Interpersonal Communication Challenges in Online Learning at the Faculty of Social Sciences, Manado State University

Proceeding Book: The First HISPISI’s ICHELSS | i

The First HISPISI's International Conference on
Humanities, Education, Law, and Social Sciences
“New Findings during Pandemic in Social Science,
Humanities, Education and Law”
PROCEEDING BOOK

Jakarta, 25-27 March 2021
Editors:
Professor James A. Banks
Professor Ian Davies
Professor Ying Huei Chen
Professor Zakiyuddin Baidhawy
Associate Professor Bülent Tarman
Associate Professor Dr. Zulhamri Abdullah
Fakultas Ilmu Sosial
Universitas Negeri Jakarta
Supported by :
La

Proceeding ICHELSS 2021, March 25-27, Jakarta, Indonesia
Copyright © FIS UNJ 2021
ISBN: 978-623-92475-1-5
Proceeding Book: The First HISPISI’s ICHELSS | ii
Proceeding Book: The First HISPISI's International Conference on Humanities,
Education, Law, and Social Sciences
“New Findings during Pandemic in Social Science, Humanities, Education and Law”
Jakarta, 25-27 March 2021
Copyright© 2021, Fakultas Ilmu Sosial Universitas Negeri Jakarta
x + 561 halaman; 21 cm x 29,7 cm
ISBN : 978-623-92475-1-5
Rektor of UNJ and Chairman of HISPISI:
Prof. Dr. Komarudin, M.Si.
Steering Committees:
Dr. Umasih., M.Hum
Dr. Andy Hadiyanto, M.A.
Prof. Dr. Sc. H.M. Ahman Sya, Drs., M.Pd., M.Sc.
Prof. Dr. Nadiroh, M.Pd.
Prof. Dr. Sarkadi, M.Si.
Prof. Dr. Hj. Etin Solihatin, M.Pd.
Prof. James A. Banks
Prof. Ian Davies
Prof. Yinghuei Chen
Prof. Zakyuddin Baidhawi
Assc. Prof. Bulent Tarman
Assc Prof. Zulhamxi Abdullah
Dr. Muhamad Zid, M.Si.
Dr. Suhadi Purwantara, M.Si
Prof. Dr. Sumarmi, M.Pd.
Dr. H.Mamat Ruhimat,M.Pd.
Dr. Moh. Solehatul Mustofa, M.A.
Dr. Totok Suyanto, M.Pd
Dra. Nurmala Berutu M.Pd
Dr. Siti Fatimah
Prof. Dr. Sukadi, M.Pd, M.Ed.
Dr. Zulaecha Ngiu, M.Pd
Dr. Apeles L. Lonto, M.Si
Organizing committees:
Dr. Kinkin Yuliaty Subarsa Putri, M.Si. (Head of Organizing Committee)
Firdaus Wajdi, P.hD. (Vice Head)
Asep Rudi Casmana, S.Pd., MA. (Secretary)
Fauzi Abdillah, S.Pd., M.Pd (Vice Secretary)
Prof. Dr. M. Japar, M.Si. (Treasurer)
Dr. Dini Safitri., M.Si. (Secretarial Coordinator)
Dr. Wiratri Anindhita., M.Si (Event coordinator)
Kamandoko, S.Sos. (General Affairs, Facilities and Equipment Coordinator)
Dr. Dian Alfia Purwandari, M.Si (Promotion Coordinator)
Heryanti Utami, MM.Par. (Public Relations Coordinator)
Med Irzal, S.Kom., M.Kom (IT Team Coordinator)
Dr. dr. Ruliando Hasea Purba, M.ARS., Sp.RM. (Health and Safety Coordinator)

ISBN: 978-623-92475-1-5
Proceeding Book: The First HISPISI’s ICHELSS | iii
Editors:
Professor James A. Banks
Professor Ian Davies
Professor Ying Huei Chen
Professor Zakiyuddin Baidhawy
Associate Professor Bülent Tarman
Associate Professor Dr. Zulhamri Abdullah
Reviewers:
Prof. Dr. Sc. H.M. Ahman Sya, Drs., M.Pd., M.Sc.
Prof. Dr. Nadiroh, M.Pd.
Prof. Dr. Sarkadi, M.Si.
Prof. Dr. Hj. Etin Solihatin, M.Pd.
Dr. Tjipto Sumadi, M.Pd. M.Si.
Dr. Budiaman, M.Si.
Dr. Samadi, S.Pd.,M.Si.
Dr. Desy Safitri., M.Si
Dr. Robertus Robet, M.A
Co-Host:
FIS UNIMED, FIS UNP, FPIPS UPI, FIS UNNES, FIS UNY, FISH UNESA, FIS
UM, FHIS UNDIKSA, FIS UNIMA, FIS UNM, FIS UNG
Penerbit:
Fakultas Ilmu Sosial Universitas Negeri Jakarta
Gd. K Ruang 207 Jl. Rawamangun Muka, Jakarta Timur, DKI Jakarta 13220
Tel. +62 21 47881925 Website: http://seminars.unj.ac.id/hispisi/
Print :
May 21, 2021

ISBN: 978-623-92475-1-5
Proceeding Book: The First HISPISI’s ICHELSS | iv
FOREWORD
Praise and gratitude to the presence of Allah SWT for all the blessings and guidance
that has been given to all of us, so that the book Proceedings of The First HISPISI's
International Conference on Humanities, Education, Law, and Social Sciences with the theme
of “New Findings during Pandemic in Social Science, Humanities, Education and Law” can
be finished in the publication process. This proceeding is the output of The First HISPISI's
International Conference on Humanities, Education, Law, and Social Sciences with the theme
of “New Findings during Pandemic in Social Science, Humanities, Education and Law” that
was helt in Jakarta, 25-27 March 2021. The host was Fakultas Ilmu Sosial, Universitas Negeri
Jakarta with co-host FIS UNIMED, FIS UNP, FPIPS UPI, FIS UNNES, FIS UNY, FISH
UNESA, FIS UM, FHIS UNDIKSA, FIS UNIMA, FIS UNM, FIS UNG.
The role of academics of Humanities, Education, Law, and Social Sciences is
increasingly required to formulate responses toward the current challenges within the societies
as well as to prepare for the 2045 megatrend. Therefore, international academic collaboration
is a crucial identify the sources of issues and propose the best solutions based on Humanities,
Education, Law, and Social Sciences. The Association of Indonesian Scholars of Education in
Social Sciences (Himpunan Sarjana Pendidikan Ilmu-Ilmu Sosial Indonesia/HISPISI), as an
independent organization that dedicated for scientists, academics, educators, and observers of
education in social sciences is called to play its role to provide solutions toward the challenges
of global society by organizing international conference which aimed to become an arena for
discussing the latest trends in Humanities, Education, Law, and Social Sciences.
The existence of professional organizations in the field of science, especially
education in social sciences is very important in the context of strengthening the scientific
field of social sciences education; strengthen relationships and strengthen networks among
social science education lecturers; as well as expanding the role of Indonesia's social scientists
in the world of education, society, nation and state. Collaboration between social science
education academics in a national, regional, and world context is a necessity, especially in
facing the challenges of an era of educational disruption that is very complex, competitive,
and fluid.
The biggest challenge in the era of disruption of education is the meaning of
knowledge, practice, and indigenization. We need to reflect and reformulate the subject matter
of science and the education paradigm of social sciences that is distinctively Indonesian as an
important building block for our education. Decolonizing the university, indiginization needs
to be carried out so that the science, methodology, and social science theories that we study
do not lose their context, Indonesian context. Our hope is that today's HISPISI International
Seminar can be an initial effort to increase the participation of Indonesian social education
scientists in the international world in the development of hybrid and innovative social
sciences, without losing the Indonesian context.
We would like to express our deepest gratitude to Prof. Ir. Nizam, M.Sc., DIC., PhD;
The Director General of Higher Education of the Ministry of Education and Culture of the
Republic of Indonesia who has agreed to be the Keynote Speaker at this International
Seminar. We would also like to express our gratitude to the international speakers and
Committee for this successful conference and prosiding publication.
Jakarta, 21 May 2021
Editors

