Email this article 
(Faculty of Psychology, Diponegoro University, Jl. Prof. Mr. Sunario, Tembalang, Semarang 50275, Indonesia)(2) Costrie Ganes Widayanti
(Faculty of Psychology, Diponegoro University, Jl. Prof. Mr. Sunario, Tembalang, Semarang 50275, Indonesia)(3) Prasetyo Budi Widodo
(Faculty of Psychology, Diponegoro University, Jl. Prof. Mr. Sunario, Tembalang, Semarang 50275, Indonesia)(4) Yeniar Indriana
(Faculty of Psychology, Diponegoro University, Jl. Prof. Mr. Sunario, Tembalang, Semarang 50275, Indonesia)*corresponding author
AbstractThe pandemic situation has dramatically caused a shift from face-to-face learning to online-based distance learning. Learning loss has become an unanticipated impact and threatens almost all students in the world, including Indonesia. This qualitative study was aimed to explore the understanding of teachers and parents in Indonesia about learning loss. A total of 16 participants consisting of teachers and parents (M.age = 44.5; Female = 81.25%; Male = 18.75%) were involved in focus group discussions as the data collection process. This is narative research using thematic analysis from Braun & Clarke (2006) was used in data analysis. There were 6 final themes about learning loss, namely: the determinants, the forms, the negative impacts, the strategies to minimize, the parties who are responsible for overcoming it, and the expectations of teachers and parents. The unique findings of this study establishing the possibilities for future research include decreased motivation and positive characters as a new form of learning loss, teacher capacity in conducting online learning, technological literacy for parents, and learning loss for students with special needs as well as network constraints and unnecessary involvement from parents (finishing student assignments) as parts of the causes of learning loss. It is necessary to have a strategy in overcoming learning loss in a collaborative effort from various parties responsible for the education system in Indonesia.
KeywordsLearning loss; Online learning; Pandemic; Teacher; Parent
|
DOIhttps://doi.org/10.31763/ijele.v4i3.765 |
Article metrics10.31763/ijele.v4i3.765 Abstract views : 1351 | PDF views : 347 |
Cite |
Full Text Download
|
References
[1] D. Cucinotta and M. Vanelli, “WHO declares COVID-19 a pandemic,” Acta Biomed., vol. 91, no. 1, pp. 157–160, 2020, doi: 10.23750/abm.v91i1.9397.
[2] C. Giovannella, “Effect induced by the covid-19 pandemic on students’ perception about technologies and distance learning,” in Smart Innovation, Systems and Technologies, vol. 197, 2021, pp. 105–116, doi: 10.1007/978-981-15-7383-5_9.
[3] J. Crawford et al., “COVID-19: 20 countries’ higher education intra-period digital pedagogy responses,” J. Appl. Learn. Teach., vol. 3, no. 1, pp. 9–28, 2020, doi: 10.37074/jalt.2020.3.1.7.
[4] UNESCO, COVID-19 and higher education: Today and tomorrow: Impact analysis, politicy responses and recommendations, 2020, https://unesdoc.unesco.org/ark:/48223/pf0000375693.
[5] U. M. Akther, “Psychological impact of distance education technologies in students’ personal development,” Int. J. Dev. Educ. Psychol. INFAD Rev. Psicol., vol. 1, no. 2, pp. 203–212, 2013, Accessed: Jul. 25, 2022, http://dehesa.unex.es/handle/10662/5369.
[6] H. Dzakiria, R. M. Idrus, and H. Atan, “Interaction in Open Distance Learning : Research Issues in Malaysia,” Malaysian J. Distance Educ., vol. 7, no. 2, pp. 63–77, 2005, http://mjde.usm.my/vol7_2_2005/mjde7_2_5.pdf.
[7] A. Bacher-Hicks, J. Goodman, and C. Mulhern, “Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time,” J. Public Econ., vol. 193, p. 104345, 2021, doi: 10.1016/j.jpubeco.2020.104345.
[8] R. Chetty, J. N. Friedman, N. Hendren, and M. Stepner, “How Did Covid-19 and Stabilization Policies Affect Spending and Employment? a New Real-Time Economic Tracker Based on Private Sector Data,” Natl. Bur. Econ. Res., 2020, doi: 10.3386/w27431.
[9] P. Engzell, A. Frey, and M. D. Verhagen, “Learning loss due to school closures during the COVID-19 pandemic,” in Proceedings of the National Academy of Sciences of the United States of America, 2021, vol. 118, no. 17, doi: 10.1073/PNAS.2022376118.
[10] E. Fournier, S. Scott, and D. E. Scott, “Effective Leadership for Inclusionary Practice: Assessment Considerations for Cognitively Challenged Students,” in Leadership of Assessment, Inclusion, and Learning, 2016, pp. 199–223, doi: 10.1007/978-3-319-23347-5_8.
[11] World Bank, The COVID-19 pandemic: Shocks to education and policy responses, 2020, doi: 10.12968/bjon.2020.29.8.456.
