| Abstrakt: |
Online learning during a pandemic makes students less maximal learning concentration. Therefore, intervention is needed to help improve students' concentration in online learning. This study aims to determine the effectiveness of digital ice breaking in online learning to enhance students' learning concentration at SDN Kebon Kosong 01 Pagi. The research is a quantitative research type of pre-experimental design, with a design one-group pretest-posttest design. The population in this study was all high-class students who numbered 511 students. Sampling in this study using purposive sampling techniques numbered as many as 32 students. Data collection techniques used are questionnaires, observations, and documentation. The technique used to test hypotheses in this study is to use the T-test formula. There are several results of research. First, there is a correlation between ice breaking and learning concentration conducted with Spearman correlation test analysis techniques. A dimension of learning concentration has increased quite large, namely in the attention dimension of 225.44%, and the increase with the smallest value occurs in the dimension making the question ar 1.41%. Second, a probability score in dimensions 1, 2, 3, 4, and 6 that have a score below 0.05. It means that this data shows a significant difference in learning concentration before and after ice-breaking techniques. Third, the data results showed that the concentration of learning in the sample unit after the ice-breaking technique increased compared to the sample unit. The attention of learning before the ice-breaking procedure was done. There was a significant increase in the second dimension of student attention. Therefore, it can be concluded that ice-breaking digital in online learning effectively improves students' learning concentration. [ABSTRACT FROM AUTHOR] |
