The Readiness Analysis of Online Learning at Undergraduate Students in Pandemic Era

At the end of 2019, the emergence of COVID-19 affected all areas of life, especially education. Since there was still no certainty when this pandemic will end, online learning was an absolute necessity that must be fulfilled by all Indonesian students. This research aimed to determine the readiness of undergraduate students in online learning during the COVID-19 pandemic. This research was a qualitative research method using closed-ended questionnaires and interviews. Subjects of this research were undergraduate students at the University of Muhammadiyah Prof. Dr. Hamka. The results of this study show that students’ readiness were high in computer/internet selfefficacy, self-directed learning, and motivation for learning, on the dimension of learner control and online communication self-efficacy students’ readiness were moderate. It can be concluded that undergraduate students at the University of Muhammadiyah Prof. Dr. Hamka are ready to face online learning. Furthermore, suggestions concerning the improvement of Online Learning Readiness were also discussed in this study.


A. Introduction
such as self-learning, online communication self-efficacy, and learner control. Also, OLRS instruments have benefits to assist further research in the context of online learning.

B. Literature Review
Recently, students' readiness to learn was an important aspect of learning activities, especially in online learning. In the following years, many researchers studied and developed the concept of online learning readiness. It was studied in multiple dimensions and measured in various validated scales. In 2020, Hidayat & Hamrat adopted the Online Learning Readiness Scale (OLRS) instrument by Hung et al., (2010) into Bahasa Indonesia and to test its psychometric properties for Indonesian use. Online Learning Readiness Scale (OLRS) instruments was an instrument to assess students' readiness in online learning through confirmatory factor analysis. OLRS has 18 items in five important dimensions, namely computer/internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy.
Briefly, the OLRS instrument was an online learning readiness scale that presents different dimensions with a broad research scope that includes the attitudes and behaviour of online students. These measurements have been validated and with five various dimensions are considered to strengthen research on student readiness for online learning.

Computer/Internet Self-efficacy
Computer/Internet self-efficacy is an influencing factor in online learning readiness. Computer self-efficacy is based on the individual's belief and confidence in their computer skills and knowledge (Sarfo et al., 2017). Meanwhile, Internet self-efficacy is a form of appraisal to determine individual proficiency in using applications or learning tools in online learning (Lu et al., 2018). Schlebusch, (2018) concluded that the Computer/Internet selfefficacy of students influenced their proficiency in using ICT. However, students who are familiar with using the internet are not necessarily comfortable using computers. Thus, students need to have confidence in using computers and the internet, and also be able to motivate themselves to find solutions in solving a problem.

Self-directed Learning
Self-directed learning is one of the most important aspects in order to improve the quality of students in learning, especially in online learning . Sumuer, (2018) argued that selfdirected learning tends to occur in the context of learning that supports students plan, implementing, and evaluating their learning independently by using skills through some elements such as; motivation, self-management, and self-control. Serttaş & Kasabalı, (2020) also defined self-directed learning as learning that requires students to find appropriate methods and strategies to meet their needs and support their strengths. In conclusion, students were trained to understand learning material, complete assignments and solve problems with appropriate solutions, and evaluate learning outcomes independently.

Learner Control
Learning environment affects students in achieving learning goals. According to Abdul-Rahman, (2020), Learner control was a strategy that provides opportunities for students to make decisions in managing study time, and find effective ways of implementing the learning process. Therefore, students need self-control to examine whether they have 'learner control' since the accuracy of learning strategies and methods can affect student performance in achieving learning goals.

Motivation for Learning
Motivation is one of the most important factors influencing the success of language learning and it cannot be denied. Timor et al., (2021) argued that motivation causes a change in energy which is marked by a reaction to achieve a goal within itself. This reaction is usually in the form of encouragement in themselves to try and compete in doing something to get better results than before and can overcome obstacles that occur. However, all students in the class do not have the same type and level of motivation. Some learners may have very strong motivation to learn a language, others may have weaker motivation, and others may not be motivated at all. Therefore, the motivation of students supports the performance of students in achieving their goals, strengthens their learning, makes it easier to remember and store information.

Online Communication Self-efficacy
In online learning environment, there is no face-to-face interaction like in a traditional learning environment, students and lecturers only interact using online communication tools. Online communication tools include e-mail, chat rooms, and other messaging applications. Chung et al., (2020) stated that online communication self-efficacy is important to reflect on the lessons that have been learned and express their thoughts and emotions. Thus, online communication self-efficacy is an essential dimension to overcome the limitations of online communication.

