HOW TO OVERCOME TRANSACTIONAL DISTANCE EFFECT ON ONLINE LEARNING DURING COVID-19 PANDEMIC

Sukirwan Sukirwan; Hepsi  Nindiasari; Cecep  Anwar Hadi Firdaos Santosa

Sukirwan Sukirwan Mathematics Education, FKIP, University of Sultan Ageng Tirtayasa, Serang
Hepsi Nindiasari Mathematics Education, FKIP, Sultan Ageng Tirtayasa University, Serang
Cecep Anwar Hadi Firdaos Santosa Mathematics Education, FKIP, Sultan Ageng Tirtayasa University, Serang

Keywords: online learning, pandemic Covid-19, transactional distance

Abstract

This study examines transactional distance in online learning during the covid-19 pandemic. Aspects related to student learning independence, lecture design structure, especially dialogue/interaction between students and lecture content, students and equipment, students and lecturers, and between students are the main focus of studies that can provide alternative actions to overcome the effects of transactional distance. A survey involving 35 students majoring in mathematics education, FKIP, Sultan Ageng Tirtayasa University, contracted the Research Methodology course. More specific information regarding transactional distance was then obtained through semi-structured interviews supported by a digital track record during lectures through the online learning system (SPADA). A qualitative approach with the case study method was chosen to describe the transactional distance explicitly. The results showed that students experienced transactional distance during online lectures with 76.57% learner-content interaction, 77.14% leaner-device, 76.00% leaner-lecturer, and 80.57% learner-leaner. The difference in the level of interaction between these aspects shows differences in students' level of satisfaction and comfort, which is the basis for determining how to overcome the effects of transactional distance.