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"Dewasa ini, pembelajaran menggunakan metode Mobile Learning telah menjadi alternatif yang seringkali dipilih oleh berbagai praktisi pendidikan di seluruh dunia karena fleksibilitas yang ditawarkan, antara lain melalui penggunaan podcast. Podcast dapat diartikan sebagai sebuah rangkaian data yang berbentuk audio dan/atau video yang dapat diakses melalui internet pada sebuah media elektronik. Tulisan ini akan membahas tentang penerapan media podcast sebagai media pembelajaran alternatif dalam dunia pendidikan, khususnya bagi mahasiswa. Penelitian dilakukan dengan menggunakan metode analisis komparatif yang membandingkan beberapa penelitian yang membahas topik serupa. Hasil penelitian menunjukkan bahwa meskipun memiliki dampak positif, efektivitas podcast terletak pada kemampuannya untuk mendukung proses pembelajaran di kelas, bukan sebagai media pembelajaran utama. Selain itu, hambatan yang terjadi dalam penggunaan podcast dapat dilihat dari buruknya pemanfaatan media, masalah konektivitas, hingga perbedaan dalam ekspektasi, kebutuhan, dan preferensi calon pengguna podcast dengan kesesuaian materi yang disediakan.

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Mobile Learning methods with the flexibility it offers, have become a favorable choice of the various education practitioners nowadays. Among others, through the use of podcasts. Podcasts are defined as a series of data in the form of audio, video, or audio-video, and are accessible to an electronic device with internet. This paper focuses on examining the application of podcasts as an alternative learning media in the world of education, particularly for students. Several studies with similar topics are analyzed using the comparative analysis method in this research. The results, however, showed that despite having positive impacts, the effectiveness of the podcast lies not as main learning media, but as a supporting tool in the classroom. Moreover, limitations that befall its use can include poor media practices, connectivity problems, to the disparity in expectations, needs, and preferences of prospective podcast users with the suitability of the material provided."

"Sistem pembelajaran jarak jauh di masa pandemi COVID-19 menjadi tantangan bagi guru untuk mengajar secara efektif. Penelitian ini ingin menguji peran dan efektivitas guru. Hasil penelitian mengimplikasikan bahwa guru perlu memiliki Distance learning as an impact of COVID-19 pandemic becomes a challenge for teacher effectiveness. The current study examined the role of psychological capital as a mediator of the relationship between openness to experience and teacher effectiveness. This study involved 172 senior high school teachers in Jabodetabek as respondents who are currently conducting distance learning. The mediation analysis results revealed a significant indirect effect between openness to experience and teacher effectiveness through psychological capital, [.668, 1.369]. These findings prove that psychological capital mediates the relationship between openness to experience and teacher effectiveness. Therefore, teachers should have high openness to experience to increase psychological capital so teacher effectiveness will also increase. "

"Perubahan sistem belajar dari luring ke daring menjadi tantangan bagi para guru dalam menjalankan perannya secara efektif. Hal tersebut mengharuskan guru untuk bersikap terbuka dan beradaptasi terhadap perubahan yang terjadi. Penelitian ini bertujuan untuk mengetahui peran grit sebagai mediator dalam hubungan antara openness to experience dan efektivitas pengajaran guru SMK saat masa pembelajaran jarak jauh di DKI Jakarta. Partisipan penelitian ini adalah 211 guru SMK di DKI Jakarta yang sedang mengajar secara jarak jauh. Partisipan merupakan 128 guru perempuan (60.7%) dan 83 guru laki-laki (39.3%). Partisipan didominasi oleh guru yang mengajar di Jakarta Timur dengan jumlah 64 guru (30.3%). Partisipan memiliki rentang pengalaman mengajar 1 tahun sampai 36 tahun (M = 3.25, SD = 2.05). Partisipan berusia 23 hingga 65 tahun (M = 43.94, SD = 11.46). Sebanyak 142 guru (67.3%) mengajar di sekolah negeri dan 69 guru (32.7%) mengajar di sekolah swasta. Penelitian ini menggunakan alat ukur Big Five Personality Inventory (John, 1990) untuk mengukur openness to experience guru, Teacher Effectiveness Scale (Kyriakides, Campbell & Christofidou, 2002) untuk mengukur efektivitas guru, dan Grit Short Scale (Duckworth & Quinn, 2009) untuk mengukur grit guru. Berdasarkan hasil analisis, terdapat hasil signifikan pada indirect effect (ab = .321, p < .01, 95% CI [.177, .487]) dan direct effect (c’ = 1.298, p < .01, 95% CI [.964, 1.633]). Hasil tersebut menunjukkan bahwa grit memediasi hubungan antara openness to experience dan efektivitas guru secara parsial. Hasil penelitian mengimplikasikan bahwa guru perlu memiliki openness to experience tinggi untuk meningkatkan grit sehingga efektivitas guru pun meningkat. Pemerintah maupun pihak sekolah dapat menyelenggarakan program pelatihan untuk meningkatkan openness to experience yang dapat meningkatkan grit sehingga efektivitas guru meningkat.

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The change in the learning system from offline-based to online-based is a challenge for teachers in carrying out their roles effectively. This requires teachers to be open and adapt to the changes that occur. The purpose of this study was to investigate the role of grit as a mediator in the relationship of openness to experience and teacher effectiveness during the distance learning among vocational high school teachers in DKI Jakarta. This study involved 211 vocational high school teachers in DKI Jakarta who were currently conducting distance learning. The participants were 128 female teachers (60.7%) and 83 male teachers (39.3%). Participants are dominated by teachers who teach in East Jakarta with a total of 64 teachers (30.3%). Participants had a range of teaching experience from 1 year to 36 years (M = 3.25, SD = 2.05). Participants were aged 23 to 65 years (M = 43.94, SD = 11.46). A total of 142 teachers (67.3%) teach in public schools and 69 teachers (32.7%) teach in private schools. This study used the Teacher Effectiveness Scale (Kyriakides, Campbell & Christofidou, 2002) to measure teacher’s effectiveness, the Big Five Personality Inventory openness to experience dimension (John, 1990) to measure teacher’s openness to experience, and the Grit Short Scale (Duckworth & Quinn, 2009) to measure teacher’s grit. Based on the result of the analysis, there is a significant indirect effect ("