C. Methodology
According to Sugiyono, (2013:14) The qualitative research method is a naturalistic research method since the research is carried out in natural conditions. Qualitative research is conducted to analyze facts, symptoms, and events that occur in the field according to natural situations and conditions. This study applied the qualitative research method since this study focused on a survey given to the subject of the study to find out the undergraduate students' readiness for online learning during the Covid-19 Pandemic. This research was conducted at the University of Muhammadiyah Prof. Dr. Hamka, Jakarta, Indonesia. Subjects in this study were undergraduate students from nine faculties at the University of Muhammadiyah Prof. Dr. Hamka. The research instruments used were closed-ended questionnaires by Google form and in-depth interviews by WhatsApp.
A total of 220 students were randomly selected to fill out the questionnaires through a Google form. The answers were analyzed to determine undergraduate students' readiness in online learning. Question statements can be graded as Strongly Disagree (SD), Disagree (D), Neutral (N), Agree (A), and Strongly Agree (SA) based on a Likert scale which did not have correct or wrong answers and presented in the form of a percentage. The questionnaires measured 5 dimensions of the Online Learning Readiness Scale (OLRS) Indonesian version by Hidayat & Hamrat (2020) consist of:  Computer/Internet Self-Efficacy Computer self-efficacy is based on the individual's belief and confidence in their computer skills and knowledge (Sarfo et al., 2017). Meanwhile, Internet self-efficacy is a form of appraisal to determine individual proficiency in using applications or learning tools in online learning (Lu et al., 2018). 2 Self-Directed Learning Serttaş & Kasabalı, (2020) also defined selfdirected learning as learning that requires students to find appropriate methods and strategies to meet their needs and support their strengths. 3 Learner Control Abdul-Rahman, (2020), Learner control was a strategy that provides opportunities for students to make decisions in managing study time, and find the effective ways of implementing the learning process. 4 Motivation for Learning Timor et al., (2021) argued that motivation causes a change in energy which is marked by a reaction to achieve a goal within itself. 5 Online Communication Self-Efficacy Chung et al., (2020) stated that online communication self-efficacy is important to reflect on the lessons that have been learned and express their thoughts and emotions.
After distributing the questionnaires, the researchers also took data from the interviews. Interviews were conducted by 18 students from 9 faculties at the University of Muhammadiyah Prof. Dr. Hamka. Each faculty was taken a sample of 2 students to be interviewed through WhatsApp. The questions were related to the 5 dimensions of online learning readiness as in the questionnaire. Furthermore, this interview was conducted to find out the suggestions of undergraduate students in improving online learning readiness at the University of Muhammadiyah Prof. Dr. Hamka. This interview was conducted to find deeper information from the data obtained from the questionnaires.

Closed-ended Questionnaires
In order to comprehend undergraduate students' readiness in online learning, the researchers distributed Online Learning Readiness Scale (OLRS) Indonesian version by Hidayat & Hamrat, (2020). The results were summarized in Table 1 below: Statements 1, 2, and 3 on the questionnaire were included in the first online learning readiness dimension, namely Computer/Internet Self-Efficacy. After statement 1, 2, 3 was calculated, the result of this study showed that the highest percentage of 51% of students stated "strongly agree", 48% of students stated "agree", only 1% of students stated "neutral" and there were no students who stated "disagree" and "strongly disagree". So it can be concluded that undergraduate students show a positive response in this dimension. That means they have very high self-readiness in Computer/Internet Efficacy for online learning. Here was the diagram of the result of the data.

Picture 1: the result of Computer Self-Efficacy
Statements 4, 5, 6, 7, and 8 on the questionnaire are included in the second online learning readiness dimension, namely Self-Directed Learning. After statement 4, 5, 6, 7, 8 was calculated, the result of this study showed that the highest percentage of 57% of students stated "agree", 38% of students stated "strongly agree", only 4% of students stated "neutral", while a student stated "disagree" and there were no students who stated "strongly disagree". So it can be concluded that undergraduate students show a positive response in this dimension. That means in the dimension of Self-directed Learning they have readiness in online learning. Here was the diagram of the result of the data. Statements 9, 10, and 11 on the questionnaire are included in the third online learning readiness dimension, namely Learner Control. After statement 9, 10, and 11 was calculated, the result of this study showed that the highest percentage of 53% of students stated "agree", 30% of students stated "neutral", 17% of students stated "strongly agree", while 1% of students stated "disagree" and there were no students who stated "strongly disagree". So it can be concluded that students' answers on this dimension were very diverse. A lot of them have readiness in learner control, however, there were still some students who were unsure about their readiness in the dimension of learner control. Here was the diagram of the result of the data.

Picture 3: the result of Learner Control
Statements 12, 13, 14, and 15 in the questionnaire are included in the fourth online learning readiness dimension, namely Motivation for Learning. After statement 12, 13, 14, and 15 was calculated, the result of this study showed that the highest percentage of 52% of students stated "agree", 40% of students stated "strongly agree", 7% of students stated "neutral", while only a student stated "disagree" and there were no students who stated and "strongly disagree". So it can be concluded that undergraduate students show a positive response in this dimension. That means they have very high self-readiness for online learning in the dimension of Motivation for Learning. Here was the diagram of the result of the data. Statements 16, 17, and 18 in the questionnaire are included in the last online learning readiness dimension, namely Online Communication Self-Efficacy. After statement 16, 17, and 18 was calculated, the result of this study show that the highest percentage of 48% of students stated "agree", 29% of students stated "strongly agree", 23% of students stated "neutral", and there were no students who stated "disagree" and "strongly disagree". So it can be concluded that students' answers on this dimension were diverse. A lot of them have readiness in online communication, however, there were still a few students who were unsure about their readiness in the dimension of online communication self-efficacy. Here was the diagram of the result of the data.

