International Journal of Management and Education in Human Development 2021, Issue 02 Volume 01, Pages: 42-49

International J . of Management &

Education in Human Development

ISSN: 2775 - 7765 web link:

Study of Student Satisfaction Levels in the Distance Learning Process (Online) with Face-to-Face Learning (Offline) Students of SMAN 1 Lasolo, North

Kamria1, Sulastri Taridala2

Student of Doctoral Program, Management Science, Halu Oleo University, ,

Received: 07/06/2021 Accepted: 10/06/2021 Published: 30/06/2021

Representative e-Mail: [email protected] ABSTRACT The purpose of this study was to determine the level of student satisfaction in the learning process and the level of student satisfaction with student learning outcomes in distance learning (online) during the Covid-19 Pandemic with face-to-face (offline) learning in students of SMAN 1 Lasolo, North Konawe Regency, Province. Southeast . This research was conducted at SMAN 1 Lasolo, North Konawe Regency, Province. The research location was determined purposively. The study population was 683 students of SMAN 1 Lasolo, each 229 students of class X, 236 students of class XI, and 218 students of class XII. The size of the research sample is determined by the Slovin formula in order to obtain a sample of 252 people. Withdrawal of samples using the proportionate stratified random sampling technique. The technique of delivering online and offline learning materials is analyzed with indicators developed from Redaputri et al., (2021), namely: a) The voice is heard clearly; b) The material is easy to understand; and c) interesting learning instruments and aids. Assessment of student satisfaction with the learning process and learning outcomes using face-to-face (offline) learning methods refers to student responses to face-to- face learning and learning outcomes before the Covid-19 pandemic, to be precise in the 2019-2020 school year. Analysis of the data used in the study using qualitative descriptive techniques. The results showed that the level of satisfaction of students of SMAN 1 Lasolo with the material delivery technique by the teacher during online learning during the Covid-19 pandemic was categorized as positive because the majority of students stated that they were very satisfied and satisfied, namely 72.26%. Student satisfaction at SMAN 1 Lasolo with the technique of delivering material by the teacher during face-to-face (offline) learning is also categorized as positive because the majority of students stated that they were very satisfied and satisfied by 86.51%. Even so, among those who expressed satisfaction and were very satisfied, 11.24% of them were more satisfied with learning offline. Student satisfaction at SMAN 1 Lasolo with learning outcomes through semester exams during online learning during the Covid-19 pandemic was categorized as positive because the majority of students stated that they were very satisfied and satisfied, namely 72.62%. Student satisfaction at SMAN 1 Lasolo with learning outcomes through semester exams during face-to-face (offline) learning is also categorized as positive because the majority of students stated that they were very satisfied and satisfied, namely 81.35%. However, among the students who expressed satisfaction and were very satisfied, there were 8.73% of them stated that they were more satisfied with learning outcomes using the offline method. Thus, students of SMAN 1 Lasolo are comfortable and adaptive to the learning methods applied both offline and online.

Keywords: Student Satisfaction, Online Learning and Offline Learning

I. INTRODUCTION Republic of Indonesia Law No. 2 of 1989 in Chapter 1, Article 1, states that education is a conscious effort to prepare students through guidance, teaching, and / or training for their role in the future. From this understanding, education is defined as a process in order to influence students so that they are able to complete themselves as best as possible with their environment. Hamalik (2014) states that the teacher, in this case the teacher, is in charge of directing this process so that the goals and changes can be achieved as desired. The teacher is a factor that determines the quality of education, because the teacher deals directly with students in the learning process in the classroom. Teacher professionalism is important in educating, teaching, guiding, training, and evaluating students in student education at the levels of early childhood, primary education, and secondary education. Student factors also participate in determining the effectiveness of learning. Students in learning are placed as subjects, therefore, in this process students not only receive and absorb the information conveyed by the teacher, but

Co-responding Author : Sulastri Taridala IJMEHD 42 Halu Oleo University, Kendari, Indonesia