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TABEL OF CONTENTS
FOREWORD...................................................................................................................... iv
TABLE OF CONTENT...................................................................................................... v
Indigenous Counseling and Multiculture Learning at Secondary Schools in
3T Region (Left behind, Frontier, and Outermost) in Indonesia
Tohirin, Risnawati, Sohiron, Dicki Hartanto, Zubaidah Amir, Ramon
Muhandaz (Universitas Islam Negeri Sulthan Syarif Kasim Riau, Indonesia)
1-17
Teacher Stress Levels Covid-19 Pandemic in Workload Relationship at
Central Jakarta Elementary School
Nining Parlina, Santi Anugrahsari, Bedjo Sujanto, Suryadi (Universitas Negeri
Jakarta, Indonesia), Pujo Widodo (Universitas Pertahanan Jakarta, Indonesia)
19-29
The Use of Historical Sources in History Learning
Alfa Ardiansyah, Abdul Syukur, Kurniawati (Universitas Negeri Jakarta,
Indonesia) .
31-36
The Values Integration of Multicultural Education in The Process of History
Learning
Ponco Setiyonugroho, Umasih, Kurniawati (Universitas Negeri Jakarta,
Indonesia)
37-43
Research on the Feasibility of Original Theory and System Practice of Child-
Computer Interactive Emotion Detecting and Counseling System
Whei-Jane Wei (Prof., Asia University, Taiwan), Lai-Chung Lee (Prof.,
National Taipei University of Technology, Taiwan)
45-56
Steam's Approach to Historical Learning in The 21st-Century
Dea Lestari (Universitas Negeri Jakarta, Indonesia)
57-67
Local Wisdom Education of Scout Movements in The Coronavirus Disease
(Covid-19) in Pusdiklatcab Purwakarta, Indonesia
Imam Tabroni, Rohima (STAI DR. KH. EZ. Muttaqien Purwakarta,
Indonesia)
69-77
Flipped Classroom Model of Blended Learning: Best Practices to Improve
the Quality of English Language Teaching
Etika Maeda Sohaya, Julaga Situmorang, Hamonangan Tambunan
(Universitas Negeri Medan, Indonesia) .
79-82
Interpersonal Communication Challenges in Online Learning at the Faculty
of Social Sciences, Manado State University
Paulus Robert Tuerah, Manuel Estefanus Korompis, Erric Kondoy, Hermon
Maurits Karwur, Rahmania Rahman (Universitas Negeri Manado, Indonesia)
83-96

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The Nurture on Adolescent: a Review, in Supporting Peformance of Human
Capital Life Cycle Constellation Developed by Coordinating Ministry for
Human Development and Culture of The Republic of Indonesia
Ina Nurnina, Agus Sartono (Coordinating Ministry for Human Development
and Culture of The Republic of Indonesia), Erwin Sulaiman (Universitas
Negeri Jakarta, Indonesia) .
97-109
Transformational Leadership in Education: A Meta-Synthesis and Its
Implication for Education in Covid 19 Pandemic Era
Suryadi, Neti Karnati (Universitas Negeri Jakarta, Indonesia),
Fransiskus Sawan, Santi Anugrahsari (Universitas Katolik Indonesia Santu
Paulus Ruteng, Indonesia)
111-121
Neuroscience Based Islamic Learning as a Critique of the Holistic Education
Crisis in Pamekasan Madura
Mohammad Jailani, Suyadi,
Betty Mauli Rosa (Ahmad Dahlan University
Yogyakarta, Indonesia)
123-135
The Humanistic Learning Theory as a Learning Approach in Overcoming
Students Psychological Problems During the Covid-19 Pandemic
Ranu Suntoro, Betty Mauli Rosa Bustam,
Suyadi (Ahmad Dahlan University
Yogyakarta, Indonesia)
137-148
Barunding As a Local Wisdom in Resolving Child Cases During Covid-10
Pandemic (Case Study on Juvenile Delinquency Cases in Tembilahan, Riau,
Indonesia)
Hilda Mianita, Kasmanto Rinaldi (Universitas Islam Riau, Indonesia)
149-154
The Role of The Kendang Art As a Local Wisdom in Revitalizing The Value
of Indonesian Unity
Erika Novitasari, Iim Siti Masyitoh (Universitas Pendidikan Indonesia,
Bandung, Indonesia)
155-164
Digital Citizenship Competence: Initiating Ethical Guidelines and
Responsibilities for Digital Citizens
Budi Mulyono, Idrus Affandi, Karim Suryadi, Cecep Darmawan (Universitas
Pendidikan Indonesia, Bandung, Indonesia)
165-175
Character Education Patterns Through Validation of the Value In Action
For Civics Education Student (VIA-CES) Based distance learning
Devita Puspa Sari, Sapriya (Universitas Pendidikan Indonesia, Bandung,
Indonesia)
177-187
The Dilemma of Civic Education Online-Based Learning: Student-Teacher-
Parent Relationship (STPR) on The Efforts to Improve Student's Civic
Disposition During The Covid-19 Pandemic
Dwi Asih Triska Wardhani, Susan Fitriasari (Universitas Pendidikan
Indonesia, Bandung, Indonesia)
189-200