In-depth Interviews
In this section, the interview questions were related to the 5 dimensions of online learning readiness as in the questionnaire conducted to find deeper information from the data obtained from the questionnaires. Furthermore, this interview was conducted to find out suggestions from students concerning the improvement of online learning readiness.
Based on the results obtained for the Computer/Internet Self-Efficacy, students showed the highest readiness in online learning. Students felt very ready and confident in using computers and the internet during online learning since they were used to operating the computer and applying the internet in daily activities. This was supported by Chung et al., (2020) which stated that nowadays, students were proficient in using technology since this digital era was already rich in technological advances. However, several obstacles were often experienced, especially for students who lived in rural areas with limited facilities such as unstable internet connections and sudden damage to the laptop during online learning.
Next, in the dimension of Self-directed Learning, students showed their readiness about online learning. They made their lesson plans and were able to solve their learning problems in various ways, such as repeating learning materials, taking material notes, and discussing with their friends. Even though they often found it difficult to manage their study time during online learning, they still try to do learning optimally. Serttaş & Kasabalı, (2020)  directed learning as learning that requires students to find the right strategies to support their learning needs. That means students of the University of Muhammadiyah Prof. Dr. Hamka can find their respective learning strategies according to their needs and goals in online learning.
In the dimension of Learner Control, students showed that they were unsure in online learning. They can direct their learning progress by repeating the learning material that has been learned to keep achieving the target in learning. However, most of them found it difficult to control themselves from interference from other online activities such as notification from others social media during online learning. They used other social media when online learning takes place. It caused them to lose focus on learning. In his research, Chung et al., (2020) also got similar results. In this dimension, the results of their research show that Learner Control has the lowest average among the other five dimensions. Therefore, to overcome these problems and stay focused during online learning, they did several effective ways such as turning off notifications from others social media, keeping their smartphones out of reach, and participating in online learning using laptops.
Then, in the dimension of Motivation for Learning, students showed higher readiness in online learning. They realized that the implementation of online learning during the Covid-19 pandemic requires high self-motivation to learn. Vasilevska et al., (2017) stated that high motivation is a driving force for students to achieve their learning goals. Therefore, the things they can do to motivate themselves in online learning are by looking at the struggles of their parents and their goals to complete education by getting maximum results or according to the target achievement. So that, it can be concluded that motivation was the most important factor in students' readiness for online learning.
Last, in the dimension of Online Communication Self-Efficacy, students showed their readiness in online learning and felt the confidence to communicate online. They also stated that communicating online can also minimize making mistakes in speaking due to nervousness. Chung et al., (2020) argued that students who had high online communication self-efficacy have the ability to express themselves in writing rather than speaking. However, some of them also thought that in terms of convenience, they were still more comfortable communicating offline to minimize misunderstandings and tried their courage to speak properly and correctly.
Furthermore, students provided suggestions concerning the improvement of online learning readiness. They expect effective and interesting learning as accompanied by games and fun videos related to learning materials. They expect all educators to provide detailed and easyto-understand material explanations and be able to master the use of technology in order to improve the quality of the online learning media itself. In addition, there was a need for communication and collaboration between students and lecturers, so online learning will be easier to implement. They also hope that the internet quota can be evenly distributed to rural areas since students who live in rural areas will get more obstacles than students living in big cities.

E. Conclusion
Based on the results of the research and discussion that have been described above, it can be concluded that undergraduate students at the University of Muhammadiyah Prof. Dr. Hamka have readiness in implementing online learning with some differents variations in each dimension. It showed that undergraduate students' readiness was high in the dimensions of Computer/Internet Self-Efficacy and Motivation for Learning. Furthermore, the dimensions of Self-Directed Learning, Learner Control, and Online Communication Self-Efficacy showed that undergraduate students' readiness was moderate.
Although many students already have online learning readiness, there were still some students who showed their doubts during the implementation of online learning. There were several obstacles that they experienced during online learning, such as an unstable internet connection, especially for students who lived in rural areas with limited facilities, which was one of the obstacles to the implementation of online learning. In addition, most of them also need help in managing their study time independently during online learning. They also felt disturbed by other online activities such as notifications from other social media during online learning. Then, in terms of communicating, they had high confidence to communicate online during online learning, but in some cases, they still felt more comfortable if they can communicate directly or offline to minimize misunderstandings. Therefore, the researcher recommends several suggestions for consideration and thoughts in the implementation of online learning. The first suggestion is to prepare for the quality of online learning more maturely. Not only the learning media but also students and lecturers also have to improve their quality so that the implementation of online learning in the future can run optimally.