Online Lectures Using Zoom Application for Undergraduate Students During Covid-19 Pandemic Period

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INTRODUCTION
Currently, the world has been facing the global Covid-19 pandemic for a year. In Indonesia, in particular, there have been many preventive measures taken by the government. One of them was through a circular letter from the Ministry of Education and Culture of the Directorate General of Higher Education Number 1 of 2020 concerning the prevention of the causes of coronavirus disease  in universities. The circular appealed to universities to organize distance learning and advised undergraduate students to do learning from home.
Many universities have responded readily to this circular. Based on the explanation by the Directorate General of Higher Education of the Ministry of Education and Culture (CNN Indonesia, 2020) nearly 98% of universities in Indonesia have conducted online learning, including Widya Gama Mahakam University (UWGM) of Samarinda, which published a circular that consisted of 7 points. One of them was about conducting online lectures to prevent all UWGM of Samarinda academicians from the spread of Covid-19. According to (Sulistiono, 2019) online learning is a learning process in cyberspace using internet-based technology learning media. Online learning can be conducted in various type of learning media, such as using Schoology (Sumardani, 2020), 3D Pageflip Website (Bakri, 2016;Sumardani, 2019), and Wordpress (Muliyati, 2019).
The selection of learning media must be considered well to have a positive impact. Educators must understand what principles and factors can affect the learning process using these learning media (Putrawangsa & Hasanah, 2018). One of the technology-based learning media that can be used is video conferencing.
Virtual lectures via video conferencing applications that are connected to an internet network can replace usual face-to-face lectures. According to (Sandiwarno, 2016) an ideal lecture should interact between lecturers and students even though they are not in the same place. The presence of video conferences will help the lecture process because lecturers continue to interact with students.
One application with virtual face-to-face interaction via video conferencing with a laptop or smartphone is the Zoom application. It is an application created by Eric Yuan in 2011. This application allows users to conduct video conferences, web conferences, to webinars for free with a capacity of 100 participants with a time limit of 40 minutes and no time limit with a paid Zoom account.
The Zoom application has various features that make it easier for lecturers or students to online lectures. Its use is also relatively easy to learn. So that with this application, the lecture process will continue to run according to the government's appeal.
This was supported by previous research which had conducted (Ismawati & Prasetyo, 2020) that learning carried out through video conferencing was very effective, interactive, and supported distance learning to ease the students for absorbing the material because it was delivered in real-time. In addition, it was also supported by research conducted (Liu & Ilyas, 2020) regarding online learning based on Zoom Cloud Meetings, the results showed that 12.30% of students strongly agreed, 46.93% of students agreed, 25.28% of students were doubtful, 7. 40% of students disagreed, and 3.17% of students strongly disagreed.
One of the faculties that have implemented online lectures is the faculty of teacher training and education (FKIP), to be precise, the primary school teacher education (PGSD) study program. In online lectures conducted by PGSD lecturers and students, the more often used online application is the Zoom application. This research aimed to obtain information about online learning using the Zoom application for PGSD students of FKIP of Widya Gama Mahakam University of Samarinda during the Covid-19 pandemic.

