The Challenges of Restoring Learning

KOMPAS/TOTOK WIJAYANTO

The activities of grade 2 students at Sinarmas World Academy School, BSD, South Tangerang, take part in a face-to-face learning simulation in their class, Tuesday (4/5/2021). Simulations are carried out using strict health protocols to maximize the safety of students and faculty.

As it enters its second year, the COVID-19 pandemic continues to disrupt education. With all the limitations, teachers and students have been able, thus far, to adapt to the changes.

Teachers continue to teach and students continue to learn even though conditions are not optimal. Adaptations made for learning have led to a leap in technological progress never before seen. Teachers are passionate about learning and innovating using technology. Though it is not flawless and there are still many obstacles, there is always improvement.

The absence of technological resources has also created unconventional ways of learning during the pandemic. Many teachers have traversed tough terrain to teach lessons at students’ homes. The government has also been trying to provide alternative means of learning, including through radio and television.

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The closure of around 271,000 schools has forced 68 million students to learn from home. This raises the awareness of families and residents about the importance of being involved in and responsible for their children’s education, as is the concept of Ki Hadjar Dewantara’s education center. Without being asked, community initiatives have emerged to provide electronic devices, internet access and learning aids.

However, a learning crisis remains unavoidable. Unequal access to online learning and the non-uniform ability of teachers may only deepen existing issues in education. Inequality, learning loss and school drop-outs are increasing.

KOMPAS/NINO CITRA ANUGRAHANTO

Students from Serayu Yogyakarta State Elementary School take part in face-to-face learning simulations, in Yogyakarta, Wednesday (28/4/2021). Strict health protocols were applied during this study.

A study by the World Bank found that learning loss had increased by 10 percent globally. In the Asia-Pacific region, including Indonesia, it is estimated to have increased by 7.7 percent. The monitoring of data collected by community development information systems in 1,104 villages at the end of last year showed that 938 children, or 1 percent of the children aged 7 to 18 on whom data was collected, had dropped out of school because of the pandemic, adding to the total of 13,500 children who had dropped out of school since the onset of the pandemic.

These are the main challenges as we enter the second year of the pandemic: recovering lost learning, narrowing learning gaps, anticipating drop-outs and returning them to school. The impact that the pandemic has had on education needs to be mitigated considering that the most affected are children from poor families, who are often marginalized in data collection and policy making.

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During the National Education Day commemoration ceremony on Sunday (2/5/2021), Education, Culture, Research and Technology Minister Nadiem Makarim said that there had been four attempts to improve

Indonesia’s education system. The first was improvements to infrastructure and technology. Second was improvements in policies, procedures and funding, as well as giving more autonomy to educational units. Third was improving leadership, society and culture. Fourth was improving curriculums, pedagogy and assessments.

Amid these efforts, siding with those left behind is crucial. They need to be cared for and restored. Support has mainly been focused on teachers, who are at the forefront of national education.

This article was translated by Kesya Adhalia.