The COVID-19 pandemic and the disruption in education have triggered the implementation of distance learning. Amid the limitations, teachers are struggling to ensure the sustainability of the learning process.
By
MEDIANA / ANITA YOSSIHARA
·4 minutes read
KOMPAS/ABDULLAH FIKRI ASHRI
Dede Juhadi (36), a non-permanent teacher at SDN 1 Astapada, Cirebon, West Java, checks the task of making student videos related to Heroes\' Day on his device, Friday (20/11/2020), in Cirebon.
JAKARTA, KOMPAS— The COVID-19 pandemic and the disruption in education have triggered the implementation of distance learning. Amid the limitations, teachers are struggling to ensure the sustainability of the learning process. To be effective in this condition, the competence of teachers needs to be improved, as well as their welfare.
In his remarks during the commemoration of National Teacher\'s Day in Jakarta on Wednesday (25/11/2020), Education and Culture Minister Nadiem Anwar Makarim said during the pandemic, teachers had risen and struggled to ensure the continuing education of their students.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) has noted that because of the pandemic, more than 1.3 billion students – 90 percent of all students in the world – have had to study from home. The education of a generation has been disrupted. As a result of the pandemic, millions of teachers are required to be able to carry out distance education.
This policy seeks to prevent the spread of COVID-19. "There is an option to give up and complain. However, the teachers chose to get up and strive to ensure sustainable learning for students with all their limitations," Nadiem said.
Teachers have tried various teaching methods and have improved their competence by participating in online training courses. They are looking for solutions so that learning can take place during the COVID-19 pandemic, for example by forming small groups of students, then visiting them to teach.
Collaboration
Separately, the deputy secretary-general of the Federation of Indonesian Teachers\' Unions (FSGI), Fahriza Martha Tanjung, said that many people thought teaching was an easy job. However, now they were starting to realize the difficulty of being a teacher.
At present, the concept of the three educational centers introduced by Ki Hadjar Dewantara, namely family, school and society, has found its relevance.
"The collaboration of teachers, parents and schools determines the results of the distance learning (PJJ). At present, the concept of the three educational centers introduced by Ki Hadjar Dewantara, namely family, school and society, has found its relevance," he said.
Fahriza hoped that in the long term there would be real efforts to made by the government to help improve the competence of teachers and parents in assisting children in learning. Meanwhile, for the short term, the FSGI encouraged Nadiem to closely monitor the resumption of face-to-face learning in accordance with the latest joint decree of four ministers even though the authority to open schools was held by the local governments, he said.
"We hope that the safety and health of teachers will be considered during the COVID-19 pandemic. Local governments and schools must carry out a swab test to suppress the spread of COVID-19 before face-to-face learning is resumed,” he added.
SMA NEGERI ADONARA TENGAH
Adonara Tengah high school teacher, learning together how to teach online on Friday (29/8/2020).
In his response to this issue, Nadiem said parental consent was crucial in the resumption of face-to-face learning, which could start in January 2021. Children who did not have their parents’ consent could not be forced to participate in face-to-face learning.
Teacher competence
According to Iman Z Haeri, head of teacher advocacy at the Association for Education and Teachers, in the fourth industrial revolution, teachers must have digital skills. So, teachers should not only be users of technological devices but should also be able to carry out experiments to produce meaningful teaching methods.
The government’s plan to digitize schools must be supported by basic infrastructure, such as electricity and telecommunications networks. Teachers also need to be provided with online pedagogical training.
Regarding digital disruption during a pandemic, the government needs to ensure teacher protection. In terms of welfare, the Education and Culture Ministry, the Religious Affairs Ministry and local governments need to provide incentives for teachers affected by the pandemic.
The coordinator of the All-Indonesia Student Executive Board Alliance, Remy Hastian, hoped that the struggles of teachers would receive the government’s attention and that their welfare would be improved. (MED/NTA)
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