The COVID-19 pandemic has caused significant changes in all aspects of human life, including the field of education. The learning process has shifted from classroom to online platforms in schools and universities across Indonesia. This article highlights the opportunities and challenges of remote/distance learning in Indonesia during the COVID-19 pandemic. The article also highlights the impacts of online learning on all actors involved including teachers and students. The authors conducted a literature review of articles related to the impact of online learning during the COVID-19 pandemic in Indonesia.
Keywords: COVID-19, online learning, Indonesia, impac

Astuti, Yeni Marlina Suci

Maarif, Dairatul

Muhadjir, .

Nathanael, Garcia Krisnando

Tanri, Briando

KnE Social Sciences

English

KnE Publishing Platform

VCOSPILED 20212nd Virtual Conference on Social Science In Law, Political Issue and EconomicDevelopmentVolume 2022Research articleThe Impact of Teaching Culture Online inIndonesia During the COVID-19 PandemicMuhadjir, Garcia Krisnando Nathanael, Dairatul Maarif, Yeni Marlina SuciAstuti, and Briando TanriUPN Veteran Jakarta, Jakarta, IndonesiaORCIDGarcia Krisnando Nathanael: https://orcid.org/0000-0002-9872-0692Abstract.The COVID-19 pandemic has caused significant changes in all aspects of human life,including the field of education. The learning process has shifted from classroom toonline platforms in schools and universities across Indonesia. This article highlightsthe opportunities and challenges of remote/distance learning in Indonesia during theCOVID-19 pandemic. The article also highlights the impacts of online learning on allactors involved including teachers and students. The authors conducted a literaturereview of articles related to the impact of online learning during the COVID-19 pandemicin Indonesia.Keywords: COVID-19, online learning, Indonesia, impact1. IntroductionAt the time, the world is facing a major issue. The issue started from the emergence of adisease outbreak caused by a virus which is familiarly called as Covid-19. The outbreakcaused drastic changes to almost all aspects of human life including weakening theworld economy, reducing direct social interactions significantly, and putting people todeadly concerns and risks.The coronavirus or Covid-19 pandemic has presented monumental challenges forvarious industries, including education sector. Since the virus was declared a pandemicbyWorld Health Organization (WHO) in March 2020, the education system in many partsof the globe underwent a sudden shift in terms of learning style, from the conventionallearning in the classroom to online learning. The adaptation of virtual learning usingvarious applications or tools such as Google Classroom, Google Meet, Zoom Meetingetc., does come with demanding challenges as well as beneficial opportunities.The Covid-19 required countries across the globe to adopt social isolation andhealth protocols to curb the spread of the virus. Public spaces including schools anduniversities as well as other educational institutions were forced to close down toHow to cite this article: Muhadjir, Garcia Krisnando Nathanael, Dairatul Maarif, Yeni Marlina Suci Astuti, and Briando Tanri, (2022), “The Impactof Teaching Culture Online in Indonesia During the COVID-19 Pandemic ” in 2nd Virtual Conference on Social Science In Law, Political Issue andEconomic Development, KnE Social Sciences, pages 147–153. DOI 10.18502/kss.v7i12.11515Page 147Corresponding Author: Muhadjir;email: Muhadjir@upnvj.ac.idPublished: 01 August 2022Publishing services provided byKnowledge EMuhadjir et al. This article isdistributed under the terms ofthe Creative CommonsAttribution License, whichpermits unrestricted use andredistribution provided that theoriginal author and source arecredited.Selection and Peer-review underthe responsibility of theVCOSPILED 2021 ConferenceCommittee.VCOSPILED 2021prevent its spread. The government subsequently adopted alternative methods andeducation system to accommodate learning for all students. Online or virtual or e-learning became an urgent necessity rather than an option[1].E-learning is defined as electronic media used for various learning purposes rangingfrom conventional classroom add-on functions to online substitution for face-to-facemeetings with online encounters[2]. E-learning became widely known and developedalong with the introduction and widespread use of computers by the wider community,especially by academics as well as for educational purposes. E-learning is consideredas an innovation where the learning process is no longer involving only listeningto material descriptions from teachers or lecturers. It also creates a more dynamicand interactive learning process in order to generate or increase skills and materialsunderstanding as expected. There are three functions of e-learning to learning activitiesin the classroom, which are as a supplement of materials that is optional, complementary,or