Analysis of Factors Affecting Students and Effectiveness of Online Lectures Through a System Approach

The purpose of this study was to determine the effect of place factors, lecturers, students, parents, materials, and facilities that were transformed into the lecture process on student satisfaction and lecture effectiveness.This research is a quantitative descriptive study using a survey method via an online google form to 245 students in the city of Banjarmasin. Calculations using part analysis program SPSS direct and indirect effects.The results showed that the factor of place, lecturers, students, parents, materials, and facilities had an effect on the lecture process where the influence of parental support was the most dominant, followed by the role of the lecturer. The level of student satisfaction in the effectiveness of lectures is strongly influenced by the lecture method carried out in a toturial manner. Students who like learning will be very helpful in transferring lessons.The implication is that parents must be given awareness to support online lectures, and must perform interpersonal skills by utilizing technology. To facilitate the transfer of knowledge, students must first be interested in the lesson


Introduction
Anticipating the transmission of the Covid 19 virus, the government has issued various policies, such as isolation, social and physical distancing to large-scale social restrictions (PSBB). This condition requires everyone to stay at home and to do activities from home, such as working, worshipping, and studying. Educational institutions are no exception, which must follow government regulations to innovate the learning process when a natural disaster or global pandemic occurs through online learning to improve the quality of learning (Gu & Sun, 2021) Online learning is not only caused by the Covid-19 outbreak, but online learning has become a demand in the world of education since the last few years. Moreover, online education is being promoted to become mainstream in the 21st century (Gu & Sun, 2021, He et al., 2014 Online learning or e-learning is a learning method that utilizes technology using the internet, where the learning process is not done face to face, but using electronic media that makes it easier for students to learn anytime and anywhere. The impact of online learning activities can be seen from the aspect of the spirit of learning, literacy of online learning technology, intrapersonal communication activities, collaborative activities, and independent learning independently (Gu & Sun, 2021, He et al., 2014 The implementation of e-learning by the lecturers is expected not to reduce students' understanding in receiving teaching materials during lectures. However, we should be aware that the implementation of online lectures has several obstacles and complaints from the lecturers and students. Complaints generally occur on an unstable internet network, materials that cannot be delivered in full at every meeting, the lack of supporting media facilities in online learning activities, and the difficulty of controlling student learning activities without using the video conference application directly. For this reason, effective solutions for online lectures are used as the basis for compiling this research, so that institutions are able to determine the right policies during the Covid-19 pandemic outbreak. There are various studies carried out by researchers that have discussed online learning during Covid-19. Based on the latest data, research results from He et al. (He et al., 2014) show that the effectiveness of online learning with significant achievements in line with the demands of realizing digital leaders of 21st century higher education; ; (Tunmibi et al., 2015) reviewed 21 reflections on online learning during the Covid-19 emergency; Online learning has become a demand in the world of education since the last few years (Ali et al., 2018) ; Through online learning, higher education will be created with a modern learning environment (Simuforosa, 2013) about the effectiveness of online learning during the Covid-19 pandemic; and (Maatuk et al., 2021) who explained that in online lectures students need their own variations and they prefer online learning as a variation of how to develop and deliver material.
The System Approach is an attempt to solve problems by looking at the existing problems thoroughly and performing a system analysis. A systems approach is needed when we face a complex problem so that an analysis of the problem is needed, to understand the relationship between parts and other parts of the problem, as well as the relationship between the problem and other problems (Aiken, 1971) The system is a group of interacting or interrelated elements. which act according to a set of rules to form a unified whole. A system, surrounded and influenced by its environment, is defined by boundaries, structure and purpose and expressed in

Picture 1 Conceptual System Research
A series of hypotheses needs to be compiled to test between variables in the system model above by taking into account the various results of previous research, formulated as follows: H1 place, affects the online learning process H2 lecturers, affect the online lecture process H3 students affect the online learning process H4 parents affect the online learning process H5 material affects the online learning process H6 facilities affect the online learning process H7 online lectures affect student satisfaction H8 discussion in online lectures affects student satisfaction H9 assignments in online lectures affect student satisfaction

