The online learning policy, which is believed to be the only way out of overcoming learning and accelerating the end of the transmission of the Covid-19 virus, has been widely rejected. In Indonesia, various community groups do not support and even protest the implementation of online learning. This paper aims to analyze the forms and factors of community resistance to online learning policies. This study uses a qualitative descriptive technique. The discourse of denial in online news forms the basis for the findings of this study. Data collection was done by interview and observation. Informants in this study were parents, teachers, and students. The data obtained were analyzed using the stages of data reduction, data presentation, and drawing conclusions and verification. The results showed that the refusal was based on the inhibited state-people communication and the readiness to face online learning that was not maximized. People are not involved in every stage of the policy and tend to be required to comply with their capabilities and limitations, both in implementation and in supporting learning facilities and infrastructure. This rejection was caused by structural factors rooted in the tension in the relationship between the people and the state. So it is necessary to build cultural communication to eliminate psychological tension between the people and the state. The open nature of both parties will be a reinforcement in solving various problems and have a positive impact on the order of people's.

The development of digital technology provides a significant role in the learning process. However, its utilization is very closely related to the skills possessed by the teacher. These skills can be identified with digital literacy instruments. This study aims to measure the accuracy and feasibility of digital literacy instruments for teachers. The type of research used is descriptive quantitative with a non-experimental/survey research design. The research sample consisted of 96 teachers teaching at the State Aliyah Madrasah in Palembang City, South Sumatra. The research data was obtained from an analysis of the teacher's digital literacy instrument questionnaire. Data were analyzed using the Rasch model. The results showed that the item separation value was 3.54 where the instrument could identify the respondent's group. The item reliability value is 0.93 which is categorized as very good. The Cronbach Alpha value is 0.90 which indicates that the value is very good and consistent. The raw variance explained by measures is 31.8% where the instrument is actually able to measure what it should measure. The classification of the difficulty level of the instrument categorized as very difficult, difficult, easy, and very easy. The results of the DIF analysis show that there are no items that are biased or only biased and detrimental to one gender. So it can be concluded that the instrument meets the requirements and can be used as material to measure the digital literacy abilities of teachers at MAN Palembang City.

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