Problems with the Policy Implementation of Learning Management During the COVID-19 Pandemic in Indonesia: A Retrospective Analysis for Post-Pandemic Policy

Abstract

This study aimed to describe the results of research related to problems in the implementation of online learning policies during the COVID-19 pandemic and what the recommendations of researchers are for post-pandemic learning policies. This study used a qualitative approach with the documentation method as the data collector. The source of this research data comes from the publication of research results in the ERIC library and was indexed by Scopus for the period 2020–2021 (during the COVID-19 pandemic). The results of the study indicated that the aspects that were problematic in the implementation of online learning policies included: (a) pedagogic competence and technology mastery of educators; (b) student readiness and ability; (c) education stakeholder support; and (d) supporting facilities and infrastructure. So, to optimize the results and quality of learning during the COVID-19 Pandemic, it is necessary to take the following post-pandemic policy: (a) increasing the capacity of educators (in designing and mastering technology); (b) optimizing the support of educational stakeholders through socialization; (c) equitable distribution of student readiness in distance learning; and (d) improvement of supporting facilities and infrastructure.

Learning Management System in Madrasah: A Study of Teacher Readiness and Acceptance of Technology

“…During COVID-19, the online learning system using technology in Indonesia was not without problems. The problems faced regarding online learning include: The results of the study show that the problematic aspects of implementing online learning policies include: (a) pedagogical competence and mastery of educator technology; (b) readiness and ability of students; (c) education stakeholder support; and (d) supporting facilities and infrastructure (Rifa'i, 2023). Challenges related to teacher readiness and acceptance of the use of technology in learning based on research from (Andarwulan, Al Fajri, & Damayanti, 2021) show that teachers: 50% do not understand the content of learning, 24% have inadequate technological tools, 67.6% less adaptable in applying technology; 20.4% are less able to buy internet data packages; and 40.4% had difficulty finding an internet signal.…”