Research methods
In this study, we use a correlational quantitative statistical method that measures the effect between two or more variables. Correlation analysis is a statistical method used to evaluate the strength of the relationship between two quantitative variables. A high correlation means that two or more variables have a strong relationship with each other, while a weak correlation means that the variables are almost unrelated. The population of this research is undergraduate and postgraduate students in Banjarmasin who are conducting online lectures during the COVID-19 period in 2021, where the questionnaire uses a google form which is distributed using social media what up in parallel. The results showed as many as 245 answers to the questionnaire were returned to be processed using SPSS 24. The classical test was used to see the validity and reliability of the data, then the regression test between variables that formed the research model.

Research result
From the test results on the validity of the data, it shows that the questions about the place (significance 0.909) and the task (0.229) are still not valid because the probability level is above 0.05, while the other variable measurements are quite valid because all of the significance is 0.000 < 0.005.  Table 2 Reliability Statistics Cronbach's Alpha N of Items .683 11 From the descriptive test, it shows that lectures are more dominant than other variables, which shows that the lecturer's performance (average 3.8579) or 80% is good enough even though it is still not perfect, while the weakest performance is the facility variable (average 2.9938) or 40 % which indicates the availability of facilities for online lectures is still lacking. 249 Overall, the input of the online lecture system consists of the support of parents, places, students, lecture materials, facilities and lecturers affecting the delivery of lecture material shown in the f test where the effect is quite significant as shown in table 4 below. However, partially from the six input variables, only parental support, lecturers, and lecture materials significantly affect the delivery of lecture materials (significant t-test 0.000 role of lecturers and parental support, and lecture materials 0.041 < 0.05), while the place is 0.927, facilities 0.515 , and the students themselves 0.666 > 0.05 had no significant effect. The most dominant influencing factor is the lecturer followed by parental support for the successful delivery of lectures as presented in table 5 below; In addition to lectures delivered by lecturers, online lectures are also carried out in the form of discussions to dig deeper into the students' ability to communicate their understanding of lecture material, two-way communication between lecturers and students, students and other students. Table 6 shows that the overall effect Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.12, No.32, 2021 54 of parental support, place, students, lecture materials, facilities, and lecturers on class discussions is quite significant with the f test results 19,097 with a significance level of 0.000. However, partially from the six input variables, only facilities, lecture materials, and lecturers have a significant influence on class discussions (significant t-test 0.000 facilities and materials, and the role of lecturers 0.009 < 0.05), while the place is 0.807, the student facilities themselves are 0.723, and support parents 0,523 > 0.05 had no significant effect. The most dominant influencing factor is the facility of 0.603 or more 60% of the class discussion as presented in table 7 below; In addition to lectures delivered in the form of tutorials and class discussions, online lectures are also carried out in the form of giving assignments to see students' ability to analyze, apply and look for other examples or application of theory in the real world, either individually or in groups. Table 8 shows that the overall effect of parental support, places, students, lecture materials, facilities, and lecturers on class discussions is quite significant with the f test results 7.065 with a significance level of 0.000. However, partially from the six input variables, only facilities and lecturers significantly affect the implementation of the task (significant t-test of facilities 0.003 and lecturer's role 0.008 < 0.05), while place is 0.807, material is 0.102, students themselves are 0.513 and parental support is 0.652 > 0.05 not significant effect. The most dominant influencing factor is the facility -0.420 or minus more than 40 % of the class discussion assignments as presented in table 9 below ; Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.12, No.32, 2021  However, partially, the process variables were only in the form of toturial and class discussions which had a significant effect, while in the form of assignments it did not significantly affect student satisfaction (toturial t test was significant 0.000 and class discussion was 0.002 < 0.05, assignment was 0.625 > 0.05). The most dominant influencing factor is in the form of toturial of 0.438 or more 40% of student satisfaction as presented in table 11 below;

