Student Perceptions about the Implementation of Web Applications during Distance Learning

This study aimed to obtain data on students' perceptions about the implementation of web applications during distance learning in the Covid 19 pandemic which was held at MAN 22 Jakarta. There were 66 students involved in this study as research respondents and consists of class X Science and X Language. The results of data processing in a percentage of 83.9% which led to student approval of the implementation of web applications during distance learning in MAN 22 Jakarta. The indicators used in this study were the material and media aspects of learning, the interaction in the learning process and the aspects of the learning atmosphere which became the assessment which were then processed using the Likert Scale method by spreading questionnaire through Google form in conducting research in order to obtain students' perceptions.


Introduction
Starting from the beginning of March since the Covid-19 case was first officially confirmed by the government which was then Covid-19 Prevention in the Education Unit, which includes instructions on the learning process from home (Arifa, 2020).
Inadequate situations might affect the process of learning but it doesn't stop as long as there's will of the individual. Therefore, the quality learning process requires quality service administration (Sagala, Syaiful. 2013 In other words, the practice of education in a network (online) or online system-based is an attempt by the government to continue to carry out educational activities in the midst of the Covid-19 pandemic, which has the same meaning as the above statement, namely education must run in any circumstances.  (2011) which then employed as framework indicator aspect , those aspects are aspect of learning materials and media, aspects of interaction in the learning process and aspects of the learning atmosphere, from these three aspects, data is elaborated and classifying the questions based on the specified aspects.

The Material Aspects and Learning Media
The first aspect is learning materials and media. This is related to the delivery of teaching materials, the methods applied and the use of internet-based applications in learning.

Diagram 1
In diagram 1 the question posed is In diagram 4, 53% of students who stated neutrality with the number of respondents 35 and 16% or 11 respondents agreed to the question "I am satisfied with the online learning system for assessment".
Therefore students tend to be pleased by the scores they get.

Diagram 5
In the last diagram for the material and media aspects of learning, students are very contra with the use of applications in the learning method with 39% or 26 respondents who strongly disagree and disagree with 30% or 20 respondents on the question "Online learning shoul be still applied in the future" . This is very unfortunate because the use of technology in education is very necessary.
Moreover, the use of online learning platform in the classroom is environment friendly and should be promoted since it is paperless and is very good for environment (Cakrawati, 2017).

Process
The second aspect relates to the process of interaction between teachers and students and students and students. This interaction will later support students in the learning process both in terms of understanding and creating a pleasant atmosphere.

Diagram 6
Based on the diagram above with the question "In general, I like online learning mode" get a neutral number of assessments from students with total satisfaction that is 39% or 26 respondents and 30% of the votes expressed disagreement with 20 respondents.
This means that there is a need for efforts for educators to increase innovation in the online learning process.

Diagram 7
In the diagram 7 the question is "I can use the application or web learning easily"  (Mustafa, 2015).

Diagram 8
The question posed in diagram 8 is "I always collect assignments on time during online learning" with the gain of 50% or 33 respondents who stated that they were neutral. This is comparable to the ability of students to use learning applications/webs.

Diagram 9
The question posed was "The teacher always answers my questions clearly and precisely during online learning" with the acquisition value of 47% or 31 respondents have a neutral opinion and 31% agree with 21 respondents. Therefore the teacher is perceived to have created pleasant interactions in the classroom.

Diagram 10
The question in diagram 10 is "I found it difficult to reach my friends during the pandemic". Students who agreed were 39% or 26 respondents and those who contra or disagreed were 28% or 19 students. This is due to the sophistication of qualified technology so that students can continue to communicate with peers.

Diagram 11
As many as 43% or 29 students agreed on the importance of having friends in the learning process through questions "during online learning, I just realized interaction with my friends is important." This is in accordance with the indicators of interaction aspects in the learning process.

Aspects of Learning Atmosphere.
A comfortable atmosphere of the learning process motivates students to learn 7| JELTS Vol. 4 No. 1, 2021 and receive material well. For that in learning a good atmosphere should be created.

Diagram 12
The learning process that is carried out online certainly takes a lot of time at home. In diagram 13, the question is "Faceto-face learning in class is better than online learning" with 66% or 44 students who strongly agree. This is directly proportional to the previous question which indirectly agrees with this.
During online learning process, many students barely engage in class discussion as they do in the traditional face-to-face class and there is often little or no feedback when questions are asked. As a result, some online classes become dull and sometimes stressful.
It is the students who do the learning (Lavy andNaama-Ghanayim, 2020, Orkibi andTuaf, 2017) and if they resist or minimise their investment, attention or effort on their participation, they will only accomplish little in their learning.

Diagram 14
Internet access is important in the learning process.

Diagram 15
The final question in this aspect is "Learning individually is better than in groups" with the acquisition rate of 47% or 31 students stated that they were neutral.
That means some students can adapt in the online learning process.
Based on the description above, the data was accumulated using the Likert scale method. Then obtained a percentage of 83.93% which leads to the tendency to agree on the implementation of web applications in the application of distance learning in MAN 22 Jakarta. This proves that many students responded positively to the application of learning from during the Covid 19 pandemic.
Even though it is a diagrammatic illustration, students think that learning activities from school are better than learning online from home. But that doesn't mean online learning can't be applied properly.

Conclusion
Inserting learning innovations during online learning by involving indicator aspect such as aspects of learning materials and media, aspects of interaction in the learning process, and aspects of the learning atmosphere are things that must be taken into account for teachers to encourage and to enhance students to actively contribute to learning process which be held remotely via online. These indicators are expected to be helpful for teacher to guide within creating a learning method and lesson plan during the teaching and learning process.