43

ASEAN Journal of Community Science and Education 1(1) (2022) 43-50

ASEAN Journal of Community

Science and Education
Journal homepage: https://ejournal.bumipublikasinusantara.id/index.php/ajcse

Use of Ice-Breaking Methods in Increasing Student

Concentration Amid Online Learning During COVID-19
Pandemic
W. A. Giani*, D. A. S. Safiya, B. R. A. Damanik

Departemen Ilmu Komunikasi, Universitas Komputer Indonesia, Indonesia

*Correspondence: E-mail: [email protected]

ABSTRACTS ARTICLE INFO

Article History:
This research aims to apply ice-breaking methods in Submitted/Received 01 Feb 2022
First revised 22 Feb 2022
increasing student concentration in the midst of online Accepted 03 Mar 2022
learning during the COVID-19 pandemic. This research uses First available online 16 Mar 2022
quantitative research methods. The result of this research is ____________________
Publication date 01 Mar 2022
that the application of the ice-breaking method can increase Keyword:
COVID-19,
students' concentration in the midst of online learning Education,
during the COVID-19 pandemic. Because the presence of the Ice-breaking method,
ice-breaking method in the middle of learning can make Online Learning,
Student concentration.
students concentrate more, with the situation during the
pandemic and a supportive education system, as well as
increasingly advanced technology that can support students
and teachers in the decision-making process. This research
was conducted to determine how much influence the use of
the ice-breaking method has on increasing student
concentration in the midst of online learning during the
COVID-19 pandemic.

© 2022 Bumi Publikasi Nusantara

 Giani et al., Use of Ice-Breaking Methods in Increasing Student Concentration … | 44

1. INTRODUCTION

Mid-2020, the world was shocked by the outbreak of the COVID-19 virus, as well as in
Indonesia. This situation causes daily activities to be disrupted, and causes a lot of losses in
various fields. The country's economy has slumped, public health is of great concern because
many are exposed to the virus, and education is hampered because it is done online. The WFH
(Work from Home) system implemented in Indonesia also has an impact on the education
system. The government is trying its best to find ways to keep learning activities carried out
(Irwanto, et al., 2021; Soegoto, et al., 2022a). One way is to implement learning activities at
home that are supported by supporting applications as learning media such as Google
Classroom, Google Meet, Zoom Meeting, and so on. Starting from mid-2020, the Ministry of
Education, Culture, Research and Technology of the Republic of Indonesia, Nadiem Anwar
Makarim has stated that online learning is aimed at preventing the spread of the COVID-19
virus as stated in the Circular Letter of the Minister of Education and Culture Number 3 of
2020 concerning Prevention of COVID-19 in Education Unit, and Number
36962/MPK.A/HK/2020 concerning Online Learning and Working from Home in the Context
of Preventing the Spread of Corona Virus Disease (COVID-19), as well as Circulars and
instructions from Regional Heads, and Rectors of each University (Robinson, et al., 2021).
In the application of online learning, efforts are needed from teachers, students, and also
parents, especially when carrying out online learning face-to-face via virtual. With online
learning, teachers must always prepare material in the form of media presentations and
videos to be taught by their students with always supervised by parents so that children learn
correctly (Gómez & Suárez, 2021). When studying, concentration is needed. Learning
concentration is the ability to focus on the lesson. The focus is on the content of learning
materials and the process of obtaining them. So, when learning with the online method, the
teachers must be ready to provide interesting material and the need for exciting learning
methods so that students can concentrate during the learning period. In learning also allows
students to play different roles and produce realistic 'real life' outcomes, such as non-digital
board games, Participology and Geogopoly, and illustrates how to understand students'
understanding of planning and people. This game can be used to eliminate student boredom
in learning. Pedagogical and practical considerations involved in game design in teaching, It
will also increase students' understanding in teaching and learning (Rusyani, et al., 2021;
Dimitriadou, et al., 2021).
In listening to the material, students must feel tired and bored in conditions of learning
from home that are not conducive. Therefore, the ice breaking method was born in increasing
student concentration in the midst of online learning during this COVID-19 pandemicIce-
breaking is also intended to build a dynamic, passionate, and enthusiastic learning
atmosphere. Ice-breaking is a game or activity that serves to change the atmosphere of
rigidity in the group. As for another purpose of ice-breaking, explaining that ice-breaking is a
game or activity that serves to change the atmosphere of rigidity in the group (Susanti &
Jannah, 2021).
Ice breaking shows that in general, the main task of the teacher is to plan, guide, and
evaluate the teaching and learning process. The ice breaking method is an effort to carry out
fun learning, train students' concentration, so that students feel comfortable in learning,
reduce boredom in learning, and help students get to know each other. The use of this
learning method has been done for a long time and without us knowing it we found it when
we were studying at school before the pandemic (Pratama, et al., 2021).