International Journal of Management and Education in Human Development 2021, Issue 02 Volume 01, Pages: 42-49 students are actively involved in learning activities, so that their learning outcomes are better and perfect. Thus, to stimulate student activity in learning the teacher must make certain efforts so that the learning process runs well (effectively). The covid-19 inhabitants that have swept the world also have implications for Indonesia, including in the teaching and learning process. To anticipate the spread of covid-19, the Government through the Ministry of Education and Culture (currently the Ministry of Education, Culture, Research and Technology) implemented a distance learning policy online. Online learning methods in education are also called electronic learning systems or e-learning. E-learning is an information system that is widely used with the aim of saving time and resources in the implementation of academic activities. Hartley (2001) states that e-learning is a type of teaching and learning that allows teaching materials to be delivered to students using the Internet, Intranet or other computer network media. E-learning is an educational system that uses electronic applications to support teaching and learning using the Internet, computer networks, and standalone computers. So, it can be concluded that by using e-learning there will be savings in the use of time and resources in the achievement of teaching materials, because it is not limited to space and time in its use. The use of e- learning certainly affects the level of readiness of schools, teachers and students. According to Kustono (2000) that the application of the e-learning system is highly dependent on the readiness of teachers and students to assess the success and failure of implementing online learning. Therefore, the assessment of student satisfaction is important to determine whether or not the learning process is effective. Assessment of the level of satisfaction is one of the factors that must be considered in the application of information technology. According to Kotler (2002) customer or customer satisfaction can be interpreted as a feeling of pleasure or disappointment (dissatisfaction) someone after comparing the performance of the product with what is expected (expectation). Then Indahwati (2007) states that the calculation of satisfaction must be accompanied by calculating the average expectation of students so that it can be seen that the gap (difference) between expectation and satisfaction. If the gap is positive (satisfied), then the students' expectations are still greater when compared to the reality they feel. Meanwhile, a negative gap (dissatisfied) means that the perceived satisfaction is above the desired expectation. There is still a big question mark whether the online-based chasing model (e-learning) is more effective than the face-to-face pursuit model that was running before the Covid-19 pandemic, or even vice versa that face-to-face (offline) learning is much more effective than the process. learning from e-learning. Whether or not the learning process is effective or not starts from analyzing the level of student satisfaction. Several studies show the results are quite mixed. Nugroho (2021) in his research concluded that in general students expressed satisfaction with online learning. Redaputri et al., (2021) in their research stated that students prefer to study online rather than offline with adequate facilities and infrastructure and then they are more satisfied when using a mixed system, namely online and offline. Meanwhile, Darmawan's research (2015) in his research concluded that the level of student satisfaction in the pursuit of e-learning is quite low. With this research gap, it is necessary to have a diversity of research to enrich the information on research results. Departing from the above review, this study will analyze the level of student satisfaction with the learning process and student learning outcomes during distance learning (online) with face-to-face learning (offline). This study took a study on students of SMAN 1 Lasolo, North Konawe Regency, Southeast Sulawesi Province. Thus, the purpose of this study was to determine the level of student satisfaction in the learning process and the level of student satisfaction with student learning outcomes in distance learning (online) with face-to-face (offline) learning in students of SMAN 1 Lasolo, North Konawe Regency, Southeast Sulawesi Province. II. LITERATURE REVIEW 2.1. Teacher Etymologically, the term teacher according to the Indonesian dictionary is a person whose job (livelihood, profession) teaches. In general, teachers can be interpreted as people who have the responsibility to educate. In particular, teachers can be interpreted as people who are responsible for student development by striving for the development of all their potential, both affective, cognitive, and psychomotor potential (Ahmad, 1992). Ministry of Education and Culture, a teacher is someone who has ideas that must be realized for the benefit of students, so as to support the best possible relationship with students, so as to uphold, develop and apply virtues related to religion, culture and science. According to Mulyasa (2006), the term teacher is an educator who becomes a figure, role model and identification of students and their environment, which is why teachers must have certain personal quality standards which include responsibility, dignity, independence, and discipline. Sardiman (2010) states that teachers are "a human component in the teaching and learning process that plays a role in efforts to form potential human resources in the field of development. Therefore, teachers who are one of the elements in the field of education must participate actively and place their position as professionals in accordance with the demands of an increasingly developing society. From some of the definitions given by experts, as described above, it can be concluded that the teacher is an educator / teacher who is responsible for his duties to teach professionally as well as building an image in himself that he deserves to be a role model for his students in school and in the surrounding community. Thus, in simple terms a teacher is defined as a person whose job is to be responsible for teaching / teaching professionally which includes

Co-responding Author : Sulastri Taridala IJMEHD 43 Halu Oleo University, Kendari, Indonesia