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Proceeding Book: The First HISPISI’s ICHELSS | vii
Philanthropy: The Citizens’ Social Capital Amidst the Pandemic
Iqbal Arpannudin, Karim Suryadi, Elly Malihah, Leni Anggraeni (Universitas
Pendidikan Indonesia, Bandung, Indonesia)
201-214
Apply Spiritual Care within the Independent Advocacy Service Training
Program for the Elderly Care in Taiwan
Hsiu-Ching Chen, Shih-Chou Huang, Chiu-Yen Yang (Asia University,
Taiwan)
215-230
Service Innovation "Kelink Emas" (Community Internet Linked Health
Consultation) in The Center Of Public Healthin Sukomoro, Nganjuk District
Fitrotun Niswah, Eva Hany Fanida, Tauran Tauran, Trenda Aktiva
Oktariyanda, Suci Megawati, Deby Febriyan Eprilianto, Trisna Anggun
Cahyaningtyas (Universitas Negeri Surabaya, Indonesia)
233-244
The Dual Lacunae of Urban Areas and Electoral Support for an Islamic
Party: Prosperous Justice Party, Depok City, Indonesia
Andi Rahman Alamsyah (Universitas Indonesia, Jakarta, Indonesia)
245-250
Virtual Reality-Based Communication Media For Acrophobia Therapy
Widyo Nugroho, Abiyyu Zharif Nugroho, Septian Ade Nugroho (Gunadarma
University, Jakarta, Indonesia)
251-258
Intervening Health Behavior in Health Communication Literacy on Public
Health in the 2020-2021 Pandemic
K. Y.S. Putri, Neneng Siti Silfi Ambarwati, Andy Hadiyanto, Rayni Delya
Hafni (Universitas Negeri Jakarta, Indonesia), S Bekti Istiyanto, (Universitas
Jenderal Soedirman, Indonesia)
259-264
Establising An Identity Through Youtube
Dini Safitri, Marko Mathin Albar, Muhammad Rafli Alfarisi, Ghozali
(Universitas Negeri Jakarta, Indonesia)
265-271
Digital Communication Strategies to increase Corporate Brand Awareness
with Clubhouse Apps
Nada Arina Romli, Jessica Lea Alenxander (Universitas Negeri Jakarta,
Indonesia).
273-279
Utilization of Audio Visual Media As an Online Learning Solution During
The Covid-19 Pandemic
Titiek Fujita Yusandra (Universitas Negeri Padang, Indonesia)
281-289
Optimizing The Use Of Information Technology Based Media To Teach
English During Pandemic Covid-19
Desna Fauziah (Universitas Negeri Padang, Indoensia)
290-297
The Empowerment Strategy of Defense Areas To Supportin State Defense
(Case Study of Indonesia-Malaysia Land Border)
Pujo Widodo, Agus Winarna (Universitas Pertahanan, Jakarta, Indonesia),
Lilik Sudaryani (Lembaga Ketahanan Nasional, Jakarta, Indonesia), Nining
Parlina (Universitas Negeri Jakarta, Jakarta, Indonesia)
299-311

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Proceeding Book: The First HISPISI’s ICHELSS | viii
The Phenomenon of Radicalism in Indonesia and Efforts to Strengthen Its
Prevention through Presidential Regulation No. 7 of 2021
Agus Satmoko Adi, Nanik Setyowati, Maya Mustika Kartika Sari, Siti Maizul
Habibah, Iman Pasu Purba, Nensi Khurnia (State University of Surabaya, Indonesia)
313-324
Material Culture in Cina Benteng Marriage Tradition: An Ethnography
Studies
Sonya Ayu Kumala (Universitas Indonesia, Jakarta, Indonesia)
325-334
Characteristics and Roles of Fisherwomen During The Fishing/ Non-Fishing
Season: A Case Study in Banyuasin Regency
Nuryamsasni, Ari Siswanto, Moch. Rasyid Ridho, Elisa Wildayana
(Universitas Sriwijaya Palembang, Indonesia)
335-345
Islamization in North Sulawesi XIX Century: Political Networks and Trade
Eka Yuliana Rahman, Aksilas Dasfordate, Aldegonda E.Pelealu, Recky
Sendouw, Siti Fathimah, Rahmania Rahman (Universitas Negeri Manado,
Indonesia)
347-353
Preferential Trade Agreements And Its Impact To International Trade Law
Policy of Indonesia: A Study Of The Regional Comprehensive Economic
Partnership
Lesza Leonardo Lombok (Universitas Negeri Manado, Indonesia)
355-363
Handling the Conflict in District Heads Election Issues by the Pasaman
Police
Siti Fathimah, Ferdinand Kerebungu, Eka Yuliana Rahman, Rahmania
Rahman, Abdul Rasyid Umaternate, Romi Mesra (Universitas Negeri
Manado, Indonesia), Yusriman Lubis (Polres Pasaman, Manado, Indonesia)
365-370
Utilization of Go-Food Services in Students' Halal Lifestyle
Rahmania Rahman, Hermon. M. Karwur, St. Fathimah, Eka Yuliana Rahman,
Sang Putrisidik, Paulus Robert Tuerah (Universitas Negeri Manado,
Indonesia)
371-375
The Method of Explanetion The Word Hijrah in The Book of Hadith "Fath
al-Bâri"
Khairil Ikhsan Siregar (Universitas Negeri Jakarta, Indonesia)
377-387
Gender Identity Development in Early Children Through Gender Responsive
Learning in The Pandemic Covid 19
Sukrina Saida Bahri, Martini Jamaris, Sofia Hartati (Universitas Negeri
Jakarta, Indonesia)
389-398
Management of Ecopesantren Curriculum Development in Forming The
Ecopreneurship of Santri
Rihlah Nur Aulia, Hafid Abbas, Nurhattati (Universitas Negeri Jakarta,
Indonesia)
399-403

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Proceeding Book: The First HISPISI’s ICHELSS | ix
Political Ecology Study: Implementation of Presidential Decree Number. 52
of 1995 About the Jakarta Bay Reclamation and Revitalization
Widodo Sambodo, Sri Budiastuti, Prabang Setyono, AL. Sentot Sudarwanto
(Universitas Sebelas Maret, Surakarta, Indonesia
405-413
The Role of Historical Teachers in Formulating Learning Media in The
Pandemic Time Covid-19
Frensen S. Hiskiya (Universitas Negeri Jakarta, Indonesia)
415-418
A Study on the Implementation of Teacher Professional Education (PPG) in
State University of Jakarta
Muhammad Zid, Arita Marini, Asep Supena, Budiaman, Asep Rudi Casmana
(Universitas Negeri Jakarta, Indonesia)
419-429
The Innovation of Political Literacy on Millennial Generation Based on
Android
Dini Nur Fadhillah, Triyanto, Muhammad Hendri Nuryadi (Universitas
Sebelas Maret, Surakarta, Indonesia)
431-440
Contextual Bases Indonesian History E-Module Development For Class X
Vocational Schools (Case Study at Smk 25 Jakarta Department of Business
and Management
Nur’aeni Marta (Universitas Negeri Jakarta, Indonesia)
441-448
Critical Legal Studies As an Effort to Realize Justice Related to The
Existence of Former Convicted of Corruption As a Candidate in The
General Election of Regional Heads
Rahmanu Wijaya, Oksiana Jatiningsih, Maya Mustika Kartika Sari,
Harmanto, Listyaningsih, Putri Nala Ellanda (State University of Surabaya,
Indonesia)
449-459
Develop of Effective Communications for Formal and Moral Learning
Shulhuly Ashfahani, Veronika Setyadji, (Sekolah Tinggi Ilmu Komunikasi
Indonesia Maju, Indonesia)
461-469
Increasing Creative Thinking Ability Using Probem Based Learning (PBL)
Model
Sri Murtini, Bambang Sigit Widodo, Rindawati, Agus Sutedjo, Anggi
Puspitasari, Ikma Ni’matul Hidayah (Universitas Negeri Surabaya, Indoensia)
471-477
How Forgiveness Affects Teacher Life Satisfaction Mediated by
Teacher Gratitude?
Ponco Dewi Karyaningsih, Susan Febriantina, Roni Faslah, Munawaroh,
Farah Cantika (Universitas Negeri Jakarta, Indonesia)
479-494
Indonesian Government Public Relations in Using Social Media
Wina Puspita Sari, Asep Soegiarto (
Universitas Negeri Jakarta,
Indonesia)
495-508

