Adapting to Learning Services During Covid-19: A Risk Mitigation Review

Abstract

The purpose of this study was to analyze online learning during the COVID-19 pandemic and its solutions at SDIT Insan Rahayu Rancaekek Bandung. This research uses a qualitative approach with a case study type, the data obtained through interviews, observation, and documentation. This study indicates that the implementation of online learning during the covid-19 pandemic has problems for teachers: weak mastery of information technology devices and limited access to student supervision. Students have problems related to the inactivity of students in participating in learning, limited supporting facilities, and internet network access. Meanwhile, parents have limited time to accompany their children during online learning. These problems can be overcome by increasing the competence of teachers' IT mastery as well as intensive supervision involving the role of parents who are also supervised by the school so that two important roles involved in children's education as well as on the side of assignments that are carried out manually can be completed without any problems.

Navigating Post-Covid-19 Learning: Assessing Curriculum, Facilities, and Human Resource Developments and Challenges

“…Furthermore, there was an obstacle in implementing the learning-from-home policy in which teachers have difficulty controlling the students' quality of online learning (Mukarromah et al, W. 2021). Educational barriers occur due to several factors, including technological facilities when learning is carried out with online or internet learning media (Aziz, 2022). Increasing technological facilities can support learning with modern systems, such as Hybrid learning so that student's interest and enthusiasm for learning can increase, especially during the New Normal period (Hasanah, 2022).…”

Teachers' Perceptions of Academic Supervision in a Pandemic Era; Phenomenological Review

“…Some of the advantages of online learning are that it can be done at any time and wherever the place is studied; for example, learning can be done in the room, living room, and so on, as well as at adjusted times such as morning, afternoon, evening or night (Chung et al, 2020;Rahman & Subiyantoro, 2021). In addition, online learning can also be reached even at long distances, just as students do not have to go to school first to study; they are anywhere they can access online learning (Aziz & Nurannisa, 2022).…”