Wasis Wuyung Wisnu Brata, Shilvin Chintya Hondro
After the rapid adaptation of technology in education during the pandemic, some teachers, especially those at universities, continue to implement online learning for various reasons and specific benefits. The aim of this study was to analyze the online learning environment in prospective biology teachers' classes and assess their well-being after more than two years of full online study. Additionally, this study explores the relationship between these two factors. The research was conducted at the State University of Medan and involved a total population of 685 students aspiring to become biology teachers. A sample of 109 students participated as respondents. The instruments used in this study were the Social Constructivist Learning Environment Survey questionnaire (SCLES) and the Student Subjective Well-being Questionnaire (CSSWQ). The results revealed that, on the whole, the constructiveness of the online learning environment was rated as high, with an average score of 3.78. Similarly, students' subjective well-being was also in the high category, with an average score of 3.15. The results of the correlation test indicate a positive and moderate correlation (r = 0.449) between the constructiveness of the online learning environment and students' subjective well-being. © 2024 Author(s).
Biology Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan, North Sumatera, Medan, Indonesia
