Analysis of online lectures based on student perspectives during the pandemic.

In the last two decades the development of information technology (IT) has changed activities, almost all aspects of human life, including the activities of educational aspects. The implementation of conventional face-to-face learning has turned into virtual learning through the internet. There are a large number of students who have experienced both learning systems in college. Therefore, through the research, students were asked to view the types of learning systems that have been carried out online so far. A total of 188 students have been randomly selected from 13 study programs within the Faculty of Teacher Training and Education, Syiah Kuala University and have agreed to become respondents in this survey study. The results of data analysis showed that there was no significant difference between male and female students in assessing online lectures. However, there are several things that are significantly different, including internet network access during online lectures, male students stated that they were quite satisfactory, and female students stated that they were not satisfactory. An important contribution and inference from research results to science learning is getting information about the implementation of online learning and this is an important input for improvement, especially for the development of online modules related to science content.


Introduction
The term online lectures or e-learning or hybrid learning or online lectures has emerged thoroughly at all levels of education in the last 5 years.Although there are various forms of terms that are used, they all have the same meaning, namely face-to-face lectures directly at a place or it can also be said to organize online learning classes to reach a massive and broad target group [1].Other experts define online lectures as a lecture system that utilizes internet access as a learning medium that is designed and displayed in the form of lecture modules, video recordings, audio or writing by the academy/university [2].Another source said that online lectures are also called lectures through E-learning or Online Courses, which are a lecture process using information and communication technology, in this case the internet [3].
During the pandemic or Covid-19 period, almost all universities around the world turned to online media or conducted online lectures.During that time, a lot of research has been carried out, especially related to online lectures, especially with the aim of knowing the responses or perceptions of students or educators to the lecture system.While on the other hand, the implementation of online lectures in recent years has changed the behavior of educators and students.There are parties who support or are satisfied or want online lectures to be continued [4,5] and there are also parties who are against or are not satisfied or do not agree if the implementation of online lectures is extended [6,7].The results of previous research are student perceptions or responses to the satisfaction of conducting online lectures specifically for certain subjects, not overall or in general.
In the current study, students' perceptions or views of the implementation of online lectures involve students from all study programs within the Faculty of Teacher Training and Education, Syiah Kuala University.In other words, it is not limited to certain study programs or subjects.With this selection of respondents, it is expected to represent the overall perception of students at the Faculty of Teacher Training and Education, Syiah Kuala University.Thus the main objectives to be obtained from the research are Q1: The performance of special lecturers in education and online lecture learning according to student assessments, Q2: Perceptions of the implementation of online lectures according to lecturers as learning implementers, and Q3: The performance of special lecturers in online education and learning according to the assessment of the head of the study program and the TPMA team of the study program.

Research Method
Explanation of research implementation methods including research approach and design, research locations and samples, research implementation, instrument and data collection, and data analysis.

Research Approach and Design
The research uses a quantitative approach, survey methods through online media and the research design is adjusted to data collection by survey.

Location and Sample of Research
The research was carried out in existing study programs within the Faculty of Teacher Training and Education (FKIP), Syiah Kuala University (USK).The research samples involved in this research are (1) Students in their respective study programs, (2) Lecturers of study programs as online lectures, (3) Head of study programs within the USK FKIP environment, and (4) Chair and members of the Team TPMA in each study program [8].The number of all respondents who participated in the data source is shown in table 1

Research Implementation
Research in the form of data collection through survey methods without any treatment.After developing a questionnaire and validation by experts as well as testing on limited respondents, the questionnaire was changed in the form of a google form and distributed via WA number to each respondent.

Instruments and Data Collection
The instruments in this study is a questionnaire on lecturer performance, especially online learning.
Components of an online lecture implementation questionnaire, consisting of (1) Demographics of respondents, and (2) Online lectures by lecturers, head of study programs and TPMA of study programs.

