Suchergebnisse

The Covid-19 had changed the causal relationship of the responses about the effective planning of competency, academic, mental health, and technology usage from government, teachers, and students in Indonesian schools. The primary objective in this research was to investigate the problems, the solutions, and the impact of macro level (policies, strategy, and official curricula from Indonesian government), meso level (Indonesian teachers in K12 schools), and micro level (Indonesian students K12 schools) during COVID-19 pandemic and Indonesian online learning policy by comparing K12 Indonesian schools. The study was a qualitative method of the phenomenological approach. The sample of this study was 272 teachers and 3988 students of Indonesian K-12 schools in North Sumatera, Indonesia. The data was obtained through an online survey by using google form and Circular Letters from the Indonesian government by using newspapers. The findings proved that Indonesian teachers and students agreed with the effectiveness of online learning training programs and activities to improve competency and academic progress even though there were some barriers to technology usage. All these findings proved that the transitions of macro, meso, and micro levels in institutional to society-wide level had demonstrated digital pedagogy and students' learning decision-making process changed the organization of Indonesian school management.

COVID-19 had made many learning opportunities difficult. Governments had to reconsider existing school infrastructure, educational resources suitable for online learning, building teacher capacity, and student readiness for this move. These barriers impacted the educational continuity of many students in the countries affected, and digital equity required careful planning, development, and goal setting to foster effective learning environments. The sample for this study consisted of 272 Indonesian teachers and 3988 Indonesian students. This study used a mixture of qualitative and quantitative approaches. The results of the study showed that the challenges and the solutions based on the Three Framework (Government, Teacher, and Student) had both advantages and disadvantages to implement the best method to ensure equal access to education and to minimize the digital divide by establishing a collaborative and cooperative structure with the private companies and relevant organizations. Based on the Three Framework perspectives, it was critical to redesign and revise the national online platforms and services, including e-learning content for cross-disciplinary competencies during Century 21st skills.