati Pinem

Layang Teacher Platform in the Cyber Pedagogy Room 587

elementary school students who become hypothetical people who are suspected and

predicted by the teacher to grow up in the future, therefore it is hoped that the teacher fly

is expected play an important role in contributing to creating an established generation in

the future that is ready to be efficient, productive and competitive because teachers (those

who are in the cyber pedagogy space) must be able to translate the language of the future

to their students clearly so that later they (students) know what will be and for what.

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