Publication Search

This study aims to analyze the comparison of students' physical fitness during the COVID-19 pandemic and after the pandemic based on VO2 Max values. The research sample amounted to 100 students who had physical fitness data in two observation periods, namely during the pandemic and after the pandemic. Fitness measurements were carried out using the Beep Test (Multi-Stage Fitness Test / MSFT) to obtain a VO2 Max value. The results of the study showed that the average VO2 Max of students during the pandemic was 35 ml/kg/minute, while after the pandemic it increased to 42 ml/kg/minute. An increase of 7 ml/kg/min indicates a recovery in the student's aerobic capacity after returning to normal physical activity. Students who remained active in exercise during the pandemic showed better levels of fitness than students who did little physical activity. In addition, psychological factors, social support, and the availability of sports facilities also affect changes in students' physical fitness. Thus, the COVID-19 pandemic has been proven to have an impact on the decline in students' physical fitness, but these conditions can be restored through increased physical activity, environmental support, and structured physical education programs in the post-pandemic period.

The COVID-19 pandemic has drastically changed the way people communicate, especially in the world of education. Learning that previously took place face-to-face has shifted to a virtual system in response to government policies regarding social distancing. This study aims to examine the culture of virtual communication during the COVID-19 pandemic using a literature study approach and secondary data analysis from various trusted sources, including national journals. The results of the study show that virtual communication has become an important part of the learning process during the pandemic. Various platforms such as Zoom Meetings, Google Classroom, and Google Meet are widely used by educators and students to support interaction and the effectiveness of the teaching and learning process. This study also highlights changes in communication patterns, challenges faced by users, and the importance of technological readiness and digital literacy in supporting effective virtual learning during a crisis such as a pandemic.

The COVID-19 pandemic has had a major impact on the world of education, forcing a massive transformation of learning from face-to-face to the virtual world. In this article, we emphasize how technology, digital media, and online learning strategies have changed during the pandemic and how they are applied at various levels of education. In the online learning process, both teachers and students face challenges and opportunities, according to literature research conducted in several recent books and journals. Information technology is very important to convey information and encourage students to learn. This transformation not only affects learning methods but also requires innovation in curriculum and teaching methods to be more flexible and adaptive. The digital era has encouraged the use of technology in education. This is despite many obstacles, such as limited infrastructure and lack of human resources. This study shows that the readiness of the education system to face the crisis is very important. In addition, in the future, educators and students must be strengthened in digital skills.

Social distancing as a measure to prevent the spread of disease has significantly changed the paradigm of social interaction in society. The impact is visible in various aspects of daily life, including interpersonal relationships, social activities, and community dynamics. This research discusses the impact of social distancing on social interactions in society. First, social distancing practices change the way individuals communicate. Physical restrictions have caused a shift from face-to-face interactions to virtual interactions via digital platforms. Although technology has made connectivity possible, some people have difficulty expressing emotions and building deep relationships in virtual environments. Second, social distancing also affects people's social life. Social events which are usually places for meetings and cultural exchanges have had to be canceled or adjusted to comply with health protocol regulations. This can cause a breakdown in social ties and a lack of sense of solidarity among community members. Apart from that, the economic impact can also be felt socially. Restrictions on economic activities result in reduced incomes and increased uncertainty, which can trigger stress and tension in social relationships. Economically vulnerable groups of society suffer more from these restrictions. In this context, it is important for society to find new ways to establish and maintain healthy social relationships. Strengthening virtual communication, innovation in social activities, and mental support are the keys to overcoming the negative impact of social distancing on social interactions in society. Adopting a qualitative approach, this research involves in-depth interviews, participant observation, and social media content analysis to understand changes in interaction patterns as social distancing is implemented. Key findings include paradigm shifts in forms of social interaction, psychological impacts on individuals, and adaptation strategies used by society to maintain connectivity. The results of this research provide in-depth insight into the dynamics of social change amidst the pandemic, providing a basis for formulating better policies in dealing with similar situations in the future. By documenting people's experiences, this research has the potential to contribute to our collective understanding of social adaptation during crises in society.

The research aims to analyze the influence of online learning on the initial understanding of new physics education students after the pandemic. The research method used is a quantitative research method using questionnaires which represent an important part of the survey process. The research was conducted at the Physics Education Study Program, FKIP, Riau University, with the research actors being new Physics Education students. The data collection technique used is a technique in the form of distributing questionnaires. The research results show that the majority of new physics education students experienced problems when learning online during high school, resulting in difficulties in understanding the learning material which affected the initial understanding they mastered after the pandemic.

Through this research process, it is hoped that the most appropriate and effective learning model can be developed in a conversation practice class at the Faculty of Economics and Business. It is hoped that the results of this research will provide a general idea for the English course teaching teams in all faculties regarding the appropriate learning process in guiding students so that they can then apply it directly both in lectures and in accordance with the pandemic period when they have to study from home.