[12] M. Kuhfeld, J. Soland, B. Tarasawa, A. Johnson, E. Ruzek, and J. Liu, “Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement,” Educ. Res., vol. 49, no. 8, pp. 549–565, 2020, doi: 10.3102/0013189X20965918.
[13] K. L. Turner, M. Hughes, and K. Presland, “Learning Loss, a Potential Challenge for Transition to Undergraduate Study following COVID19 School Disruption,” J. Chem. Educ., vol. 97, no. 9, pp. 3346–3352, 2020, doi: 10.1021/acs.jchemed.0c00705.
[14] D. A. Christakis, “School Reopening-The Pandemic Issue That Is Not Getting Its Due,” JAMA Pediatr., vol. 174, no. 10, 2020, doi: 10.1001/jamapediatrics.2020.2065.
[15] M. Kaffenberger, “Modelling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss,” Int. J. Educ. Dev., vol. 81, p. 102326, 2021, doi: 10.1016/j.ijedudev.2020.102326.
[16] H. Khatri, “Indonesian users in sparsely-populated rural areas connect to 4G more than 70% of the time,” Open Signal, 2019, https://www.opensignal.com/2019/11/12/indonesian-users-in-sparsely-populated-rural-areas-connect-to-4g-more-than-70-of-the-time.
[17] Aucejo and Romano, 2016; Gottfried, 2014; Gershenson, Jacknowitz & Brannegan, 2017)
[18] M. A. Gottfried, "Chronic absenteeism and its effects on students’ academic and socioemotional outcomes," Journal of Education for Students Placed at Risk (JESPAR), vol. 19, no. 2, pp. 53-75, 2014, doi: 10.1080/10824669.2014.962696.
[19] S. Gershenson, A. Jacknowitz, and A. Brannegan, "Are student absences worth the worry in US primary schools?," Education Finance and Policy, vol. 12, no. 2, pp. 137-165, 2017, doi: https://doi.org/10.1162/EDFP_a_00207.
[20] H. Cooper, “Summer Learning Loss: The Problem and Some Solutions,” ERIC Dig., pp. 1–7, 2003.
[21] UNESCO, “Dashboards on the Global Monitoring of School Closures Caused by the COVID-19 Pandemic for G20 Countries,” UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC), 2021, https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/g20-dashboard/.
[22] V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qual. Res. Psychol., vol. 3, no. 2, pp. 77–101, 2006, doi: 10.1191/1478088706qp063oa.
[23] M. Kuhfeld, J. Soland, B. Tarasawa, A. Johnson, E. Ruzek, and J. Liu, "Projecting the potential impact of COVID-19 school closures on academic achievement," Educational Researcher, vol. 49, no. 8, pp. 549-565, 2020, doi: 10.3102/0013189X20965918.
[24] L. Santibanez and C. Guarino, "The Effects of Absenteeism on Cognitive and Social-Emotional Outcomes: Lessons for COVID-19," EdWorkingPaper No. 20-261, Annenberg Institute for School Reform at Brown University, 2020, doi: 10.26300/yj9m-x430.
[25] K. Roulston, “Data analysis and ‘theorizing as ideology,’” Qual. Res., vol. 1, no. 3, pp. 279–302, 2001, doi: 10.1177/146879410100100302.
[26] J. Attride-Stirling, “Qualitative Research,” Qual. Res., vol. 1, no. 3, pp. 385–405, 2001, doi: 10.1177/146879410100100307.
[27] I. Kemdikbud, “Asesmen Nasional Perhitungan Learning Loss akibat Pandemi Covid-19,” www.kemendikbud.go.id, 2021, https://www.kemdikbud.go.id/main/blog/2021/01/asesmen-nasional-modal-perhitungan-learning-loss-akibat-pandemi-covid19.
[28] A. Widodo and Riandi, “Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia,” Teach. Dev., vol. 17, no. 3, pp. 380–392, 2013, doi: 10.1080/13664530.2013.813757.
[29] A. Driscoll, K. Jicha, A. N. Hunt, L. Tichavsky, and G. Thompson, “Can Online Courses Deliver In-class Results?: A Comparison of Student Performance and Satisfaction in an Online versus a Face-to-face Introductory Sociology Course,” Teach. Sociol., vol. 40, no. 4, pp. 312–331, 2012, doi: 10.1177/0092055X12446624.
[30] M. Radovan and D. Makovec, “Relations between students’ motivation, and perceptions of the learning environment,” Cent. Educ. Policy Stud. J., vol. 5, no. 2, pp. 115–138, 2015, doi: 10.26529/cepsj.145.
[31] T. Susanti, Damris, Maison, and Tanti, “Learning environment and motivation in junior high school,” Univers. J. Educ. Res., vol. 8, no. 5, pp. 2047–2056, 2020, doi: 10.13189/ujer.2020.080542.
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Ika Febrian Kristiana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
International Journal of Education and Learning
ISSN 2684-9240
Published by Association for Scientific Computing Electronics and Engineering (ASCEE)
W : http://pubs2.ascee.org/index.php/ijele
E : zalik@ascee.org
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.