Distance learning during the COVID-19 pandemic: School closure in Indonesia

Abstract

This study investigates the distance learning process of teachers during school closure due to COVID-19's impact. This research focuses on the introduction of distance learning, the obstacles faced by teachers and approaches to addressing different hurdles in the implementation of distance learning. This study collected data from mathematics and science teachers spread in junior and senior high schools in Aceh Province, Indonesia. Data were collected through a questionnaire from 353 teachers and interview from 6 teachers to get in-depth information related to the focus of this study. The results of the study revealed that teachers could not directly utilize various Information and Communication Technology (ICT) devices and online learning platforms that are widely available in supporting distance implementation, either due to the ability of teachers, parents' economic factors, limited internet access, and the absence of guidance. However, over time, the teacher can independently adapt to environmental conditions and the characteristics of students in carrying out distance learning.

Synchronous and asynchronous online learning of advanced statistics during Covid-19 pandemic

“…Firstly, the approaches combined the chatroom (8 meetings) and video conferencing (6 meetings) platforms. The use of the chatroom platform was to minimize the internet cost and connection constraints, while the video conferencing platform was to address the lack of understanding in online learning (Azhari & Fajri, 2021;Fatoni, et al, 2020). Secondly, the approaches encouraged the students to learn independently using videos, e-books, and textbooks and to discuss the materials and the problem solutions in groups.…”

The instrument analysis of students’ problem-solving ability on hybrid learning model using ETNO-STEM Approach through Quest Program in COVID-19 Pandemic

“…As a result, it will make platocurtic curve not leptokurtic curve anymore (Corbi & Burgos, 2017). Thus, QUEST program determines that an item or tester/case/person is considered fit with the model using limit of INFIT MNSQ from 0.77 to 1.30 (Azhari & Fajri, 2021). Somehow, some studies use more strict limitation which is about 0.83 to 1.20 while others do examination based on value of INFINIT t which use ± 2,0 (rounded to ± 1,96) for t value if the error level or alpha is 5% (Davis et al, 2019).…”

“…Based on the value of INFIT MNSQ, item number 1-6 are accepted since their INFIT MNSQ value is from 0.77 to 1.30 (Azhari & Fajri, 2021), therefore it fits based on model. Additionally, using INFIT t with the limit ±2,0 item 1-6 fits based on testers' ability.…”

Analisis Kemampuan Pemahaman Konsep Matematis Siswa Sekolah Dasar Pada Masa Pandemi Covid-19

“…Dalam rangka menekan penyebaran Covid-19, maka pemerintah pun membuat kebijakan dimana pelaksanaan kegiatan belajar tatap muka dibatasi dan digantikan dengan pembelajaran daring. Salah satu tantangan bagi guru dan siswa ialah dengan beradaptasi dengan pembelajaran daring tersebut (Azhari & Fajri, 2021) dan kapanpun (Dewi, 2020). Peserta didik dapat berinteraksi dengan guru melalui beberapa aplikasi diantaranya Classroom, Video Converence, zoom, atau melalui Whatsapp (Marfiah & Pujiastuti, 2020) Wibawanto dalam (Sumarno, 2020) menyampaikan bahwa pembelajaran yang dilakukan tatap muka maupun dengan jarak jauh harus melibatkan 3 aktivitas utama yang saling berkaitan antara satu sama lain yaitu (1) aktivitas presentasi yakni pemaparan atau penyajian bahan pembelajaran (2) aktivitas interaksi yakni aktivitas komunikasi timbal balik antara pembelajar dengan fasilitator maupun antar pembelajar dan (3) aktivitas evaluasi yakni kegiatan yang dilakukan dalam mengukur kemajuan dan keberhasilan proses pembelajaran yang telah dilakukan.…”