Student Involvement in Online Tutorial Activities for Environmental Chemistry Course

Abstract

Distance education students learn through networks. This study aims to analyze student involvement in online tutorial activities. This research is a survey research to all students participating in the online tutorial of the Environmental Chemistry course. Data was obtained from 26 students who filled out and returned questionnaires from 42 students who participated in online tutorial activities for environmental chemistry courses. The instrument used is a questionnaire containing questions developed from 6 indicators of student involvement in learning. The data obtained are analyzed descriptively. The results obtained show that: 1) Students tend to be motivated to follow online tutorials (agree = 76.53%, strongly agree = 14.44%), 2) Students are able to collaborate with friends in tutorials (agree = 71.42%, strongly agree = 28.57%), 3) Students are able to solve cognitive problems (agree = 90.46%, strongly agree = 9.53%), 4) Students are able to interact with lecturers (agree = 88.56%, strongly agree = 11.44%), 5) Students feel supported by the community (agree = 92.85%, strongly agree = 5.36%), and 6) Students are able to manage their learning (agree = 76.17%, strongly agree = 21.92%). Other research results in the form of student expectations statements, namely: 1) Online tutorial materials should be made more innovative, 2) increase practice questions, 3) prefer if lecturers respond directly to the results of discussions in a faster time so that students can improve discussions and become more active. Other responses conveyed by students are: 1) students like to gain knowledge and open new interesting insights related to environmental problems, 2) students want to deepen the material, 3) students are motivated to find solutions to problems faced in the field, 4) tutors pay enough attention because they remind students of the deadlines for completing discussions and assignments.