Strategic Issues of National Education Post Covid-19

Benyamin, Priskila; Salman, Ibnu; Sumarno, Yuel; Christi, Apin; Hardori, Johni

doi:10.4108/eai.17-11-2021.2318662

Cited by 2 publications

(2 citation statements)

References 9 publications

(9 reference statements)

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“…Rahman (2023) highlighted that education policies during and after COVID-19 were directed towards the process of restoring education. Discussions related to this have shown the emergence of an education reform agenda, especially in Indonesia, to respond to these emergency conditions (Benyamin et al, 2021).…”

Section: During and Post-covid 19: The Dilemma And Agenda For Teacher...mentioning

confidence: 99%

Madrasah Education Quality Reform: Improving Teacher Quality post Pandemic in Indonesia

Rahman,

Mohd Pisol,

Sari

et al. 2024

AIJP

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Indonesia has launched a reform agenda for the quality of madrasah education through the Ministry of Religious Affairs of the Republic of Indonesia, especially in terms of improving the quality of madrasah teachers as part of the sustainable development carried out by the government in the field of education. Therefore, this research aims to highlight the factors underlying the reform agenda on teacher quality. In addition, how madrasahs take the momentum of the end of the pandemic as a turning point to make comprehensive improvements. This research uses a qualitative research paradigm with a literature approach, where data is collected from the study of various literature related to the topic of discussion. The data is then verified and analyzed systematically to be presented in a structured manner. The results show that there are at least three main factors that encourage madrasahs to reform the quality of teachers related to aspects of digitalization, adaptation, and creativity. These three aspects are the core competencies that are relevant for madrasah teachers to face various situations today. The digitalization aspect departs from teachers' low teaching technology skills when implementing online classes and using various alternative learning technologies. The adaptive aspect is how the teacher's ability to respond to uncertain changes, where the rapid transition of situations requires teachers' attitude and ability to adapt to various situations. The creativity aspect for teachers is the ability of teaching art that is needed for teachers to create a pleasant learning atmosphere for students both during online and offline learning.

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Section: During and Post-covid 19: The Dilemma And Agenda For Teacher...mentioning

confidence: 99%

Madrasah Education Quality Reform: Improving Teacher Quality post Pandemic in Indonesia

Rahman,

Mohd Pisol,

Sari

et al. 2024

AIJP

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“…However, the ground reality suggests a stark contrast, as many educators need to leverage the benefits provided by AI. If educators harness the potential of digital technology in this era, they might face fewer challenges in lesson preparation (Benyamin et al, 2022).…”

Section: Challenges and Adaptations Of Teachers In Responding To Arti...mentioning

confidence: 99%

Necessary to Increase Teacher Competency in Facing the Artificial Intelligence Era

Muttaqin

2022

Al-Hayat J. Islamic. E.

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This study aimed to describe the requisite competence levels of educators in adapting to the era of Artificial Intelligence and identify the challenges that educators encounter in effectively responding to this technological epoch. The present research uses literature review techniques to gain insights. The data for this study is sourced from various documents, including scholarly articles, conference proceedings, books, research reports, and online news publications. Content analysis is employed as the principal method of data analysis to derive meaningful conclusions. The findings of this investigation underscore the pivotal role of teacher competence in navigating the landscape of Artificial Intelligence. Educators must possess professional, pedagogical, personal, and social competencies to effectively engage with the Artificial Intelligence era. Furthermore, educators must demonstrate proficiency in harnessing digital technology for instructional purposes, creating digital-based educational resources, and adeptly utilizing search engines to curate relevant materials. This imperative stems from the contemporary student demographic, often called digital natives, who are inextricably linked to digital technology, particularly within social media. Significantly, the Artificial Intelligence era has brought to light a predicament for educators, potentially impeding the efficacy of classroom-based instruction. Instruction of inadequate teacher competence, particularly in pedagogical skills and the utilization of digital technology, can engender a monotonous learning experience, consequently diminishing students' enthusiasm for the educational process.

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Strategic Issues of National Education Post Covid-19

Cited by 2 publications

References 9 publications

Madrasah Education Quality Reform: Improving Teacher Quality post Pandemic in Indonesia

Madrasah Education Quality Reform: Improving Teacher Quality post Pandemic in Indonesia

Necessary to Increase Teacher Competency in Facing the Artificial Intelligence Era

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