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Proceeding Book: The First HISPISI’s ICHELSS | x
The Role of Samin Tribe’s Opinion Leaders in COVID-19 Socialization
Umar (Universitas Airlangga, Indonesia), Yulian Amiftahkhul Ibra
(Universitas 17 Agustus 1945 Surabaya, Indonesia)
509-524
Clinical Clerkship Student Perspective During Online Learning
Santi Anugrahsari, Nining Parlina (Universitas Negeri Jakarta)
525-531
Implementation of Student Social Care During the COVID-19 Pandemic
Apeles Lexi Lonto, Mardan Umar (Universitas Negeri Manado, Indonesia).
533-539
The Effect of a Workshop Change on Skills Writing Scientific Articles and
Information Literations
Lenni Marlina, Saefudin, Kusnadi (Universitas Pendidikan Indonesia, Bandung,
Indonesia)
541-545
Using Educational Games Tools through Word Card to Improve Children’s
Begining Reading Ability at Kindergarten Pembina in Beabunta, North
Luwu
Ineke Alriani (1
State University of Makassar, Indonesia), Nashrah Arsyad
(Moslem University of Indonesia, Indonesia)
547-554
Development of Integrated Thematic Learning Models in Primary School
Education
Faqih Hakim Hasibuan, Sri Minda Murni, Abdurrahman Adisaputera (Universitas
Negeri Medan, Indonesia)
555-558
Teacher Strategies Based Local Wisdom in Building Character Effort of
High School Students in Tomohon
Nismawati, Cahyadi Nugroho, Syafrida Selfiardy (Universitas Negeri Manado,
Indonesia)
559-563
The SIOP Model Implementation in EFL Teachers Online Literacy Coaching
Program
Ayudaniska Mutmainnah, Ilza Mayuni, Darmahusni (Universitas Negeri Jakarta,
Indonesia)
565-578
Integration of Character Value in History Learning
Maulani, Umasih, Corry Iriani Rochalina (Universitas Negeri Jakarta,
Indonesia)
579-583
Application of Distance Learning to Improve History Education Learning
Outcomes (Study in SMA Negeri 2 Ambon)
Mevi Bozed Tanikwele, Sarkadi, Nurzenki (Universitas Negeri Jakarta,
Indonesia)
585-590
Validity of Historical Learning Based on Islamic History (Psi-Bk) As a
Radicalism date for Radicalism in High Education
Heri Effendi, Siti Aisyah (South Tapanuli, Institute of Education, Medan,
Indonesia), Muspardi (STKIP Adzkia, Padang, Indonesia) , Muslim (Bung Hatta
University, Padang, Indonesia)
591-600

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Proceeding Book: The First HISPISI’s ICHELSS | xi
Utilization of AudioVisual Media as a Source of Historical Learning in
Distance Learning
Ayuhel Letrik Marian (Universitas Negeri Jakarta , Indonesia)
601-604
The Effectiveness of Motor Vehicle Tax Certificate Management Services
during the Covid 19 Pandemic at the SAMSAT Office of Minahasa Regency
Sisca B. Kairupan, Jeane Mantiri, Margareth I. R Rantung (Manado State
University, Indonesia)
605-609
The Role of the Goverment in Improving the Welfare of Seroja Veterans
and Families at Wisma Seroja , Kelurahan Harapan Jaya, North Bekasi
District, Bekasi City
Abdul Haris Fatgehipon, Rika Rachmawati, Nandi Kurniawan (Jakarta State
University, Indonesia)
611-616
Grammatical Equivalence of The Translation of The Novel “Laskar
Pelangi” By Andrea Hirata Into English Through Google Translate
Magdad Hatim (Universitas PGRI Palembang, Indonesia)
617-623
Cultivation Values of Pancasila to Early Chilhood Through Traditional
Ceremony in Banceuy Village, Subang, West Java
Tjipto Sumadi (Jakarta State University, Indonesia)
625-631
Moodle Based Project Citizen: Shape Civic Virtue Character
Widya Gustian Ramadhanty (Universitas Pasundan), Rianda Usmi (Universitas
Negeri Yogyakarta)
633-638
Application of the Learning Model "Baca Dulu" Break Out Class Daring
and Luring as an Effort to Overcome the Various Obstacles of Online
Learning During The Covid-19 Pandemic at UNIMA Sociology
Education Study Program
Romi Mesra, Abdul Rasyid Uma Ternate, Siti Fathimah (Universitas Negeri
Manado)
639-645
Implementation of Integrating Character Values in PPKn Lessons Through
the RECE Learning Model (Reflective, Engage, Collaborative, dan
Elaborative)
647-653
Sarkadi, Asep Rudi Casmana, Agus Martono (Universitas Negeri Jakarta)