Research Data Analysis
Research data collected in the form of quantitative data, so that the analysis uses descriptive statistics.Besides analysis with descriptive statistics, a qualitative comparative analysis was also carried out between the data provided by each respondent.

Results and Discussion
Overall, this research has two main activities, namely analyzing the level of student satisfaction during online implementation and secondly analyzing the performance of lecturers in conducting online lectures.Based on these activities, 4 types of research results will be obtained, namely (1) Lecturer performance during online lectures from the student's perspective, (2) Lecturer performance during online lectures from the perspective of the Head of the Study Program, (3) Lecturer performance during online lectures from the perspective of the chairman and the TPMA team, and (4) Lecturer performance during online lectures from the perspective of the lecturer himself as a learning implementer [12].

Lecturer Performance of Online Lectures from the Student Version
A total of 10 items have been asked to students regarding the implementation of online lectures by lecturers in their respective study programs.The average of their answers to the 10 items given related to lecturer performance during online lectures is shown in Figure 1.
Based on the data in Figure 1, it can be understood that the performance of lecturers from the aspect of the student version of online lectures, there are several lecturers from several study programs who are already good at implementing online lectures, including the Vocational Education, History Education, and Mathematics Education study programs.However, there are also several lecturers from several study programs who are not good at conducting online lectures, including lecturers in Economics Education, Guidance & Counseling Education and Biology Education.

Lecturer Performance from the Lecturer's own version of Online lectures
A total of 10 items have been asked to lecturers regarding the implementation of online lectures in their respective study programs.The average of their answers to the 10 items given related to the implementation of online lectures is shown in Figure 2.

Figure 2 Lecturer Performance from the Lecturer's own version of Online lectures
Based on the data in Figure 2, it can be understood that the performance of lecturers from the online lecture aspect of the lecturer's version as the executor of almost all study programs has been good in implementing online lectures.However, there are also several lecturers from several study programs who are not good at conducting online lectures, including lecturers in Economics Education, Guidance & Counseling Education and Physical Education, Health and Recreation.

Lecturer's Performance according to the Head of the Study Program
A total of 10 items have been asked to the head of the study program regarding the implementation of online lectures by lecturers in their respective study programs.The average of their answers to the 10 items given related to the lecturer's performance during the online lecture is shown in the figure 3.

Figure 3 Lecturer's Performance according to the Head of the Study Program
Based on the data in Figure 3, it can be understood that the performance of lecturers from the online lecture aspect according to the head of the study program as the manager of the study program, almost all study programs have been well implemented.However, there are also several lecturers from several study programs who are not good at conducting online lectures, including lecturers from Economics Education, Guidance & Counseling Education and Arts and Performance Education.The performance of the lecturers of the Arts and Economics Education study program in terms of online lectures, is not only low according to the assessment of the head of the study program, as well as the assessment of students from the study program.

Lecturer Performance according to the TPMA Study Program Team Leader
A total of 10 items have been asked to the Chairperson and the TPMA Team regarding the implementation of online lectures by lecturers in their respective study programs.The average of their answers to the 10 items given related to the lecturer's performance during the online lecture is shown in the figure 4.

Figure 4 Lecturer performance version of the Academic Quality Assurance Team (TMPA)
Based on the data in Figure 4, it can be understood that the performance of lecturers from the online lecture aspect of the version of the Chair and the TPMA Team of the study program as a quality assurance program for almost all study programs has been well implemented.However, there are also several lecturers from several study programs who are not good at conducting online lectures, including lecturers from Economics Education, Guidance & Counseling Education and Physical Education, Health and Recreation.The performance of the lecturers of the Arts and Economics Education study program in terms of online lectures, is not only low according to the assessment of the TPMA team of the study program, as well as the assessment of students from the study program.

