BIOLOGICAL LEARNING ADAPTATION DURING THE COVID-19 PANDEMIC PERIOD IN PONOROGO 1 PUBLIC HIGH SCHOOL Sukardi,

This study aims to determine the description of the adaptations that students have made to online learning during the Covid-19 pandemic in biology subjects at Ponorogo 1 Public High School. The research method used is a descriptive quantitative method with data collection carried out through an online questionnaire using google formula to 361 students of Ponorogo 1 Public High School from Class X, XI, and XII MIPA related to the implementation of online biology learning. Based on online questionnaires, 67.31% of respondents stated that they had difficulty understanding the learning material because they did not meet the teacher directly so that 50.14% of respondents tried to always come on time for online learning. The application most liked by 68.70% of respondents is google classroom. While 93.91% of respondents have been able to implement independent learning, 77.56% of respondents feel happy with online learning. Based on the results of the analysis, biology teachers at Ponorogo 1 Public High School became more creative and innovative in utilizing online media, which had an impact on increasing the ability to learn independently and the ability to master the technology of student at Ponorogo 1 Public High School.


INTRODUCTION
The Covid-19 pandemic had a significant impact on the education sector in Indonesia, and the Ministry of Education and Culture of the Republic of Indonesia responded to the effect of the conditions. The purpose of the issuance of regulations and technical guidelines for learning during the Covid 19 pandemic in Indonesia is to ensure optimal educational services for students even though they are faced with various challenges. and SMA. At the beginning of the implementation of Distance Learning, which was carried out by Biology teachers at Ponorogo 1 Public High School, biology teachers had identified some of the technical issues related to the implementation of online learning, such as; 1) difficulty finding the right learning platform, 2) unstable internet signal constraints, 3) smartphone / laptop ownership, 3) quota purchase costs. The obstacles experienced are in line with (Negara, Ibrahim, & Etmy, 2020) learning during the pandemic is constrained by the lack of experience of teachers in the online learning process. The internet quota runs out to download online assignment information in the form of documents or videos (Sari, Nawawi, & Darmawan, 2020).
Social Media and particularly, online learning is an important component of education higher education (Jill, Wang, & Mattia, 2019). In line with  Youtube as a solution alternative learning media to improve the quality of teacher teaching during the pandemic Covid-19. Meanwhile (DeWitt, Alias, Siraj, Yaakub, Ayob & Ishak, 2013) Youtube and Google Classroom is effective for learning because learners can develop higher-level thinking skills such as decision making and problem-solving, as well as communicate and collaborate using social media. The purpose of this study was to describe the adaptation that students have made to online learning during the Covid-19 pandemic in biology subjects at Ponorogo 1 Public High School.

METHOD
The research method used is a descriptive quantitative method with data collection carried out through an online questionnaire using google formula to students of Ponorogo 1 Public High School in Class X, XI and XII MIPA related to the implementation of online biology learning. Secondary data were collected through electronic media and various journals relevant to the research. The subjects of this study were 361 students of Ponorogo 1 Public High School who had implemented online learning. Data analysis was performed using the analysis model of Miles & Huberman (1994) which consists of three stages, namely; data reduction, data display, and conclusion drawing and verification. Various obstacles experienced by students caused 250 students or 69.25% of respondents to disagree if the implementation of distance learning was extended. However, there were 101 students or 30.75% of respondents agreed that the learning was extended. This is possible because students feel comfortable with the implementation of distance learning, have internet access and facilities for laptops or cellphones that can be used at home for the smooth running of distance learning. Student responses to learning and applications used can be seen in Table 2. outbreak is quite good and effective, it's just that it will be better if combined with other online platforms.

3.FINDINGS AND DISCUSSION
The use of the Google Classroom application is able to create a classroom atmosphere even though learning is carried out online, this is indicated by 280 students or 77.56% of respondents who feel happy with online learning. Meanwhile, synchronous hybrid learning is able to create a more flexible and attractive learning environment compared to classroom learning (Raes, Detienne, Windey, & Depaepe, 2020). One of the reasons students prefer online learning is because the teacher uses a variety of learning media (more than 1 type of learning media) than offline learning at school, this is indicated by the results of a questionnaire where 202 students or 55.96% of respondents stated that the teacher used a variety of media in teaching, as for the forms of media used, among others; Biology material videos from YouTube, PowerPoint presentation videos made by biology teachers, materials and questions in the form of documents (PDF or DOC), quizzes, google forms, and the Kemdikbud learning vlab. The results obtained are similar to research conducted in Poland (Rizun & Strzelecki, 2020) which states that students have a moderate feeling that distance learning had increased their effectiveness and productivity. Student learning motivation and understanding of material during the pandemic can be seen in Table 3. School. E-learning can change the roles of teachers and students because it is more attractive and able to increase the clarity of teaching and increase the individualization of the learning process and feedback (Kacetl, & Semradova, 2020).
Students' communication skills also improve, because students have to communicate virtually with their friends in a group who are in different locations. Online learning had encouraged students to further improve their ability to communicate and collaborate with friends online in doing assignments given by the teacher in Google Classroom and WhatsApp class group.
As many as 314 students or 86.98% of respondents felt that the material provided online was easy to understand. Meanwhile, there were 47 students or 13.02% of respondents who did not understand the material presented by the teacher online.

CONCLUSIONS
Barriers encountered by Ponorogo 1 Public High School students in implementing online learning to include, such as; difficulty understanding material, quotas, and internet access, lack of understanding of online applications, and lack of friends to talk to. Ponorogo 1 Public High School students learn online on schedule. The most preferred online learning applications for teachers and students are Google Classroom, Zoom, and WhatsApp groups. Teachers are more creative and innovative in use of online learning media that influence the increased independence, the understanding of technology, and the communication skills of students. Ponorogo 1 Public High School students prefer online learning, and the material presented by biology teachers in online learning is easy to understand.