Table 11 T-Test Effect of Lecture Process on Student Satisfaction
Overall, the lecture process in the form of tutorials, class discussions, and assignments can significantly affect the effectiveness of learning (with the F test results 64,160 with a significance level of 0.000) as shown in  Vol.12, No.32, 2021 However, partially, the process variables are only in the form of tutorials and class discussions which have a significant effect, while in the form of assignments they do not significantly affect the effectiveness of online learning (toturial significant t test and class discussion 0.000 < 0.05, assignment 0.215 > 0.05). The most dominant influencing factor is in the form of a 0.241 toturial on the effectiveness of online learning as presented in table 13 below; Tabel 13 The effect of student satisfaction on the effectiveness of online learning is quite significant with a t-test with a significance of 0.000 and a beta of 0.444 as presented in table 14.

Implications and Discussion
Lecturers are actors who play the main role in the lecture process. Every appearance, movement and speech are always noticed by students, even more so than students' attention to lecture materials. Through new student lecturers think about lecture materials, if students a priori from the start, do not believe, do not like, students will be forced to follow the next lecture process. Interpersonal skills are very important for lecturers to build closeness and relationships with students, this is in accordance with research (Salamat et al., 2018). In the context of online lectures, this includes the ability of lecturers to use technology and variations of technology such as making videos and animations that can attract students. (Scagnoli et al., 2019) Parental support, especially for Asians, is very important (Loh & Teo, 2017). Parents, like Chinese culture, are still respected as ancestors, for Muslims the blessing of parents is an obligation for children to get it. In the context of online lectures which are generally carried out at home for students, if parents do not understand, they will give a number of homework assignments to their children who are at home, support is needed by giving space and time for children to study online, it is important to facilitate the learning process.
The process of conducting online class discussions by students will be carried out smoothly as long as it is supported by facilities such as laptops, signals and current quotas, and of course the instructions are clear and the material is sufficiently understood by students. This is in accordance with the results of the study .
This also applies to the fluency of carrying out tasks for students, where if supported by the availability of facilities, smooth networks and support from lecturers in the form of instructions and motivation, students will be faster in carrying out tasks. This is in accordance with the results of the study (El-Seoud et al., 2016) The results showed that lectures in the form of tutorial still most dominantly influenced student satisfaction compared to discussions and assignments. So that when online lectures use various methods, the composition of the longest time must be in the tutorial lecture model, while discussions and assignments are only complementary additions, not the other way around the dominant assignment (Owens & Price, 2010) The effect of the task which is not significant on student satisfaction, shows the task of making students' conditions the same, many or not the tasks of student satisfaction are the same. Similar to student satisfaction, the level of effectiveness of online lectures is also influenced and dominated by lectures conducted in a tutorial  Vol.12, No.32, 2021 manner, followed by discussion methods, while in the form of assignments, the effect is not significant. This is contrary to the opinion (Arifin et al., 2013, DeSimone, 2012, which at the same time criticizes that the form of assignment should be a map to help participants understand the lesson, so there is a possibility that the task given is unstructured or lacks connection with the lesson. In the end, the results of this study indicate that student satisfaction has a significant effect on the effectiveness of lectures. This is not in accordance with the opinion of Fishbein and Azen (Fishbein & Ajzen, 1975) where the attitude structure begins with understanding first and then feeling satisfied or not, but this supports Aseel's opinion (Assael, 1974) which does not matter which one comes first, where in this study shows if students have a feeling of liking then the lesson will be easier for them to understand. Thus, the lecturer's task must be to make students like the new lesson the transformation strategy.

Conclusion
The spread of the COVID-19 virus has not yet ended, making lectures switching their teaching method, from face-to-face to online lecture method. There are many questions in the community whether online lectures have been effective enough. Based on the results of this study, the effectiveness of lectures is influenced by student satisfaction with the lecture process. Meanwhile, student satisfaction and effectiveness are heavily influenced by the lecture process in the form of tutorials and discussions. The ability of lecturers, parental support and the availability of materials are very important for the e-learning process.