Lecturer Performance according to the students and lecturers
Lecturer performance in conducting online lectures can also be analyzed based on these four components, namely according to students, heads of study programs, heads and members of the TPMA and according to the lecturers themselves.Because all of these components come from the same study program, the variable that remains constant for all of these components is the study program.[5] and some results that are not in accordance with Zamista [6] and Novianti & Payadnya [7].
In addition to some of the results of previous research as stated above, there are also many previous studies related to the implementation of learning in universities which were carried out through the use of online media.Among them are related to setting student learning time while using online media [13], the use of STEM models through online media [14], increasing motivation and learning outcomes [15.16], and diagnostic and remediation of misconceptions through E-Learning media [17,18].In addition, several additional media have been developed to enrich online learning media, including integration with EduPlasa media [19], GeoGebra media [20], PhET simulation media [21], and realistic video media about the concept of free fall [18].
The results of in-depth research can be said that (1) the main objective of this research is to find out students' perspectives on the implementation of online lectures from various study programs under the Faculty of Teacher Training and Education.The results of the study show that on the whole the lecturers who are still low in quality of conducting online lectures are lecturers from the Guidance & Counseling Education, Economic Education and Physical Education study programs, Health and Recreation.(2) this means that there are several study programs that still have low understanding and ability to use online media, so they need guidance.(3) An important result is that the Performing Arts Education study program is still very low in lecturers' perceptions of online lectures.(4-6) all questions have been answered, this study does not use hypotheses, and the ability of human resources regarding communication technology is still low.(7-10) the limitations of this study are not followed by interviews, some of the results of previous studies related to median E-learning, the results obtained are in accordance with previous research, and the data collection questionnaire still lacks the number of items.(11)(12) can identify Study Programs related to mastery and perceptions of online lectures.Further studies need to be carried out to require data from interviews as a form of triangulation.

Conclusion and Inferential
Based on the results of data analysis from student respondents, lecturers, heads of study programs and the TPMA Study Program Team, it can be concluded that all respondents agree that (quantitatively) lecturers from the Economics Education, Guidance & Counseling Education and Physical Education, Health and Recreation study programs are still low quality of online lectures.One of the reasons is that these lecturers still lack understanding and do not support the implementation of online lectures.
The data from this research will be more meaningful if it is analyzed more deeply, especially related to the demographics of the respondents for each study program.By using this research data, further analysis can be carried out, resulting in several more comprehensive articles.

Figure 1
Figure 1 Lecturer's performance in the student version of online lectures

Figure 5
Figure 5Lecturer performance version of students, lecturer, head and TPMA Based on the data in Figure3.5, it can be understood that almost all study programs have lecturers who have good performance in terms of implementing online lectures.Based on the data in Figures1 to 4, it can be understood that on the whole the lecturers who are still low in the quality of conducting online lectures are lecturers from the Guidance & Counseling Education, Economic Education and Physical Education study programs, Health and Recreation.These results are in accordance with several previous research results, including research that has been carried out by Mulyana[4] and Maulana & Hamidi[5] and some results that are not in accordance with Zamista[6] and Novianti & Payadnya[7].In addition to some of the results of previous research as stated above, there are also many previous studies related to the implementation of learning in universities which were carried out through the use of online media.Among them are related to setting student learning time while using online media[13], the use of STEM models through online media[14], increasing motivation and learning outcomes[15.16],and diagnostic and remediation of misconceptions through E-Learning media[17,18].In addition, several additional media have been developed to enrich online learning media, including integration with EduPlasa media[19], GeoGebra media[20], PhET simulation media[21], and realistic video media about the concept of free fall[18].The results of in-depth research can be said that (1) the main objective of this research is to find out students' perspectives on the implementation of online lectures from various study programs under the Faculty of Teacher Training and Education.The results of the study show that on the whole the lecturers who are still low in quality of conducting online lectures are lecturers from the Guidance & Counseling Education, Economic Education and Physical Education study programs, Health and Recreation.(2) this means that there are several study programs that still have low understanding and ability to use online media, so they need guidance.(3) An important result is that the Performing Arts Education study program is still very low in lecturers' perceptions of online lectures.(4-6) all questions have been

Table 1
Distribution of research samples/respondents