Abstract. The Covid-19 pandemic requires schools to adapt health protocols procedures and the logic of pandemic conditions, at all costs. Schools in Indonesia conduct distance learning or e-learning, one of which is in the form of the virtual classroom. It has the potential to improve digital and information literacy among teachers and students, furthermore it could turn the “banking system” learning style to become a more “problem-posing” strategy. However, it seems that virtual classes only use the internet as a support system, not as a learning ecosystem. This paper aims to look at the online learning process carried out by teachers and students in virtual classrooms, through qualitative research with several high school teachers selected by purposive sampling as research subjects. As a result, most informants revealed that virtual classes still referred to offline conventional classrooms with their obstacles such as uniformity, banking system, lack of information literacy, and the internet had not become a learning ecosystem yet. Abstrak. Pandemi Covid-19 mewajibkan sekolah menyesuaikan diri pada protokol kesehatan dan logika pandemi, dengan segala risikonya. Sekolah-sekolah di Indonesia melakukan pembelajaran jarak jauh (PJJ) atau e-learning, salah satunya berupa kelas virtual. Hal ini berpotensi meningkatkan literasi digital dan literasi informasi guru maupun murid lebih dari sekadar digitalisasi sumber belajar, bahkan berpotensi memperbaiki gaya belajar banking system menjadi lebih problem posing strategy. Akan tetapi, tampaknya kelas virtual tersebut hanya memanfaatkan internet sebagai sistem pendukung, bukan sebagai ekosistem belajar. Tulisan ini bertujuan untuk melihat proses pembelajaran online yang dilakukan guru dan murid di kelas virtual, melalui penelitian kualitatif dengan subjek beberapa guru sekolah menengah yang dipilih secara purposeful sampling. Hasilnya, sebagian besar informan mengungkapkan bahwa kelas virtual masih mengacu pada kelas konvensional luring dengan berbagai tantangan seperti penyeragaman, banking system, kurangnya literasi informasi, dan internet belum menjadi ekosistem belajar.
Qaryah Thayyibah Learning Community (QTLC) is a non-formal school with an anti-mainstream method inspired by Freire and Ivan Illich, rather than adapting national-conventional curricula. In the age of information overload, in line with the emergence of digital natives in QTLC, it is important to discuss (1) how were the critical information literacy practice in this community; (2) teachers’ roles associated with the literacy; (3) and critical pedagogy perspective on the phenomenon. This research was designed using the ethnographic method with a qualitative approach. It was conducted from December 2016 until June 2017 in Kalibening village, Tingkir subdistrict, Salatiga district, Central Java province, Indonesia. The result was that the students of QTLC had been practicing critical information literacy although neither optimal nor ideal yet based on Potter’s criterion and DIKW diagram. The main supporting factors were the culture of discussion and expressing opinions that had been cultivated and ingrained in their school activities, in line with the product or works-based learning strategy. The efforts of the school committee and management to be on the "free school movement" track to some extent—compared to regular schools—freed this community to determine the most appropriate learning method with QTLC’s vision of critical pedagogy, one of which is the practice of critical information literacy. However, the interaction between students and teachers was dominated by hysteric discourse and showed very little of any analytic discourse which is an important factor to realize critical pedagogy. Despite the shortcomings that currently exist, QTLC represents a step toward the realization of critical pedagogical practices in information literacy.
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