International Journal of Management and Education in Human Development 2021, Issue 02 Volume 01, Pages: 42-49 responsibility, dignity, independence, and discipline in which every word and deed becomes a role model for students and the surrounding community. 2.2. Learning Activity Activity is a very important principle in teaching and learning interactions. This is because learning itself, in principle, is doing / doing activities. There is no learning, if there is no activity. Learning is an activity carried out by students during the learning process. Students will appear to be doing activities when they learn. Another thing that can be said is that of all didactic principles, activity is the most important principle because learning itself is an activity. Without activities it is impossible for someone to learn. The activity referred to is not only physical activity but also spiritual activity. This is also confirmed by every educator expert (Nasution, 2010). Learning activities contain several principles including: 1) According to the old psychology view, activities are dominated by teachers 2) According to the modern psychology view, activities are dominated by students. Student learning activities include two inseparable aspects, namely mental activity (emotional-intellectual-social) and motor activity (physical movement). These two aspects are interrelated with each other, complement and determine each other. Ahmad Rohani argues that mental activity is when the mental power works actively, such as listening, observing, investigating, remembering, describing, associating provisions with one another and so on. Motor activity is active students, active limbs, making something, playing or working such as doing experiments, taking notes and so on. Based on the explanation above, the learning activity can be concluded as an activity carried out by students during the learning process, whether it involves physically or mentally so that new behavior changes occur in these students. It is not enough for students to only listen and take notes as is common in traditional schools. Paul. B Diedrich quoted by Sardiman (2010), that physical and spiritual activities or activities that can be carried out by students in school include: a) Visual Activities, which include, for example, giving, reading, paying attention to pictures, demonstrations, experimenting with other people's work; b) Oral Activities, such as stating, formulating, asking, giving suggestions, issuing opinions, conducting interviews, discussions, interruptions; c) Listening Activities, such as listening to descriptions, conversations, discussions, music, speeches; d) Writing activities, such as writing stories, essays, reports, questionnaires, copying; e) Drawing activities, such as drawing, making graphs, maps, diagrams; f) Motor activities, such as conducting experiments, making construction, model warranty, playing, gardening, raising livestock; g) Mental activities, such as responding, remembering, solving problems, analyzing, seeing relationships, making decisions; and h) Emotional Activities, interested, feeling bored, excited, excited, passionate, courageous, calm, nervous. 2.3. Online Learning (Online) Online learning can also be referred to as e-learning. e-Learning is a distance learning system through electronic learning or better known as e-Learning by utilizing the internet in education. Based on the word, e-Learning consists of "e" which means electronics and "learning" which means learning. So, it can be concluded that e-learning is a learning tool that uses the help of electronic devices. And in its implementation, e-Learning itself can use media such as audio, video or computer devices in its delivery (Ibrahim & Suardiman, 2014). E-learning is a learning method or system that uses electronic media both the internet, intranet, TV and so on in delivering learning materials (Effendy et al., 2018). e-learning is also defined as a learning process that utilizes communication information technology in it (Kaurav et al., 2019). Meanwhile, on the other hand, e-learning is also understood as the process of sending a series of solutions using internet technology so that these solutions can increase knowledge and skills (Sutopo, 2012) and e- learning or internet enabled learning is a system or teaching method using technology as a means in study. Online learning is learning that is learning that is done online, using learning applications or social networks. Online learning is a program for organizing online learning classes to reach a massive and broad target group. Through networking, learning can be held massively with unlimited participants (Bilfaqih et al., 2015). Online learning can use digital technology such as google classrooms, learning houses, video conversion, telephone or live chat, zoom, whatsapp groups and others (Dewi, 2020). Online learning or e-learning according to Gilbert & Jones (2001) is the delivery of learning material through an electronic media such as the internet, intranet / extranet, satellite broadcast, audio / video tape, interactive TV, CD-ROM, and computer-based training (CBT). The ILRT of Bristol University (2005) defines e-learning as the use of electronic technology to deliver, support and enhance teaching, learning and assessment. Departing from the above definitions, e-learning refers to sending learning materials to anyone, anywhere, anytime. e-Learning is conducted using a variety of technologies in an open, flexible, and distributed learning environment. Furthermore, the term open and flexible learning refers to the freedom of learners in terms of time, place, speed, content, learning style, type of evaluation, collaborative or independent learning. In general, online learning aims to provide quality online learning services that are massive and open to reach a wider and wider audience (Bilfaqih et al., 2015). The benefits of online learning or e-learning according to Bilfaqih et al., (2015) are: 1) Improving the quality of education and training by using multimedia effectively in learning; 2) Increase the affordability of quality education and training through the implementation of online learning; 3) Reducing the cost of providing quality education and training through the use of shared resources. According to Rohmah (2016), the benefits of e-learning are: 1) With e-learning it can shorten learning time and make study costs more economical; 2) e-learning facilitates interaction between students and material; 3) Students

