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COVID-19 has disrupted all aspects of human life. To mitigate the impact of Cthe pandemic, several efforts have been taken, including by Indonesian scholars abroad. This book entitled Indonesia Post-Pandemic Recovery Outlook: Social Perspectives explores social issues and topics related to the COVID-19 pandemic and discusses post-pandemic recovery...
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Context 1
... learning, the proposed integration method in this study, is expected to recover the learning loss due to the decline in education quality during the pandemic. Table 12.1 shows the pros and cons of online learning in Indonesia. Online learning is expected to provide learners more access and educational opportunities; they can learn anywhere in their own time. ...Context 2
... chapter summarized teachers' perspectives on Indonesian education's readiness to implement hybrid learning via a questionnaire survey. The survey consisted of twenty-five questions (open-ended and close-ended) tailored explicitly to the high-quality education envisioned by the United Nations in the Sustainable Development Goal No. 4. Details of the questions can be seen in Table 12.2. Each question is answered on a 4-points Likert scale: 'strongly disagree' as 1, 'disagree' as 2, 'agree' as 3, and 'strongly agree' as 4. The first sixteen questions could also be found in Karnalim et al. (2022). ...Context 3
... analyzing the data from the closeended questions, we used the second author's quantitative analysis for responses of all teachers, 3T teachers, and non-3T teachers. The average Likert score for each question can be seen in Table 12.2. To measure the difference between responses of 3T and non-3T teachers, a two-tailed independent t-test with a 95% confidence rate was used. ...Context 4
... proportion of agreed respondents is comparable to the counterpart, and the average score is between 2 (disagree) to 3 (agree). Table 12.2 summarizes our quantitative findings: non-rural, rural, and both areas. ...Context 5
... addition, many students lived in geographically disadvantaged areas, making the internet connection challenging to afford. Table 12.3 summarizes the results of the most perceived challenge in conducting teaching online by rural and non-rural teachers in Indonesia. ...Context 6
... 12.3 summarizes the results of the most perceived challenge in conducting teaching online by rural and non-rural teachers in Indonesia. As indicated in Table 12.3, most teachers perceived that online classrooms' social presence was highly affected by teaching factors. ...Context 7
... teachers mainly resided in nonrural areas in Java provinces. As indicated in Table 12.4, all teachers shared a similar perception that the teaching domain was the challenged domain to engage students cognitively. ...Context 8
... contrast, only a few non-rural teachers admitted it as the most challenging factor in curriculum adaptation. It is interesting to note that in Table 12.5, some non-rural teachers mentioned students' various cognitive abilities and family support as two of the most significant challenges. ...Context 9
... finding might indicate that the integrated setting will benefit the cognitive domain. In addition, Table 12.6 discloses that more teachers in rural areas believed that the integration would provide a more inclusive learning process because they considered the technology might compensate for limited school facilities. ...Context 10
... percentage of teachers from both groups stating that the integration would not be effective, as displayed in Table 12.6, is almost the same. However, non-rural teachers identified various reasons to support their disagreements. ...Context 11
... teacher participants in this study seem to highlight important factors to increase the teaching presence in hybrid learning. All factors mentioned by the teachers in Table 12.7, either the teacher-or student-related ones, directly influenced both the cognitive and social presence domains. ...Similar publications
COVID-19 has disrupted all aspects of human life. To mitigate the impact of Cthe pandemic, several efforts have been taken, including by Indonesian scholars abroad. This book entitled Indonesia Post-Pandemic Recovery Outlook: Social Perspectives explores social issues and topics related to the COVID-19 pandemic and discusses post-pandemic recovery...
Citations
... The longer the school closures, the more likely learning loss to happen (Baker, World Bank, 2020;. For example, eight months of school closure represents six months of learning loss (World Bank, 2020; or school closure diminishes students' reading score by 21 points (Muharikah, Karnalim, & Natsir, 2022). A 2022 report from UNICEF, UNESCO, the World Bank and others have highlighted that approximately 70 percent of children worldwide aged between ten years old are not able to produce simple written text (UNICEF, 2022). ...
... It is manifested in various behaviours shown during the meeting in online class and independent study. This finding verifies some studies related to challenges of online learning (Febriana et al., 2022;Muharikah et al., 2022), especially within the context of primary education. Students face difficulties to remain focused, become disengaged and passive as they get easily distracted from distractions, which indicate students' low level of learning readiness. ...
... Students with high selfdirected learning show high independence in learning (Dwiyanti, Pratama, & Manik, 2020). In contrast, the findings of this study signified challenges related to online learning which is students' dependency from parents with their schoolwork and low motivation to learn (Muharikah et al., 2022). ...
Learning loss has been assumed to happen during the pandemic and post-pandemic era. This study aims to explore teachers’ and parents’ understandings about learning loss and strategies to maximise students’ learning progress during the post-pandemic. 26 participants involved in this study with age mean (M) was 44.5 years old. Four focus group discussions involving parents and teachers (2 parent groups and 2 teacher groups respectively) discussed their understandings about learning loss and strategies to minimise it. Data was analysed using NVivo 12 Plus. Three themes were found: Possible causes, quality of learning, and strategies to overcome. The findings suggest that providing support, both emotional and practical, was expressed by teachers and parents to identify and mitigate the long-term consequences of learning loss as it created routine changes in children’s learning habits. The findings suggest that collaboration is the epitome of partnerships between parents and teachers.
The involvement of children’s aspirations is an essential part of educational research that encourages effective learning and well-being among children. Thus, this study aims to promote children’s aspirations of starting schools during the post-pandemic situation. It implemented a face-to-face and online interview involving 63 first graders of primary school level aged seven years, consisting of 24 male and 39 female, by adhering to the prevailing health protocols. The thematic analysis generated two significant findings, including children’s perspectives and their preferences for either face-to-face learning or online learning. With regards to children’s perspectives, this research suggests that children prefer to learn with their teachers and friends at school. Based on the findings, further research is required to explore the responses of children, parents, and teachers to obtain comprehensive data