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Interpersonal Communication Challenges in... | 83
Interpersonal Communication Challenges in Online Learning
at the Faculty of Social Sciences, Manado State University
Paulus Robert Tuerah1
, Manuel Estefanus Korompis2
, Erric Kondoy3
, Hermon
Maurits Karwur4
, Rahmania Rahman 5
Universitas Negeri Manado, Indonesia1,2,3,4,5
Abstract: The Covid 19 Pandemic period had an impact on the
implementation of online learning at the Faculty of Social Sciences,
Manado State University. Interpersonal communication is needed in
the context of building an educational civilization in shaping the
whole student personality. The challenge today is the loss of
interpersonal communication caused by online learning. The
purpose of this study is to see the problems about Interpersonal
communication in online learning at the Faculty of Social Sciences,
Manado State University. The data collection technique was carried
out through observing student activities in online learning, direct
interviews and documentation. Researchers also performed data
reduction, data display and data analysis. The findings and
discussions in this study are (1) messages that are not conveyed
optimally (2) There are many disturbances that arise in the online
learning process such as network availability, noisy atmosphere
during online learning (3) Student responses are not optimal, such
as seriousness and activeness in participating in online learning. The
three findings are discussed in order to find the best solution. The
conclusions and suggestions in this study are as follows: (1)
Interpersonal communication between lecturers and students is an
important element to be maximized (2) Disturbances that arise
during the online learning process need to be anticipated with the
seriousness of the student. (3) Student responses need to be
activated by finding the right solution.
Keywords: Challenges, Interpersonal Communication, Online
Learning
Introduction
The latest latest developments in the Covid-19 case in Indonesia at the end of February
2021 can be seen in the following data: “On Saturday (27/2): Positive cases of Covid-19
increased by 6,208 to 1,329,074 cases. Patients recovered increased by 7,382 to 1,136,054
people. Patients died increased from 195 to 35,981 people. On Sunday (28/2): Positive cases of
Covid-19 increased by 5,560 to 1,334,634 cases. Patients recovered increased by 6,649 to
1,142,703 people. Patients died increased by 185 to 36,166 people (Wisnoe Moerti, 2021).
Zhong (2020) found that the epidemic’s disparate impact on rich and poor, city and country, is
a reality that more of the rest of the world is fast beginning to confront. More than 770 million
learners worldwide are now being affected by school and university closures, according to the
United Nations.
1
E-Mail: paulustuerah@unima.ac.id

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The Covid-19 pandemic currently occurring in various parts of the world has greatly
affected the mobility of people on all fronts, both in terms of culture, politics, economy and
without exception in the world of education. Airborne transmission of virus-19 limits human
interaction and communication either directly or face-to-face. And in facing this condition,
activities in the world of education in Indonesia, must continue. This is reinforced by the
issuance of the Minister of Education and Culture, Number 3 of 2020 concerning Prevention of
Covid-19 in the Education Unit and Number 36962/ MPK.A/ HK/ 2020 concerning learning on
line. In this case, educators are expected to carry out a fun learning process for their students.
Online learning is an option in overcoming this condition. Learning activities are carried out
using online media and face-to-face learning is replaced with internet-based virtual learning
(Putra et al., 2020; Surani & Hamidah, 2020). Therefore, it becomes a fundamental question at
this time as well as a challenge for educators, namely how online learning can help students, to
be continuous and active and are able to learn independently (Lin et al., 2017).
Rapid advances in technology offer strong support for using ICTs in teaching. The
existence of information and communication technology (ICT) allows online lectures to be
held. Online learning can intensify in improving the student learning process and make it
possible to reach more students than by face-to-face learning. Therefore, it is important for
lecturers to have and be able to gain knowledge about how to design teaching using technology
(N. Brouwer, P. J. Dekker, 2013). Information technology is a structure or medium of
communication. They are communicative means of production (Fuchs, 2016). On the basis of
the use of this technology, it is ultimately possible for teachers to conduct online learning using
several available applications such as zoom meetings, google meetings, WhatsApp Group,
Telegram, YouTube and others.
It becomes a problem today, that, interpersonal communication is needed in the context
of building an educational civilization in forming a complete personality for every student. The
current challenge is the loss of interpersonal communication caused by online learning.
Literature Review
The existing Historically the word communication, comes from the Latin word
"Communis" which means "to share". The word 'Communication' is then defined as the matter
of sharing concepts, ideas, messages and words which are expressed through language that is
easily understood by listeners. In this context, communication is presented as a comprehensive
transmission and reception of messages where language plays a very important role in the
process (Lamichhane, 2016).
The communication process involves several elements: sender, message, media, and
receiver. Communication flows from the sender who is the source of communication (both
individual and group). The message is sent to the recipient using certain media. In an
organizational context, the characteristics of the media into conversation depend on the content
and purpose of the message the sender wants to convey to the recipient. The recipient then tries
to understand which message the sender is trying to convey (Turkalj & Fosic, 2009). Claude E.
Shannon and Warren Weaver (1964) found that systematically, the linear communication
process consists of 5 important parts as follows: (a) An information source that produces a
message or sequence of messages to be communicated to the receiving terminal (b)
Transmitters which operate in a certain manner produce signals suitable for line transmission
(c) A channel is simply the medium used to transmit signals from transmitter to receiver.
During transmission, or at one of the terminals, the signal may not get through (d) The receiver
usually performs the reverse operation of the transmitter to reconstruct the message from its
signal (e) The goal is the person (or thing) for whom the message is. For more details, this can
be seen in the following figure 1:

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Figure 1
A Linear Model of Communication (Claude E. Shannon and Warren Weaver, 1964; Wood,
2008)
In the figure above, what needs to be improved from the linear model of the
communication process is that communication flows only in one direction, from sender to
receiver. It appears that the speaker is only talking and never listening. On the other hand
listeners only listen and do not participate in sending messages. This is very contrary to the
pattern of communication, especially when it is applied to interpersonal communication. In
other words, communication should have a response from the recipient and on the other hand
the sender needs to listen to messages from the recipient. In this context, feedback is needed in
the form of verbal, non-verbal or both. (Wood, 2008) offers a better figure for dealing with
communication in a model of not labeling one person as the sender and the other as the receiver.
Instead, the two people are defined as participating communicators active in the communication
process. This is clearer when we look at the figure 2 below:
Figure 2
An Interactive Modelof Communication (Wood, 2008)
Sometimes the communication process is interrupted by noise in the communication
channel, which can hinder the communication process. The problem that often arises in