substitutional[3].Meanwhile, Kentnor[4] argued that online education can be defined as a form ofdistance education or learning using computers and internet as the delivery mechanism.The characteristics of online learning are: (1) learning using electronic media; (2) use ofsoftware or applications and internet network; (3) distance learning; (4) more dominantrole of media in learning; and (5) online learning requires students’ independence[5].The use of computers as an educational platform emerged in the United States’ cor-porations during the 1980s as companies used computer-based programs to train newemployees. Universities and colleges experimented with the process in the 1990s.However, most universities faced numerous challenges during the implementation ofonline education which included the lack of understanding of this method of teaching,the lack of institutional support, and fear that the quality of education in the onlineenvironment suffers[4].In Indonesia, the implementation of online learning initially started in the 1980s whichwas based on Indonesia’s goal to advance information technology. Themethod of onlinelearning developed quite rapidly in the 2000s through the Indonesia Global Develop-ment Learning Network and the Indonesia Higher Education and Research Network(INHERENT). At that time, more than 300 universities had joined the INHERENT network.Universities that are members of INHERENT could share online learning models thatcould be followed by all students in Indonesia. Furthermore, universities were also ableto share up-to-date lectures[6].DOI 10.18502/kss.v7i12.11515 Page 148VCOSPILED 2021The implementation of online learning in Indonesia gained momentum again whenthe Covid-19 pandemic hit in March 2020. The Indonesian government has issued vari-ous policies and initiatives to deal with learning obstacles during the Covid-19 pandemic.The principle of education policy during the Covid-19 pandemic is to prioritize the healthand safety of students, educators, education staff, families, and society in general,as well as considering the growth and development of students and psychosocialconditions in an effort to fulfil educational services during the Covid-19 pandemic[7].The following are several policies and programs made by the Ministry of Education andCulture during the Covid-19 pandemic: (1) Internet data quota assistance; (2) Flexibility inthe use of BOS (BantuanOperasional Sekolah) funds; (3) Allocation of BOSAfirmasi andBOS Kinerja for Covid-19 assistance in public and private schools most affected by thepandemic Covid-19; (4) Wage subsidy assistance for teachers and non-PNS educationpersonnel; (5) Emergency Curriculum; (6) Teacher Learning Program; (7) Teacher-SharingPages; (8) Learning from Home Program on TVRI; and (9) Webinars series during thepandemic[8].The process of learning during the Covid-19 pandemic created noteworthy changesas all levels of education were forced to transform to adapt immediately to implementonline learning. Online learning stood as the sole choice in the context of preventingthe spread of Covid-19 in the educational sector during the struggle against the virus.However, this form of learning can also be interpreted as limiting access to education.Social restrictions have an impact on education policy as learning must be conductedwith various consequences. This is very influential on the adaptation period due tochanges in the learning mechanism and system. Effective online learning must take intoaccount various factors such as speed, student-teacher ratio, pedagogy, both studentsand teachers’ roles online, synchronization of online communication, online assess-ment, and sources of feedback[9]. Therefore, the implementation of online learning inIndonesia comes with its own opportunities and challenges.Based on the research conducted by Firmansyah[10], several advantages of onlinelearning are: (1) learning can be done anywhere and anytime; (2) train students’ learningindependence; (3) more varied learning; (4) wider learning resources; and (5) save time,cost, and effort. By saving time, costs, and energy, students will be more focused intheir process learning which increases the achievement expectations. The existenceof online learning also makes students more independent and confident becauselearning is more student-centred and they are more daring in expressing their opinions.Another advantage is that there are many learning resources which not only focusesDOI 10.18502/kss.v7i12.11515 Page 149VCOSPILED 2021on textbooks. These learning resources can be accessed via the internet on variouswebsites in the form of text, images, or videos.Distance learning provokes independence for students and teachers in maximis-ing the use of technology and the Internet. Since not all individuals are capable ofcomputer literate, the requirement of computer usage during the pandemic causesstudents and teachers to be more accustomed and skilled in completing work withIT. Several acknowledgments