Co-responding Author : Sulastri Taridala IJMEHD 44 Halu Oleo University, Kendari, Indonesia

International Journal of Management and Education in Human Development 2021, Issue 02 Volume 01, Pages: 42-49 can share information with each other and can access learning materials at any time and repeatedly, with such conditions students can further strengthen their mastery of learning materials; and 4) With e-learning, the knowledge development process does not only occur in the classroom, but with the help of computer and network equipment, students can be actively involved in the teaching and learning process. 2.4. Satisfaction Satisfaction can be defined as a feeling of happiness or disappointment in someone who arises after comparing the results achieved with the desired expectations. If the results do not reach expectations, the customer will be dissatisfied. Meanwhile, if the performance meets expectations, the customer will be satisfied. If the results exceed expectations, the customer is very satisfied (Kotler, 2012). Customers in this case are students, so student satisfaction is a function of perceptions or impressions of the results and expectations of the students themselves. Satisfaction is also defined as an attitude that is decided based on the experience gained (Lovelock and Wirtz, 2011). According to Tse and Wilton (1988) in Redaputri et al., (2021) customer satisfaction is a customer response to a perception evaluation of the difference between initial expectations before purchase (or other performance standards) and the actual performance of the product as perceived after using or consuming the product in question. The use of information systems in an organization is intended to simplify user tasks so that time, cost and resource savings can be achieved in decision making. However, at the beginning of its implementation, the user's readiness level to accept the new system has a big influence in determining the success or failure of implementing the system (Kustono, 2000). The level of satisfaction is one of the factors that must be considered in the application of information technology. Related to that, Kotler (2002) states that consumer or customer satisfaction can be defined as a person's feeling of pleasure or disappointment (dissatisfaction) after comparing product performance with what is expected (expectation). Indahwati (2007) states that the calculation of satisfaction must be accompanied by calculating the average expectation of students so that the gap (difference) between expectation and satisfaction can be found. If the gap is positive, then the students' expectations are still greater when compared to the reality they feel. Meanwhile, a negative gap means that the perceived satisfaction is above the desired expectations (Widyaningsih 2010).

III. RESEARCH METHODS This research was conducted at SMAN 1 Lasolo, West , Southeast Sulawesi Province. The location of the research was determined purposively with the consideration that there has been no similar research conducted at SMAN 1 Lasolo in analyzing the level of student satisfaction in the learning process during the Covid-19 pandemic. This research was conducted in early 2021. This study used a qualitative approach to explain the phenomena obtained during the study related to the level of student satisfaction in the learning process. The population in the study were all students (class X, XI and XII) of SMAN 1 Lasolo as many as 683 people, each 229 students of class X, 236 students of class XI, and 218 students of class XII. The size of the research sample is determined by the Slovin formula in order to obtain a sample of 252 people. Withdrawal of samples using the proportionate stratified random sampling technique. The object or variable observed in this study is the level of student satisfaction in the learning process and satisfaction with the results of the semester exams on all subjects by comparing the distance learning process (online) with face-to-face learning (offline). Student satisfaction with the learning process and student learning outcomes with the online learning method was assessed based on student responses during online learning during the Covid-19 pandemic, to be exact, the 2020/2021 academic year. The technique of delivering online and offline learning materials is analyzed with indicators developed from Redaputri et al., (2021), namely: a) The voice is heard clearly; b) The material is easy to understand; and c) interesting learning instruments and aids. Assessment of student satisfaction with the learning process and learning outcomes using face-to-face (offline) learning methods refers to student responses to face-to-face learning and learning outcomes before the Covid-19 pandemic, to be precise in the 2019-2020 school year. The research data consisted of secondary data and primary data obtained through observation or observation, interviews, and literature study. Analysis of the data used in the study using qualitative descriptive techniques. The analysis instrument for the assessment of student satisfaction based on the object / variable of the analysis is: a) Very satisfied (people and percentage /%), b) Satisfied (people and percentage /%), c) Not satisfied (people and percentage /%), and d) Very not satisfied (people and percentage /%). IV. FINDINGS 4.1. The Level of Student Satisfaction with the Material Delivery Technique by the Teacher in the Distance Learning Process (Online) with Face-to-Face Learning (Online) The results of the analysis of students' perceptions of their satisfaction with the class teacher's material delivery techniques during online and offline learning are presented in Table 1, Table 2 and Figure 1.

