Learning in the conventional classrooms involves the importance of social interaction between teachers and lecturers as teachers and students as learning citizens. Social interaction is an essential aspect in achieving the success of the learning process in the classroom [1]. It is this social interaction that enables the learning process in the form of giving experiences in which there are collaboration and discussion activities that are part of the scientific process and 21st century skills. Social interactions that occur can also generate interest and motivation which can have an impact on improving student performance and learning achievement. Therefore, it is not surprising that many teachers consider interaction important in the learning process. Interaction in learning will be able to make students do better, not only in the ability to explain descriptively which according to Dale's pyramid is only able to provide 20% contribution to learning but can achieve the ability to analyze, evaluate and create (70-90% contribution) [2]. 

However, with the Corona-19 (COVID-19) pandemic, face-to-face learning cannot be done. In several countries in the world, the educational process during the pandemic is divided into four types of learning processes, namely through radio, television, paper-based learning and online [3]. Therefore, the teaching staff needs to find other alternatives in order to carry out the learning process. One alternative that can be done to continue the learning process is by utilizing internet access. There are lots of applications that teachers can use to keep their activities, such as applications that allow face-to-face such as Google meet or zoom meetings. There are also applications that are non-face-to-face only, such as Whatsapp, Google classroom, or email.

Middle schools in the Asian region, for example, prefer online learning with a percentage exceeding 75% as also preferred by secondary schools in the Latin America and Caribbean regions. In European countries they have implemented 100% of the online learning process. In addition to the learning process carried out online, it is also known that according to the United Nation [3], the proportion of high school teachers who want the learning process to be carried out by take-home is 60%, with television or radio support is 70%, through cellphones by 55% and online 72%. This shows that the teacher's enthusiasm is still good in carrying out the learning process even during the pandemic. However, for the level of childhood education, the proportion of teachers teachers who want the learning process to be carried out is relatively low, where on average it is only 35%. The learning processes that kindergarten teachers want is through television and radio support, namely 50%. 

As for the higher education sub-sector, educators prefer the online learning process which is carried out through recorded lectures and online platforms [3]. Some universities prefer to postpone learning until further notice. The delay made by the University was due to the lack of information technology (IT) infrastructure provided for educators and students. Among these alternatives, the most widely used is through the WhatsApp application, which is around 37% [4]. The whatsapp application can be used for several aspects, such as establishing two-way communication (even without face to face), sending lecture files (soft copy), as well as short audio / video recordings. However, the learning process using the WhatsApp application is not good enough in bringing up learning interactions as is done in conventional learning.

The difference in the social aspect between the online and face-to-face learning process is that the learning process carried out online uses text-based asynchronous communication media whereas face-to-face is oral. The teacher feels that computer-mediated communication is very inadequate to instill verbal social cues and attitudes [1,5]. For that, it is important for educators to choose an online learning model that is able to provide the same nuances for students to socialize. The social presence of students in online learning is determined by the ability of student participants to project themselves, both socially and emotionally as real individuals [6]. Therefore, this study aims to examine the effectiveness of learning that is carried out online, in terms of the social impact that occurs on students.               

This research was conducted with a qualitative approach that was applied to identify the impact that occurred on the learning process carried out online to achieve the effectiveness of learning using data on social knowledge and practices at the local level [7]. Field data collected in this qualitative study relates to comfort, understanding and problems or obstacles faced by students during the online lecture process. The instruments used in data collection were in the form of questionnaires and interviews given to 32 students of the Pancasila and Citizenship Education study program, North Sumatra Islamic University. The questionnaire assessment was carried out using a Likert scale with four options. Analysis of the data used is to use interpretation analysis based on student opinions and perceptions of the online learning process carried out by teaching staff in lectures.

The data collected in this study are divided into three aspects, namely aspects of student comfort in online lectures, understanding of the material, and problems or obstacles experienced by students.The three data are stated as follow. In Figure 1 found that students feel convenience with online learning process 46.88 %. But 37.50 % disagree. In Figure 2 found 53.13 % do not understand learning materials, because it is only 37.50 % who catch knowledge.

Figure 1: Student comfort in the lecture process.

Figure 2: Understanding of the Material.

Table 1: Problems or Constraints in Online Lectures

The government should provide adequate infrastructure to support the implementation of online learning, such as high-speed Internet networks, comfortable and inexpensive hardware and software, support from digital industry players and promotion of e-learning among the public [7]. This support is expected to create opportunities for the growth and promotion of the digital industry in a country. 

However, as found in this study, it is known that there are still students who have problems due to the lack of facilities they have, such as ownership of an android cellphone, laptop, or other hardware that can be used to access the lecture process. There are 15.63% of students who do not have Android cellphones, laptops, or tablets. Likewise, with the problem of internet network access, namely 46.88% of students who are constrained by internet networks, such as slow internet access, loss of signal in some areas where students live, or even the absence of internet access in remote areas. 

Another problem that the government must also pay attention to is the regulation of internet access fees through GSM telecommunications providers. This is as stated in this study, namely there are 21.88% of students who complain about the large costs they have to spend to access online learning. When compared with the costs incurred for offline learning, there are 37.5% of students who think that online learning is more expensive when compared to the costs when learning offline.

Educators who actively use Electronic Educational Resources in the educational process need to have a video connection to connect with their students [8]. However, some universities have not been able to provide adequate distance learning. Meanwhile, if educators are trying to meet the need for a proper video connection in their online learning, they will have to pay a large amount of money. Especially if this application is used for evaluation tools or collecting student assignments in lectures. 

Many schools have issued implementation guidelines that change many aspects of the components in curriculum evaluation. This change began at a new period in the curriculum. This change began with the massive replication of instructional evaluations to online evaluations. In online instructional evaluation, there are synchronous and asynchronous forms [9]. Synchronous form requires teachers and students to work together at set times through online applications such as Zoom, Google meetings and other online learning applications. Another alternative is by telephone where the teacher provides assessments to students in real time. The asynchronous form is carried out in the form of activities between educators and students who do not need to interact online, but directly by applying the social distance protocol.

After analyzing the data obtained; it gives two conclusions: 

• the online teaching learning process, has made majority learners feel convenience

• it only results in the students achievement in 37.50 %; it falls into the low achievements

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3. United Nations. Policy Brief: Education during COVID-19 and Beyond. New York: United Nations, 2020. https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf.

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8. Irina, R., et al. “The Effectiveness of E-Learning: Based on Students’ Evaluation.” SHS Web of Conferences, vol. 26, ERPA International Congresses on Education 2015, Greece, June 2015.

9. Cahapay, M.B. “Rethinking Education in the New Normal Post-COVID-19 Era: A Curriculum Studies Perspective.” Aquademia, vol. 4, no. 2, 2020, ep20018.