from educational practitioners show that this moment ofsocial distancing has resulted in increased creativity and competence in carrying outtheir respective duties.For students, from pre-school level to secondary school, online learning providesthem space to implement learning activities and complete assignments at home. Theseallow students to interact more intensely with their family in a more meaningful learningsituation. University students are much more independent in expressing their opinions,attitudes, and behaviour more productively. University students have easier time inadapting with online learning as they are more likely to be computer literate. The seriesof lectures are mediated through various digital-based applications where student com-petencies automatically experience an increase in more established IT competenciesdue to the demands of a series of activities that are dominated by digital media. Theycan also remain productive in completing their final assignments, such as journal articles,thesis, or dissertations, even though mentoring and consultation are conducted onlineby utilizing various electronic media and representative communication access pointsduring the pandemic[11].Online learning has a significant influence on university students’ language literacyskills, including being able to create a learning community and learning materials can beaccessed at any time with technological sophistication. Online platforms can improvereading skills, generate positive reading perceptions, encourage class discussion, anddevelop reading and critical thinking skills. Internet users are increasingly encouragingpeople to upload their work, including written work such as articles, essays, and manymore. People on the Internet are constantly searching for reading and uploading theirwriting which automatically increases reading and writing literacy. Therefore, literacyreally needs to be fostered to create generations with inclination to like to read andwrite. Especially in this digital era, everything requires literacy skills, including languageliteracy[12].Despite its advantages, online learning also poses significant challenges to educa-tional sector, especially to disadvantaged students or educational practitioners dueto unequal access to technology and Internet connectivity. In several countries, it isDOI 10.18502/kss.v7i12.11515 Page 150VCOSPILED 2021reported that among those who adopt online learning, the average actual benefits aremuch smaller than expected. Network problems, lack of training, and lack of awarenessare stated as the main challenges faced by educators. Lack of awareness is stated asthe most important reason by those who do not adopt online learning followed by lackof interest and doubts about the usefulness of online learning.For teachers or educational practitioners, online learning poses several challengeswhich can be divided into several indicators including: 1) the process of deliveringlearning materials, 2) the process of interaction with students in the learning process,3) the quality of utilisation of facilities and elements in learning, 4) managing teachingmaterials to be delivered in the learning process, and 5) preparation of curriculumdevices that are in accordance with current conditions[13]. To solve this issue, schoolsor any educational institutions can hold trainings or workshops for teachers regardingthe use of online learning media such as Google Classroom, Google Forms, and manymore. Furthermore, schools can also strengthen supporting facilities and infrastructureused by teachers in the learning process such as building Internet networks to optimisedistance learning process.Research from the Ministry of Women’s Empowerment and Child Protection in March2020 with subjects aged 14-17 years (69% women and 31% men) totalling 717 from29 provinces throughout Indonesia show that 58% of students prefer face-to-facelearning rather than study-from-home programs. One of the contributing factors wasthat participants thought that communication with friends was limited, they experiencedtechnological limitations, from internet facilities, gadgets, to electronic books. Severalstudents also consider that their schools lack good programs or implement onlinelearning poorly which significantly affects their learning outcomes. One of the biggestchallenges of online learning is the limitation of provision of materials from teachers tostudents where teachers only hands assignments merely to complete lesson plans[14].Meanwhile, KPAI (Komisi Perlindungan Anak Indonesia) received 213 complaints fromstudents and parents in various regions regarding the implementation of online learning.Most of the students complained about the difficult daily assignments with limited orshort period of time of completion. Parents also complained about paying school feesin full since there were no learning activities held in school as well as experiencingeconomic problems due to the impact of the Covid-19 