Co-responding Author : Sulastri Taridala IJMEHD 45 Halu Oleo University, Kendari, Indonesia

International Journal of Management and Education in Human Development 2021, Issue 02 Volume 01, Pages: 42-49

Table 1. Satisfaction Levels of Students of SMAN 1 Lasolo on the Material Delivery Technique by the Class Teacher during Online Learning Respondent (Person) Percentage No. Indicator VS S NS VNS VS S NS VNS 1. The voice was heard clearly 55 115 53 29 21,83 % 45,63 % 21,03 % 11,51 % Amount 252 100 % 2. Learning material is easy to 111 111 24 6 44,05 % 44,05 % 9,52 % 2,38 % understand Amount 252 100 % 3. Interesting learning instruments 94 83 68 7 37,30 % 32,94 % 26,98 % 2,78 % and aids Amount 252 100 % Total Average Student Satisfaction 87 103 48 14 34,39 % 40,87 % 19,18 % 5,56 % Information: VS=Very Satisfied; S=Satisfied; NS=Not Satisfied; VNS=Very Not Satisfied Data in Table 1 shows that from the three indicators of assessment of perceptions of student satisfaction at SMAN 1 Lasolo with the delivery of material by the teacher, the highest percentage of satisfaction is in the satisfied category, namely 45.63%, then very satisfied at 21.83%. Furthermore, the students stated that they were not satisfied, namely 21.03% and only 11.51% were dissatisfied. Overall, the total percentage of student satisfaction at SMAN 1 Lasolo with the delivery of teacher material during online learning is positive, according to the percentage who are very satisfied and satisfied, namely 75.26% and the rest is negative from the percentage of dissatisfaction and dissatisfaction, only 24.74%. . Referring to Kotler's (2002) opinion that customer or customer satisfaction can be defined as a person's feeling of pleasure or disappointment (dissatisfaction) after comparing product performance with what is expected (expectation). Thus, it can be said that students of SMAN 1 Lasolo are happy to undergo distance learning (online) which was applied during the Covid-19 pandemic. The results of the study are in line with the results of Redaputri's research (2021) which states that around 68.09% of students are satisfied with online learning. Table 2. Satisfaction Levels of Students of SMAN 1 Lasolo on the Delivery of Material Techniques by the Class Teacher during Offline Learning Respondent (Person) Percentage No. Indicator VS S NS VNS VS S NS VNS 1. The voice was heard 110 119 16 7 43,65 % 47,22 % 6,35 % 2,78 % clearly Amount 252 100 % 2. Learning material is easy 101 112 32 7 40,08 % 44,44 % 12,70 % 2,78 % to understand Amount 252 100 % 3. Interesting learning 95 117 32 8 37,70 % 46,43 % 12,70 % 3,17 % instruments and aids Amount 252 100 % Total Average Student 102 116 27 7 40,48 % 46,03 % 10,58 % 2,91 % Satisfaction Information: VS=Very Satisfied; S=Satisfied; NS=Not Satisfied; VNS=Very Not Satisfied

