Perception of Prospective Chemistry Teacher Students Toward Online Learning Platform and Implementation at A State University

Abstract

This study aims to examine the perceptions of Chemistry Education students regarding online learning at Syiah Kuala University (USK). The research adopts a descriptive design with a quantitative approach. Student perceptions are analyzed across three key components: online learning facilities, online learning activities, and student evaluation and feedback on online learning.  The study population comprises all active students enrolled in the Chemistry Education program who attended classes during the odd semester of the 2020/2021 academic year. The research sample includes all active students from the 2019 cohort, totaling 79 participants, selected through purposive sampling. Data were collected via an online questionnaire administered through Google Forms. Descriptive quantitative techniques, expressed as percentages, were employed for data analysis.  The findings reveal that student perceptions in the Chemistry Education program towards online learning, based on the examined components, are as follows: (1) the online learning facilities component is categorized as fairly good, (2) the online learning activities component is also categorized as fairly good, and (3) the evaluation and feedback component is rated as fairly good. Overall, the study concludes that students in the Chemistry Education program at USK perceive online learning as fairly good, with an aggregate satisfaction rate of 44.30%.