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organizations is the amount of information that is conveyed. Therefore it is very important in
communicating that the sender only provides information that is relevant to the recipient
(Venter, 2017). The thing that usually happens in every communication exchange is the sender
and receiver. The sender is a person who wishes to convey a concept or idea to others.
Recipients are individuals who receive messages from a sender. The Sender then sends the
message by selecting the symbols, words, or gesture that will be used to compose the message.
Messages are sent via media or channels, which are the carriers of communication (Lunenburg,
2010). Communication must play a major role in organizing and planning an activity, if you
want to understand an event as a powerful communication tool. Therefore there must be an
ongoing effort to meet and listen to your audience. It is intended to identify wants and needs.
Furthermore, an awareness is needed that every decision made regarding these activities is
consistent, clear and transparent with the identity of the institution (de la Cierva et al., 2016).
Interpersonal communication cannot be separated from psychological relationships
where there are reciprocal processes and interactions. The most obvious examples are evident
in the kinship relationship, the relationship between teacher and student, co-workers and in the
relationship between someone who leads and is led (Shan et al., 2018). In the context of online
learning, the teacher's role is very decisive in communicative learning. The interpersonal
communication that occurs greatly determines the learning objectives, so that the delivery of
the material is easier to understand. This relates to teacher performance in preparing and
managing online classes. Tuerah et al., (2019) “Interpersonal communication has a positive
effect on teacher performance, meaning that if excellent interpersonal communication will
improve teacher performance.”
In interacting with others, interpersonal communication skills are one of the
competencies of students that need attention. The development of creativity and increasing
academic achievement in schools will experience problems if interpersonal communication is
hampered. This shows that it takes the teacher's efforts to develop students' understanding of
the importance of interpersonal communication and the factors that affect the low level of
interpersonal communication skills (Barseli et al., 2019). The essence of interpersonal
communication in learning is exchange behavior, which is expressed in emotional exchanges
and material exchanges between teachers and students and between classmates (Shan et al.,
2018). Interpersonal communication is a communication process that takes place between two
or more people face to face. Therefore, in interpersonal communication, the intention to
communicate is to give and receive information that involves a personal element, because
interpersonal communication is defined as a process of communication that is carried out by
someone with another person directly. It becomes clear that interpersonal communication
emphasizes the element of transferring information from one person to another (Alvidayenti et
al., 2020).
Online learning has become a benchmark in academic institutions that focus on
transferring educational content to the digital world so that teaching methods are delivered
online. As a consequence, educational institutions are responsible for paying attention to the
willingness of adequate internal access and the use of technology that makes it easier. This is
intended so that more students will participate in digital learning (Zhong, 2020); (Muhammad
Adnan & Anwar, 2020). On the other hand, there is still a need for instructors with maximum
abilities in online learning. In online learning, students can only communicate with their peers
digitally and never see fellow students directly (Muhammad Adnan & Anwar, 2020).
Online learning can be said to be more flexible even though its supporting facilities are
limited. There is convenience for lecturers and students because they are not bound by time and
place when discussing material in online learning. If there are problems in livestreaming, the
lecturer can share explanatory videos or learning materials in text via email or by using other
online applications. Thus, online learning makes it easy for teachers to send material anywhere

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and anytime, and students can also take part in the learning process anywhere and anytime
(Febrianto et al., 2020).
Bahasoan et al., (2020) found that “the online learning system conducted during the
COVID-19 pandemic is effective and inefficient. Effectively implemented because of the
conditions that require online study and inefficient because the costs incurred more when
compared with offline lectures”
Research Methods
This study uses a qualitative approach. The reason for this study using a qualitative
approach is because in this study the resulting data are descriptive data obtained from data in
the form of writing, words and documents originating from sources or informants who are
researched and can be trusted. Informants were interviewed, namely representatives of students
and lecturers taken from 8 study programs in the Faculty of Social Sciences, Manado State
University. Data collection techniques were carried out through observation of student activities
in the field, direct interviews and documentation. Researchers also do data reduction, data
presentation and conclusion drawing. Finally, the data analysis technique used was descriptive
qualitative.
Findings & Discussion
Manado State University is accredited B and has 7 Faculties and 1 Postgraduate
Program with a total number of 797 lecturers and 15,783 students (Kemdikbud, 2020). One of
the faculties at Manado State University, namely the Faculty of Social Sciences with 105
lecturers and 2,357 students. The Faculty of Social Sciences, Manado State University consists
of 8 Departments / Study Programs which include 5 Departments / Educational Study Programs
and 3 Non-Educational Study Programs. Among the 8 Departments / Programs of study at the
Faculty of Social Sciences, there are 2 Departments with A accreditation, namely the
Department of Citizenship Education and Pancasila Education. The other six Departments /
Study Programs are accredited B. Furthermore, the data on the number of students / lecturers
and the ratio can be seen in the table 1 below.
Table 1
The number of students and lecturers in the faculty of social sciences,
Manado State University
Nu. Departments
and Study Programs
Number of
students
(Percentage of
total students)
Number of
lecturers
(Percentage of
total lecturers)
Ratio
1. Pancasila and Civic Education 253 (9.07 %) 9 (8.57 %) 28.78
2. History Education 251 (8.79 %) 11 (10.48 %) 22.82
3. Geophraphy Education 244 (8.55 %) 11 (10.48 %) 22.18
4. Sociology Education 295 (10.33 %) 12 (11.43 %) 24.67
5. Social science education 114 (3.99 %) 7 (6.67 %) 15.29
6. Legal studies 695 (24.34 %) 30 (28.57 %) 23.20
7. State Administration Science 871 (30.51 %) 19 (18.10 %) 45.84
8. Geographical Sciences 125 (4.41 %) 7 (6.67 %) 18.00
Total Number 2357 105

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There are many online platforms used by lecturers to communicate with students in
online learning at the Faculty of Social Sciences, Manado State University. Based on the
answers of the 54 students interviewed, subtract the results as shown in the table 2 below.
Table 2
Online platform (application)
online platform (application) No. of respondents (%)
Zoom Meeting 51 (27.54)
WhatsApp Group 34 (18.36)
Google Classroom 31 (16.74)
Google Meet 26 (14.04)
Email 13 (7.02)
Google Form 12 (6.48)
YouTube 5 (2.70)
Edmodo 4 (2.16)
Facebook 3 (1.62)
Amelia 3 (1.62)
Skype 2 (1.08)
Telegram 2 (1.08)
FaceTime 1 (0.54)
Three of the most widely used online platforms (applications) are zoom meetings,
WhatsApp Group and Google Classroom. The data obtained shows that the Zoom meeting
application is the most widely used in online learning. Zoom is a video conferencing service
that has the practical ability to present a meeting atmosphere online. The results of field
observations show that zoom users suddenly skyrocket because of the ease of zooming media
in dealing with distance learning. The use of zoom meetings and their effectiveness in the
learning process with video conferences is one of the driving forces for lecturers to
communicate in online learning (Surani & Hamidah, 2020).
There are several findings found in the context of online learning, specifically relating
to interpersonal communication. The most prominent findings were: messages that were not
conveyed optimally, disruptions that appeared in the online learning process and student
responses were not optimal. This is a challenge in the communication process that occurs to
students at the Faculty of Social Sciences, Manado State University.
(a) Messages that are not conveyed optimally
From various interviews with students and information from students that online
learning has occurred so far, there are times when it is not well understood. This condition
occurs because the lecturers who deliver the courses concentrate more on providing material,
without the need to look at the conditions of students who take on line learning. One student
participant who was interviewed said:
At that what happened in online learning was that we could not be
particularly actively involved in answering with lecturers who were
teaching courses. Opportunities for discussion with lecturers are very
limited. (Field Notes, December 2020)

