Mapping Instructional Barriers during COVID-19 Outbreak: Islamic Education Context

Abstract

Coronavirus disease 2019 (COVID-19) is currently the most potent threat to educational systems, a crisis that may become disastrous. For the current study, a qualitative design within a case study tradition was implemented to investigate instructional barriers during COVID-19 faced by Indonesian teachers in Islamic boarding schools (Pesantren). Within this study, we applied a purposeful convenient sampling in which the access was obtained through communication with the principals of two Pesantren. Seven invited participants with more than ten years of teaching experience agreed to participate. Semi-structured interviews were addressed for data collection; each interview lasted from 40 to 50 min. The interviews were conducted in the participants’ mother tongue to provide an in-depth understanding of their perceptions, ideas, and arguments regarding instructional barriers during the COVID-19 outbreak. The thematic analysis revealed three major findings regarding the barriers; technological barriers, financial barriers, and pedagogical barriers affecting instructional activities in the two Pesantren. Based on the three themes, the development of a qualitative conceptual map of teachers’ instructional barriers was finalized. Recommendations are also proposed by the participants and the study for the betterment of Indonesian Islamic education facing future similar outbreaks.

Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions

“…As a result, their academic progression was mainly affected by their personal interest in learning, their self-determination to advance, the value they attributed to digital learning activities, and the enjoyment or satisfaction that digital learning tasks could offer. Habibi et al (2021) considered the additional challenges that the COVID-19 pandemic outbreak posed and updated the aforementioned list by including two additional barriers: the domestic barriers and the community barriers. All these challenges (i.e., school level barriers, curriculum level barriers, technological barriers, financial barriers, individual/personal barriers, domestic/community barriers) highlight the need to identify structured and research-based solutions that can facilitate the rapid integration of modern educational technologies in multifaceted learning settings (e.g., distance, face-to-face, blended) and support educators and students in achieving their professional and personal goals.…”

Knowledge, Attitude, and Practice Regarding COVID-19 among Residents of Pesantren

“…The interaction between students is almost 24 hours a day, and the santri dormitory inhabited by several santri in the same room needs to be adjusted to the COVID-19 health protocol. 2 Partnerships and collaboration between pesantren, the Sub-district COVID-19 Task Force, and Public Health Center must be built and fostered. This supports the 3T efforts to be carried out optimally.…”

“…Furthermore, the busy activities of the "santri" and their interaction on a day-long basis make the boarding school environment vulnerable to the spread of COVID-19. [1][2][3] Controlling COVID-19 transmission in pesantren is crucial. According to the DataBase of Islamic Boarding Schools of the Ministry of Religion in 2021, the number of pesantren is 27,722 with a total of 4,175,555 students.…”

“…Generally, pesantren in Indonesia are located in rural areas, especially the traditional salafiah pesantren, where internet access is limited, and many students come from various regions. 2,8 Furthermore, most learning processes in pesantren are carried out in groups, especially worship practice. This makes the online processes difficult to implement.…”

How do teachers facilitate mathematics learning in Indonesia during the COVID-19 pandemic? A rapid review

“…The challenges faced by the teacher, specifically, relate to the knowledge of teachers in utilizing digital learning technology and integrating it with learning content to create meaningful learning (Churiyah et al, 2020;Lestiyanawati & Widyantoro, 2020;Mailizar et al, 2020). Another challenge is related to technical matters, such as the unequal readiness of devices that support online learning and internet access, both from the teachers and students (Azzahra, 2020;Habibi et al, 2021).…”