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Based on this, the author has an idea, namely the use of the ice-breaking method in
increasing student concentration in the midst of online learning during the COVID-19
pandemic. It is hoped that this idea can be a solution for teachers in teaching their students
during the COVID-19 pandemic. In addition, this idea can be a target for students to mingle
and familiarize themselves with other students and train students' concentration in learning.
This idea can also provide positive feedback on Indonesian education so that learning does
not always have to be rigid and monotonous.
2. METHODS

This study uses a survey method with a quantitative approach and the analysis used is
descriptive, and to analyze the frequency of respondents' responses using SPSS version 25.
The population in this study were high school students in Bandung who used online learning
methods during the covid-19 pandemic. Because the population is too large, one of the non-
probability sampling techniques used is purposive sampling. Purposive sampling is a sampling
technique with certain considerations. Due to limited funds and time as well as a fairly large
population, the determination of the sample based on Malhotra's opinion, namely the
number of samples can be considered appropriate because the large number of samples
taken is determined by multiplying the number of variables/indicators, namely 6 indicators x
4 = 24, thus the sample used is 24 students used online learning methods during the covid-19
pandemic (Fitriawati & Lestari, 2021; Soegoto, et al., 2022b).
3. RESULTS AND DISCUSSION

In this research, descriptive analysis was used to explain each of the most dominant
indicators of respondents' responses to the variable Using the Ice-Breaking Method in
Increasing Student Concentration Amid Online Learning During the COVID-19 Pandemic
(Soegoto, et al., 2022b). The SPSS version 25 computer program was used to simplify the use
of the formula and the following equation was obtained:

𝑛 ∑ − (∑ 𝑥 (∑ 𝑦)
𝑟=
√{𝑛Ʃ𝑥 2 − (Ʃ𝑥)2 }(𝑛Ʃ𝑦 2 − (Ʃ𝑦)2

Tables 1-2 show the validity and reability test results, respectively. Based on the results of
the respondent's data in Table 1, it can be concluded that all items are declared valid, because
the value of rcount > rtable = 0.404 at = 5%.
From the Table 2, Table 2 shows that the results of the analysis of the reliability test with
Cronbach's alpha = 0.755 of 6 variable items. The reliability value of 0.755 is a moderate value.
So that this questionnaire is said to be consistent (reliable).

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Table 1. Validity Test.

CORRELATIONS
Teacher Students More and Parents Teacher Students feel their Score
help feel bored more participa s use concentration
students if the cases of te in different increases when
who teacher students increasi learning interspersed with
have only having ng media in games in the
difficulty conveys difficulty student each middle of the
concentr the concentra concentr meeting online learning
atiing material ting ation process
Teacher help Pearson 1 .074 .238 .492* .547** .203 .612*
students who Correlation *

have difficulty Sig. (2- .730 .262 .015 .006 .341 .001
concentratiing tailed)
N 24 24 24 24 24 24 24
Students feel Pearson .074 1 .610** -.089 .220 .774** .652*
bored if the Correlation *

teacher only Sig. (2- .730 .002 .680 .301 .000 .001
conveys the tailed)
material N 24 24 24 24 24 24 24
More and more Pearson .238 .610** 1 .294 .444* .586** .780*
*
cases of students Correlation
having difficulty Sig. (2- .262 .002 .164 .030 .003 .000
concentrating tailed)
N 24 24 24 24 24 24 24
Parents Pearson .492* -.089 .294 1 .357 .142 .546*
*
participate in Correlation
increasing student Sig. (2- .015 .680 .164 .087 .509 .006
concentration tailed)
N 24 24 24 24 24 24 24
Teachers use Pearson .547** .220 .444* .357 1 .318 .701*
different learning Correlation *

media in each Sig. (2- .006 .301 .030 .087 .130 .000
meeting tailed)
N 24 24 24 24 24 24 24
Students feel their Pearson .203 .774** .586** .142 .318 1 .760*
*
concentration Correlation
increases when Sig. (2- .341 .000 .003 .509 .130 .000
interspersed with tailed)
games in the N 24 24 24 24 24 24 24
middle of the
online learning
process
Score Pearson .612** .652** .780** .546** .701** .760** 1
Correlation
Sig. (2- .001 .001 .000 .006 .000 .000
tailed)
N 24 24 24 24 24 24 24
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).

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Table 2. Reability Test.

RELIABILITY STATISTICS
Cronbach's Alpha N of Items
.755 6

Table 3 describes the respondents by gender. From these data it shows that those who
answered the questionnaire from 24 total students, 21 were female students and the rest
were male students.
Table 3. Respondent by gender.
GENDER
Frequency Percent Valid Percent Cumulative Percent
Valid Male 3 12.5 12.5 12.5
Female 21 87.5 87.5 100.0
Total 24 100.0 100.0

Table 4 describes the respondents by grade. From the data above, it shows that 11 of the
24 students are class X students.
Table 4. Respondent by grade.
GRADE
Frequency Percent Valid Percent Cumulative Percent
Valid X 11 45.8 45.8 45.8
XI 4 16.7 16.7 62.5
XII 9 37.5 37.5 100.0
Total 24 100.0 100.0