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Messages that are not delivered optimally arise from the experience of students in the
aspect of time constraints due to using the free zoom which is widely used by lecturers and in
terms of sub-optimal material delivery due to relying heavily on lectures from lecturers.
Furthermore, learning materials need to be distributed both powerpoints and the provision of
textbooks at affordable prices. One student expressed his experience as follows;
"If you use a zoom meeting, you should upgrade to zoom pro, so that
the lecture time will be longer and more effective, because using Zoom
Meeting, which is free, the time is limited to 40-45 minutes and I feel
annoyed when I pay attention to the delivery of material suddenly. run
out and have to log in again. In the use of learning media, don't just
rely on lectures, or if possible, optimize the use of Microsoft Power
Points and need to be shared by students. I still recommend the
provision of textbooks for each subject but only pay attention to the
price that can be reached by each student ".
(Field Notes, January 2021)
There are messages that are not conveyed in online learning because not all subjects are
compatible with online learning. There are courses whose material requires direct explanation
such as research methods courses, specifically for quantitative research, statistics and computer
applications. One of the lecturers expressed his opinion;
It seems that in online learning, professionalism and good techniques
are needed to provide knowledge to students specifically in subjects that
are usually given face-to-face activities. There are difficulties in
computer application courses, for example. Students who are usually
given face-to-face practice to practice formulas in Microsoft Excel, now
can only be explained through boldly. As a result, the expected results
are not optimal. Moreover, only 25 percent of students who attend
online classes via zoom / google meetings use computers. The rest uses
an application on an Android mobile phone. It is also for teaching the
Quantitative Research Methods course, which has to be given in a lot
of hands-on practice.
(Field Notes, October 2020)
54 students were interviewed in relation to student assessments related to the online
learning process associated with student satisfaction levels with an answer range of 1 to 10. It
was also explained to students that for answer 1 means that the satisfaction score is the
minimum and for answer 10 is the maximum score. Then the researcher classified level 1 and
2 for very unsatisfactory answers, level 3 and 4 for unsatisfactory answers, level 5 and 6 for
satisfactory scores, level 7 and 8 for satisfactory answers, while levels 9 and 10 for very
satisfactory answers. Student answers can be seen in table 3. The highest score for the level of
student satisfaction in following online learning is at a satisfactory level (38,89 %). Then
followed at a good enough level (25,93 %), while a very satisfactory level ranks third (20,37%).
This can be seen in figure 3. This means that the messages received in interpersonal
communication online learning still need to be improved. There needs to be feedback from
lecturers who teach to cover up obstacles that are still happening.

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Table 3
Satifaction Level
characteristics Satisfaction level No. of respondents (%)
very unsatisfactory Level 1 1 (1.85)
Level 2 2 (3.70)
not satisfactory Level 3 1 (3.70)
Level 4 3 (5.56)
good enough Level 5 10 (18.52)
Level 6 4 (7.41)
satisfactory Level 7 10 (18.52)
Level 8 12 (20.37)
very satisfactory Level 9 7 (12.96)
Level 10 4 (7.41)
Figure 2
Satisfaction Level
In a study conducted by Surani & Hamidah, (2020) on students at Bina Bangsa
University, it was found that 18% of students stated that their internet access was dependent on
the weather. This was caused by many students whose homes were in the most remote and
mountainous areas far from internet access. Therefore, 13% of students stated it was "very
difficult" to access the internet from their place. Based on the results of open-ended questions,
it is known that online learning, for example through the zoom application, is often constrained
by an unstable signal. This needs to be difficult for students to optimally capture what messages
are conveyed in online learning. And if learning is maintained it will result that not all students
can take advantage of and understand the material presented in online lectures.
Ezra Sihite & Dinia Adrianjara, (2020) found that the results of a survey by Saiful
Mujani Research and Consulting (SMRC) reported that many students admitted that they
experienced difficulties and obstacles while studying online during the COVID-19 pandemic.
Apart from the problem of internet costs, economic factors also exacerbate the situation. The
survey, which involved 2,201 respondents, reported that around five percent of residents were
still in school or university. Of the respondents who studied or studied online, almost 92 percent
5,56
9,26
25,93
38,89
20,37
0,00 10,00 20,00 30,00 40,00 50,00
very unsatisfactory (Level 1 & 2)
not satisfactory (Level 3 & 4)
good enough (Level 5 & 6)
satisfactory (Level 7 & 8)
very satisfactory (Level 9 & 10)
Level satifactory
No. of respondents (%)

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felt that there were too many or quite a lot of problems that interfered with studying or studying
online
Lack of non-verbal cues makes online communication more impersonal. This creates a
sense of loneliness and isolation because communication occurs while sitting isolated in front
of each other's digital devices. Digital or computer-mediated communication does not have the
wealth of, for example, using tone, gestures, gestures or facial expressions to convey messages.
Lack of non-verbal communication and physical presence can be experienced as a lack of social
presence from other humans (Venter, 2017). It is difficult to interpret aspects such as irony and
humor in mediated communication, due to the lack of non-verbal cues. This can lead to
misunderstanding and conflict. People often present idealized versions of themselves, due to a
lack of face-to-face communication. so that it becomes less inhibited, involves less self-
disclosure (Venter, 2019).
(b) There are many disturbances that arise in the online learning process
The condition of the internet network is one of the obstacles faced by students whose
homes have difficulty accessing the internet, sometimes the internet quota is also part of
learning constraints, internet quota has problems if the parents of students sometimes have
difficulty in their economy. This is also a problem that often occurs in students who take online
learning so that the learning implementation is not optimal. A student revealed the problems
that arise in online learning as follows;
The obstacle I experienced was the cellular network, where in the area
where I live the network is still not good. As a result, the voice of the
lecturer is sometimes lost or even not heard during the learning
process. Thus I can only attend lectures when the network is in good
condition. There are times when the electricity in my area goes out, so
the network will stop, so in this case it causes me difficulties in
attending lectures. On the other hand, my internet quota needs which
are sometimes insufficient due to the economic difficulties of my parents
during the Covid 19 period.
Research conducted by Bahasoan et al., (2020) aimed at students of the Management
Study Program, Faculty of Economics, University of West Sulawesi emphasized that: in online
lectures, 48% of respondents stated that they were effective and inefficient. The reason is the
situation that forces them to finish college online, but on the other hand there is their inability
to buy a large enough quota. They also categorized them as "inefficient" when compared to
face-to-face lectures. On the other hand, there are as many as 36% of respondents who stated
that online lectures during the COVID 19 pandemic were ineffective and inefficient due to the
costs incurred to buy a large enough quota and their unpreparedness to attend lectures online,
especially for them it took time to adjust. What is meant by adjustment here is that the
assignment given is too much and the material sent is very concise without detailed explanations
and the online lecture time is very uncertain. Only 17% of respondents stated that online lectures
were quite effective and efficient.
Based on the experiences of students who took part in online learning, (Irawan et al.,
2020) found that most of the participants stated that the participants felt angry with the situation
if there were many environmental disturbances and internet network disturbances.
The availability of internet network was mostly complained by students in the on line
learning process. Zhong (2020) found that “Between 56 million and 80 million people in China
reported lacking either an internet connection or a web-enabled device in 2018, according to