The data in Table 2 shows that the total average of the three indicators for assessing the perceptions of student satisfaction at SMAN 1 Lasolo towards teacher delivery during face-to-face (offline) learning is 46.03%; very satisfied at 40.48%; less satisfied by 10.58% and only 2.91% dissatisfied. Data in Table 2 is also known that in general the student response during face-to-face (offline) learning is positive according to the percentage of satisfied and very satisfied (86.51%) and the rest are dissatisfied and unsatisfied (13.49%). This means that in general students of SMAN 1 Lasolo are happy (prefer) to undergo offline learning. Referring to Kotler's opinion (2002 and 2012) and research results (Table 1 and Table 2) that the percentage of student satisfaction at SMAN 1 Lasolo is both positive (satisfied and very satisfied) respectively 75.26% of online learning and 86.51 % offline learning. This means that both online and offline learning by students of SMAN 1 Lasolo are still being carried out. In short, they are happy to undergo online and offline learning methods and do not encounter significant obstacles so that they are comfortable with learning (online and offline). When comparing the student satisfaction of SMAN 1 Lasolo students with the delivery of material by the teacher between online and offline learning, the percentage of student satisfaction is slightly more satisfying when offline learning is compared to online learning. In Figure 1, it is known that students who are very satisfied with the delivery of material by the teacher during online learning are 43.39%, meanwhile during offline learning, student satisfaction is 40.48%, this means that around 6.09% of students are very satisfied with the offline method. , there were 5.16% students of SMAN 1 Lasolo who stated that there was more fruit during offline learning than online. Meanwhile, the percentage percentage of students' answers to dissatisfaction during online learning at SMAN 1 Lasolo was 19.18% and when learning offline was 10.58%, meaning that the percentage of dissatisfaction was higher when learning online

Co-responding Author : Sulastri Taridala IJMEHD 46 Halu Oleo University, Kendari, Indonesia

International Journal of Management and Education in Human Development 2021, Issue 02 Volume 01, Pages: 42-49 than offline. Likewise, the percentage of students' answers who were quite satisfied when learning online was higher (5.56%) than when the percentage of answers during offline learning (2.91%).

Percentage

2,91

Offline 10,58 46,03 40,48

5,56 Online 19,18 40,87 34,39

0 5 10 15 20 25 30 35 40 45 50

VNS NS S VS

Information: VS=Very Satisfied; S=Satisfied; NS=Not Satisfied; VNS=Very Not Satisfied Figure 1. Comparison of the Satisfaction Levels of Students of SMAN 1 Lasolo on the Material Delivery Technique by the Class Teacher during Online and Offline Learning From the data above, it can be said that students of SMAN 1 Lasolo are more ready and adaptive to learning methods both online and offline. In this condition, it will give students a sense of comfort in the learning model that will be applied which hopefully can increase the effectiveness of learning in accordance with the objectives of national education. 4.2. The Level of Student Satisfaction Towards the Results of the Semester Exam Learning Assessment in the Distance Learning Process (Online) with Face-to-Face Learning (Offline) The level of student satisfaction during the learning process will have implications for student learning outcomes through semester examination assessments. Related to that, the results of the analysis of student satisfaction with the results of the assessment during online learning on the semester I (odd) exam for the 2020/2021 academic year, while the learning outcomes of offline learning are assessed from student responses to classes that have been passed before the implementation of online learning. The results of the research related to the satisfaction of students of SMAN 1 Lasolo with the test results are presented in Table 3 and Figure 2. Table 3. Satisfaction Levels of SMAN 1 Lasolo Students on the Results of the Semester Exam Assessment for Online and Offline Learning Methods Respondent (Person) Percentage No. Indicator VS S NS VNS VS S NS VNS 1. Student satisfaction with the results of the online learning 72 111 51 18 28,57 % 44,05 % 20,24 % 7,14 % semester exam assessment Amount 252 100 % 2. Student satisfaction with the results of the offline learning 92 113 37 10 36,51 % 44,84 % 14,68 % 3,97 % semester exam assessment Amount 252 100 % Total 116 63 38 34 46,03 % 25,13 % 15,21 % 13,62 % Information: VS=Very Satisfied; S=Satisfied; NS=Not Satisfied; VNS=Very Not Satisfied From the data in Table 3, it is known that the level of satisfaction of students of SMAN 1 Lasolo with learning outcomes during distance learning (online) during the Covid-19 pandemic was 44.05%; very satisfied with 28.57%; 20.24% less satisfied and 7.14% dissatisfied. The level of satisfaction of students of SMAN 1 Lasolo is positive because the highest percentage of those who are very satisfied and satisfied is 72.62% and the rest is negative (quite satisfied and not satisfied), only 27.38%. From this data it can be illustrated that generally (72.62%) students of SMAN 1 Lasolo are satisfied with the learning outcomes through semester exams. The data in Table 3 above also shows that in general students of SMAN 1 Lasolo are satisfied with student learning outcomes during face-to-face (offline) learning that has been passed before the Covid-19 pandemic. The response of students of SMAN 1 Lasolo to learning outcomes during offline learning is positive because more than half of the students said they were satisfied and very satisfied, namely 81.35% and the remaining 18.65% only stated that they were not satisfied. Referring to the opinion of Indahwati (2007) and Widyaningsih (2010) that student satisfaction during offline and online learning shows an attitude of pleasure towards the learning method. This also happened to students of SMAN 1 Lasolo, North Konawe Regency, Southeast