METHODS
This research used a qualitative descriptive approach. According to (Faisal, 2010) descriptive research does not ask the relationship between variables because this research only describes the variables related to the research problem. This research was conducted at the Widya Gama Mahakam University Campus in Samarinda, located at KH. Wahid Hasyim street No. 28 RT.007, South Sempaja Village, North Samarinda Sub-district, Samarinda City, East Kalimantan Province, in the odd semester of the 2020/2021 academic year starting from October 2020 to January 2021.
The subjects of these researches were PGSD students who were actively participating in online lectures. Then, nine speakers were selected, namely four students of the 2018 batches and five students of the 2019 batches, seven of them were female, and two others were male. The selection of the interviewees used the purposive sampling method. According to (Sugiyono, 2014) purposive sampling is the existence of specific considerations in sampling. Data collection techniques used were observation, interviews via Zoom meeting and WhatsApp, and documentation. Aspects that were asked during the interview were (1) steps to use of Zoom application, (2) the effectiveness of using the Zoom application, and (3) the constraints of using the Zoom application in online lectures.
According to Bogdan (Sugiyono, 2015) data analysis is the process of systematically searching and compiling data obtained from interviews, documentation, and others to be understood and informed to others.
For obtaining data that was in accordance with the framework, three main steps were taken in this research. According to Miles and Huberman (Sugiyono, 2015) qualitative data analysis can be carried out interactively and continues until it is complete and the data is saturated. Activities in analyzing are data reduction, data presentation, and conclusion drawing and verification.
This research used triangulation techniques to test the validity of the data. Wiersma (Sugiyono, 2015) stated that triangulation is qualitative validation that assesses the adequacy of data following the convergence of several data sources or several data collection procedures. Technical triangulation was used to test the data validity related to this research problem. The triangulation was carried out using various techniques to reveal data on the data source (Komariah, 2011)

RESULTS AND DISCUSSIONS 1. The steps of the use of Zoom application
Several online applications were used based on field observations, such as the LMS Portal, WhatsApp, Google Classroom, Google Meet, and Zoom Meeting. The interview results obtained information that online lectures were dominated by using the Zoom application, and the steps for using the Zoom application were considered simple and relatively easy because they could be done via a laptop or smartphone that was owned. According to (Kuntarto, 2017) online learning initially describes the use of computer-based internet technology, but in line with the development of the online learning era, it can be accessed via smartphone.

Figure 1. Initial view of the Zoom application
The steps of using Zoom application that were applied during online lectures were as follows: (1) the lecturer directed students to download the Zoom application via their laptop or smartphone; (2) students were given a meeting ID or personal link name to be able to join the meeting; (3) after getting a meeting ID or personal link name, students could join by clicking join; (4) after that, students could take online lectures through the Zoom application. According to (Hidayatullah, Khouroh, Windhyastiti, Patalo, & Waris, 2020) lecturers and students as zoom application users felt that the system in the zoom application was very simple and easy to learn. Besides that, the Zoom application was also easy to access, so it did not require special skills to use it.

The effectiveness of the use of Zoom application in online lectures
The results of observations and interviews with informants obtained information that online lectures with the Zoom application were classified as effective. According to (Rohmawati, 2015) the effectiveness of learning is a standard measure of the interaction between students or between students and educators in the educational process to achieve the goals of learning.
Zoom applications are effective in terms of place and time. Students can do online lectures with the Zoom application at their respective homes without going to campus. By activating the internet network and opening the Zoom application, students can take part in lectures and lecturers. The use of the Zoom application in online lectures also helps lecturers be easier in monitoring students' attendance because, during face-to-face lectures, lecturers often wait for students who are late to attend lectures. After all, the distance from home to campus is relatively far, so it takes lecture hours. Meanwhile, online lectures make students and lecturers do not need to wait too long to start lectures. Online lectures also make students more flexible. According to (Firman & Rahayu, 2020) students are more comfortable expressing opinions and asking questions during online lectures because lecturers' physical absence makes it easier for them to communicate and express their thoughts.
Furthermore, the Zoom application has effectiveness in terms of services and facilities. Zoom application has a video conferencing feature that can accommodate up to 1000 people without a conference time limit for paid subscribers. However, the Zoom application also has a free version, with 100 people with a conference duration limit of around 40 minutes. According to (Setiani, 2020) the Zoom application was equipped with a feature of a share screen that could present teaching materials liked face-to-face meetings in conventional classrooms, so the material was easily understood by students.
The Zoom application can be facilitated by the annotate feature, which is used to write, move the mouse, stamp, spotlight, eraser, format, etc. This feature is a substitute for the whiteboard in class. The Zoom application is also equipped with a record feature that is used to record video conferences that have been conducted and can be viewed again on a Zoom device or account so that lecturers and students can repeat the recording of lectures that have been taking place. Furthermore, the Zoom application can also facilitate students in group discussions well even though sometimes they are constrained.