Based on the Table 5, it shows that most of the answers to the first question were 11
students out of 24 students who answered strongly agree or as many as 45.8% of students
answered strongly agree. Which means that they strongly agree that the presenter teacher
helps students who have difficulty concentrating (Tarmawan, et al., 2021; Febriansyah, et al.,
2021a; Febriansyah, et al., 2021b).
Table 5. Answers to the first question.
TEACHERS HELP STUDENTS WHO HAVE DIFFICULTY CONCENTRATING IN THE MIDST OF
ONLINE LEARNING DURING THE COVID-19 PANDEMIC
Frequency Percent Valid Percent Cumulative Percent
Valid 1 1 4.2 4.2 4.2
2 6 25.0 25.0 29.2
3 6 25.0 25.0 54.2
4 11 45.8 45.8 100.0
Total 24 100.0 100.0

Based on the Table 6, it shows that the most answers to the second question were 12
students out of 24 students who answered strongly agree or as many as 50% of students
answered strongly agree. Which means they strongly agree that students feel bored if the
teacher only conveys the material and does not use the ice breaking method.

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Table 6. Answers to the second question.

STUDENTS FEEL BORED IF THE TEACHER ONLY CONVEYS THE MATERIAL AND DOES NOT
USE THE ICE BREAKING METHOD IN THE ONLINE LEARNING PROCESS
Frequency Percent Valid Percent Cumulative Percent
Valid 1 4 16.7 16.7 16.7
2 3 12.5 12.5 29.2
3 5 20.8 20.8 50.0
4 12 50.0 50.0 100.0
Total 24 100.0 100.0

Based on the Table 7, it shows that the most answers to the third question were 14
students from 24 students who answered strongly agree or as many as 58.3% of students
answered strongly agree. Which means they strongly agree that there are more and more
cases of students having difficulty concentrating in online learning during the Covid-19
pandemic.
Table 7. Answers to the third question.
THERE ARE MORE AND MORE CASES OF STUDENTS HAVING DIFFICULTY CONCENTRATING
IN ONLINE LEARNING DURING THE COVID-19 PANDEMIC
Frequency Percent Valid Percent Cumulative Percent
Valid 1 2 8.3 8.3 8.3
2 2 8.3 8.3 16.7
3 6 25.0 25.0 41.7
4 14 58.3 58.3 100.0
Total 24 100.0 100.0

Based on the Table 8, it shows that the most answers to the fourth question were 9
students out of 24 students who answered strongly agree or as many as 37.5% students
answered strongly agree. Which means they strongly agree that parents participate in
increasing students' concentration.
Table 8. Answers to the fourth question.
PARENTS PARTICIPATE IN INCREASING STUDENT CONCENTRATION IN ONLINE LEARNING
DURING THE COVID-19 PANDEMIC
Frequency Percent Valid Percent Cumulative Percent
Valid 1 5 20.8 20.8 20.8
2 4 16.7 16.7 37.5
3 6 25.0 25.0 62.5
4 9 37.5 37.5 100.0
Total 24 100.0 100.0

Based on the Table 9, it shows that the most answers to the fifth question are as many as
10 students from 24 students who answered agree or as many as 41.7% students answered
strongly agree. Which means they strongly agree that teachers use different learning media
in each meeting.

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Table 9. Answers to the fifth question.

TEACHERS USE DIFFERENT LEARNING MEDIA AT EACH MEETING IN THE ONLINE
LEARNING PROCESS DURING THE COVID-19 PANDEMIC
Frequency Percent Valid Percent Cumulative Percent
Valid 1 4 16.7 16.7 16.7
2 3 12.5 12.5 29.2
3 10 41.7 41.7 70.8
4 7 29.2 29.2 100.0
Total 24 100.0 100.0

Based on the Table 10, it is shows that the most answers to the sixth question are 7
students out of 24 students who answered strongly agree or as many as 29.2% of students
answered strongly agree and as many as 7 students from 24 students answered agree or as
many as 29.2% of students who answered agree . Which means they strongly agree and agree
that students feel their concentration increases when interspersed with games in the middle
of the online learning process.
Table 10. Answers to the sixth question.
STUDENTS FEEL THEIR CONCENTRATION INCREASES WHEN INTERSPERSED WITH GAMES IN
THE MIDDLE OF THE ONLINE LEARNING PROCESS DURING THE COVID-19 PANDEMIC
Frequency Percent Valid Percent Cumulative Percent
Valid 1 5 20.8 20.8 20.8
2 5 20.8 20.8 41.7
3 7 29.2 29.2 70.8
4 7 29.2 29.2 100.0
Total 24 100.0 100.0

4. CONCLUSION

Based on the results of the study, it was found that the use of the ice breaking method
proved to be very influential in increasing student concentration in the midst of online
learning during the Covid-19 pandemic, as evidenced by a survey distributed to high school
students. all survey questions have a strongly agree result.
5. ACKNOWLEDGMENT

We would like to send our gratitude for Universitas Komputer Indonesia and all parties
involved in the process of making this research.
6. AUTHORS’ NOTE

The authors declare that there is no conflict of interest regarding the publication of this
article. Authors confirmed that the paper was free of plagiarism.
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