outbreak[15].Schools and teachers implement government policies to study from home as an effortto curb the spread of Covid-19 but at the same time ensure students are engaged inconstructive activities through online learning. Various online media platforms are usedin online learning, while teachers, students, and parents are expected to continue toDOI 10.18502/kss.v7i12.11515 Page 151VCOSPILED 2021make adjustments over time. Various positive responses were conveyed by studentsand teachers such as saving time and cost, more efficient and flexible time of learning,increasing computer literacy, and so on. Network limitations, lack of training, lack ofawareness, and interest were stated as the main challenges faced during the imple-mentation of online learning. The obligation to study online is also a serious obstacle,especially for students with limited resources. To assist student learning and achieve-ment, an appropriate educational environment and system that facilitates academicachievement must be provided. Good communication, collaboration, cooperation, andcoordination are needed among the parties involved, starting from the government,teacher associations, parents, and students themselves.References[1] EU Business School; How Has COVID-19 changed education?; 2020 Dec 17.Available from: https://www.euruni.edu/blog/covid-19-changed-education/[2] Guri-Rosenblit S. ‘Distance education’ and ‘e-learning’: Not the same thing. HigherEducation. 2005;49:467-493.[3] Harto FT. Sejarah dan perkembangan e-learning. Academia;04-06-2016. Available from: https://www.academia.edu/34533012/SEJARAH_DAN_PERKEMBANGAN_E_LEARNING[4] Kentnor H. Distance education and the evolution of online learning in the UnitedStates. Curriculum and Teaching Dialogue. 2015;17(1&2):21-000.[5] Fahy P. Characteristics of interactive online earning media. Theory and Practice ofOnline Learning. 2007;7:167-199.[6] Rustandi D. Berbagi pengetahuan, modul pembelajaran, dan perkuliahan secaradaring lewat SPADA. Humas Ditjen Dikti Kemendikbud; 2020 Apr 18. Availablefrom: https://dikti.kemdikbud.go.id/kabar-dikti/kabar/berbagi-pengetahuan-modul-pembelajaran-dan-perkuliahan-secara-daring-lewat-spada/[7] Sekretariat GTK. Kebijakan kemendikbud di masa pandemi. Sekretariat GTK;2020 Sep 3. Available from: https://gtk.kemdikbud.go.id/read-news/kebijakan-kemendikbud-di-masa-pandemi[8] Adit A. Selama pandemi, ini kebijakan dan program yangdibuat kemendikbud. Komas; 2020 Dec 8. Available from:https://www.kompas.com/edu/read/2020/12/08/140127371/selama-pandemi-ini-kebijakan-dan-program-yang-dibuat-kemendikbud?page=allDOI 10.18502/kss.v7i12.11515 Page 152VCOSPILED 2021[9] Handayani L. Keuntungan, kendala dan solusi pembelajaran online selama pandemiCovid-19: Studi ekploratif di SMPN 3 Bae Kudus. Journal Industrial Engineering &Management Research ( JIEMAR). 2020;1(2):15-23.[10] Firmansyah F. Motivasi belajar dan respon siswa terhadap online learning sebagaistrategi pembelajaran di masa pandemi Covid-19. Edukatif: Jurnal Ilmu Pendidikan.2021;3(2):589-597.[11] Ulfia L. Dinamika pembelajaran ”daring” pada masa pandemi Covid 2019. IAINKendari; 2020 Dec 14. Available from: https://iainkendari.ac.id/index.php/content/detail/dinamika_pembelajaran_daring_pada_masa_pandemi_covid[12] Argaheni NB. Sistematik review: Dampak perkuliahan daring saat pandemi Covid-19terhadap mahasiswa Indonesia. Placentum Jurnal Ilmiah Kesehatan dan Aplikasinya.2020;8(2):99-108.[13] Rezky M. Problematika pembelajaran bahasa Indonesia berbasis teks. Indonesia:Jurnal Pembelajaran Bahasa dan Sastra Indonesia. 2020;1(1):40-47.[14] Satriawan Y. Hardiknas: Belajar di rumah, berdamai dengan tekonologidi tengah pandemi. VOA Indonesia; 2020 May 3. Available from:https://www.voaindonesia.com/a/hardiknas-belajar-di-rumah-berdamai-dengan-tekonologi-di-tengah-pandemi/5402794.html[15] Madrim S. KPAI: Siswa keluhkan pembelajaran berat di tengah wabah corona. VOAIndonesia; 2020 Apr 13. Available from: https://www.voaindonesia.com/a/kpai-siswa-keluhkan-pembelajaran-berat-di-tengah-wabah-corona/5369689.htmlDOI 10.18502/kss.v7i12.11515 Page 153

The Impact of Teaching Culture Online in Indonesia During the COVID-19 Pandemic

The COVID-19 pandemic has caused significant changes in all aspects of human life, including the field of education. The learning process has shifted from classroom to online platforms in schools and universities across Indonesia. This article highlights the opportunities and challenges of remote/distance learning in Indonesia during the COVID-19 pandemic. The article also highlights the impacts of online learning on all actors involved including teachers and students. The authors conducted a literature review of articles related to the impact of online learning during the COVID-19 pandemic in Indonesia.&#x0D;
Keywords: COVID-19, online learning, Indonesia, impact</jats:p

The Impact of Teaching Culture Online in Indonesia During the COVID-19 Pandemic

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