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government statistics. Another 480 million people said they did not go online for other reasons
— for instance, because they didn’t know how”.
Noisy atmosphere often occurs in online learning in lectures due to, for example, the
sound of vehicles, the whispering voices of people around students can be heard in the virtual
meeting room. One of the lecturers explained that
.
I was forced to turn off the voices of students in the online classroom,
because of the noise that is often heard, for example conversations
between student families, peers and even the sound of dogs barking. As
a result, students cannot ask questions directly if there is material that
is unclear (Field Notes, January 2021)
(c) Student responses are not optimal
The seriousness, participation and activeness of students still need to be grown in online
learning. From the acquisition of attendance lists in online classrooms, student attendance only
reaches 60 to 70 percent. And among the students who attended, there were 10 to 15 percent
who were late to class. Students who do assignments and send them via online media reach the
highest of 85 percent. A lecturer who was interviewed said that;
Student response through attendance in classrooms on line or in doing
assigned assignments, needs to be improved even though there are
many obstacles that always accompany it. There are even some students
who appear to be passive in online classrooms. This indicates that there
are no more than 65 percent activating the camera in the zoom meeting
application when I teach.
From the student's point of view, the response was less than optimal, among others, the
result of lectures being delayed unilaterally by the lecturer which resulted in a decrease in the
aspects of student attendance and activeness. On the other hand, according to students, there
must be justice in giving sanctions to students who do not attend or are late for college based
on their reasonable reasons. There are several tasks that are not done due to the accumulation
of tasks assigned, the difficulty level of the task and the deadline for assigning tasks that are not
considered. A student boldly expressed his experience in online lectures that had been going on
so far:
"First: In the case of lecture time which is sometimes delayed or
delayed several hours later. Cancellations or postponements of online
lectures, often done unilaterally by the lecturer even though we are
ready, we often leave some important personal things that we have to
do. Cancellation of this lecture. it was only replaced by giving
assignments. But there were also some lecturers who had important
reasons why it was canceled one-sidedly, and this we as students can
understand.
Second, discipline in the lecture process which is determined not to be
late should be enforced not only for students but also for students. If a
student is a few minutes late, he will get a penalty even though every
student who is late has a reason. No student wants to be late or take too
long to join online courses.

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Third, in assigning tasks which need to be considered the level of
difficulty, the number of tasks given and the deadline for submitting
assignments"
From the experience of students, it can be stated that there are problems with a sense of
trust in lecturers in interpersonal communication through the online learning process. If there
is trust from students to lecturers in the learning process, then interpersonal communication will
run well.
On Higher Education students in Pakistan, Muhammad Adnan & Anwar, (2020) found
that 71.4% of students reported that conventional classroom learning was more motivating than
distance learning. In the opinion of these students, in traditional or face-to-face classes, students
usually participate more actively directly with lecturers and classmates, including being able to
take part in group discussions. Therefore, 42.9% of students reported that they found it difficult
to work on projects or group assignments through online learning while only 34.1% of students
felt that projects and group assignments could be completed digitally. And related to the
effectiveness of face-to-face interactions, there were 78.6% of students who felt that face-to-
face contact with the instructor was necessary in online learning.
Kunnel (2021) found that responsible communication requires a sense of trust in social
relationships. Moreover, with the increasing number of digital communication channels we are
faced with a new awareness of the benefits and potential dangers of social interaction. In other
words, communication needs to be accompanied by high trust between the two communicating
people. Trust in each other will make communication more effective. In this case, through
interpersonal communication can change and shape our sense of connection and our feelings of
security in interactions with other people so that the role of communication and information
processing will be better. Communication on the basis of trust from others maximizes the
message conveyed.
Feedback is very necessary occurs when the recipient responds to a message from the
sender. Feedback indicates that the process of sending messages has been received and
understood well (Lunenburg, 2010). Therefore, in every interpersonal communication process,
feedback is needed by the lecturer who teaches, so that every problem that arises can be sought
for a good solution.
P. R. Tuerah et al., (2019) found that In normal conditions before the Covid-19
pandemic, discipline created a bad impression on lecturers. There are some students whose
attendance percentage does not reach 100%, even below 80%. Academic provisions that apply
at the Faculty of Social Sciences, State University of Manado, that the attendance of students
in lectures below 80% can have an impact on the student's graduation rate. another
phenomenon, where there are still a handful of students who like to delay their tuition fees.
Consequently, long queues appeared to pay tuition fees one or two days before the payment
limit was determined. There are even those who are no longer able to contract the Class Plan
Card. Most often, students are still slow to submit their assigned assignments on time.
The best way to convey emotions and attitudes, is through direct communication. It
provides synchronous feedback between two or more people and conveys both verbal and non-
verbal social cues to improve understanding. Communication through verbal and non-verbal
cues that occur in this communication process will further enslave us in making decisions and
solving problems. In other words, face-to-face communication is a good way to develop
meaningful relationships and interact with other people (Venter, 2017). Irawan et al., (2020)
found that “there are 3 psychological impacts of students in implementing online learning
during the COVID-19 pandemic. First, after the first two weeks of learning from home the
students were bored with online learning. Second, there is anxiety from students whose parents

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have low income which results in the provision of internet quotas. Third, there is a change in
mood in their emotions caused by too many tasks in online learning.
Febrianto et al., (2020) found that “Online learning also provides a stimulus for the
students to be actively involved in the learning process even though it is through virtual media.
Changes also occur when conventional (face- to-face) learning switches to online learning,
which causes major changes in the learning styles and systems.
Conclusion and Summary
The Covid 19 pandemic had an impact with the implementation of online learning at the
Faculty of Social Sciences, Manado State University. Online learning, which is one of the
emerging ways, has a number of challenges, especially from the perspective of interpersonal
communication because lecturers and students concentrate more on using online media as a
learning tool. The findings and discussion in this study are (1) The messages that have not been
conveyed optimally, because the lecturers concentrate more on providing material, not paying
attention to the condition of students while participating in online learning Therefore it is
necessary to provide feedback to students as well as to check whether the messages given have
been conveyed properly or not. (2) Many disruptions that arise in the online learning process
are caused by the instability of the internet network, the number of quotas, power outages, noisy
atmosphere during learning. These things need to be minimized and the right solution is found.
(3) The reduced student response in online learning can be seen in their activeness during online
learning. The fact that there are still facts and absence, including being disciplined in doing
assignments on time, are a challenge in online learning. In giving assignments, the lecturers
need to see the difficulty level of the assignment, the number of assignments and the ideal time
limit for the assignment. Based on the above recommendations, based on the request: (1)
Interpersonal communication needs to be considered especially by lecturers so that messages
in lectures can be conveyed properly. In this case, a lecturer is required to be able to do online
classes well. (2) The active attitude of students in learning needs to be maximized during online
learning. (3) Online learning needs to be evaluated in its implementation by paying attention to
interpersonal communication between lecturers and students.
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About the Author:
Chief Researcher
Paulus Robert Tuerah
Universitas Negeri Manado, Indonesia
Researcher Member
Manuel Estefanus Korompis
Erric Kondoy
Hermon Maurits Karwur
Rahmania Rahman

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