Co-responding Author : Sulastri Taridala IJMEHD 47 Halu Oleo University, Kendari, Indonesia

International Journal of Management and Education in Human Development 2021, Issue 02 Volume 01, Pages: 42-49

Sulawesi Province. This situation illustrates that students of SMAN 1 Lasolo are comfortable and adaptive to the learning methods applied. If comparing the percentage of student answers at SMAN 1 Lasolo on the satisfaction of learning outcomes as presented in Figure 2, it is known that the percentage of student satisfaction is higher with the offline learning method compared to online. The percentage of student satisfaction with learning outcomes during online learning which is positive (satisfied and very satisfied) is 72.62% and when learning offline is 81.35%. This means that there are 8.73% of students at SMAN 1 Lasolo who are more satisfied with learning outcomes offline than online.

3,97 Offlin 14,68 e 44,84 36,51

7,14 20,24 Online 44,05 28,57

0 5 10 15 20 25 30 35 40 45 50

VNS NS S VS Information: VS=Very Satisfied; S=Satisfied; NS=Not Satisfied; VNS=Very Not Satisfied Figure 2. Comparison of Student Satisfaction Levels of SMAN 1 Lasolo Against Semester Exam Value During Online and Offline Learning The results of the study are in line with the results of Redaputri's research (2021) which states that around 68.09% of students are satisfied with online learning. Then this study answers the weakness of Darmawan's (2015) research that student satisfaction with online learning (e-learning) is low. It is also in line with Napitupulu's research (2020) that applied distance learning is considered inaccurate and dissatisfied. From these findings, especially for middle schools (SMA) in North Konawe Regency and in general in Southeast Sulawesi, they can apply an online learning model in the midst of the Covid-19 pandemic. This means that, even if online learning continues in the future, students of SMAN 1 Lasolo are better prepared for this learning. V. CONCLUSIONS The satisfaction level of students of SMAN 1 Lasolo with the material delivery technique by the teacher during online learning during the Covid-19 pandemic was categorized as positive because the majority of students stated that they were very satisfied and satisfied, namely 72.26%. Student satisfaction at SMAN 1 Lasolo with the technique of delivering material by the teacher during face-to-face (offline) learning is also categorized as positive because the majority of students stated that they were very satisfied and satisfied by 86.51%. Even so, among those who expressed satisfaction and were very satisfied, 11.24% of them were more satisfied with learning offline. Student satisfaction at SMAN 1 Lasolo with learning outcomes through semester exams during online learning during the Covid-19 pandemic was categorized as positive because the majority of students stated that they were very satisfied and satisfied, namely 72.62%. Student satisfaction at SMAN 1 Lasolo with learning outcomes through semester exams during face-to-face (offline) learning is also categorized as positive because the majority of students stated that they were very satisfied and satisfied, namely 81.35%. However, among the students who expressed satisfaction and were very satisfied, there were 8.73% of them stated that they were more satisfied with learning outcomes using the offline method. Thus, students of SMAN 1 Lasolo are comfortable and adaptive to the learning methods applied both offline and online. VI. RECOMMENDATIONS Based on the research results, the authors propose the following suggestions / recommendations: 1. There should be efforts from teachers and schools to increase student interest in learning and student satisfaction with online learning methods, because in the future with the 4.0 industrial revolution, the digital (online) method of pursuit will be a demand for learning innovation. 2. In accordance with the results of research and for the effectiveness of the learning process based on student satisfaction (delivery of material and semester test scores), it is necessary to consider an effective learning model by comparing the application of online, offline, and / or mixed learning so that high school students are prepared early on in mastery skills learning technology for the provision of further education or skills in entering the world of work. 3. There needs to be a further study to analyze the factors that affect student satisfaction with distance learning (online) and face-to-face (offline).

Co-responding Author : Sulastri Taridala IJMEHD 48 Halu Oleo University, Kendari, Indonesia

International Journal of Management and Education in Human Development 2021, Issue 02 Volume 01, Pages: 42-49

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Co-responding Author : Sulastri Taridala IJMEHD 49 Halu Oleo University, Kendari, Indonesia