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Education Responses in Teaching during Covid-19 : The Ongoing Result in Online Learning Implementations

| ABSTRACT COVID-19 had made many learning opportunities difficult. Governments had to reconsider existing school infrastructure, educational resources suitable for online learning, building teacher capacity, and student readiness for this move. These barriers impacted the educational continuity of many students in the countries affected, and digital equity required careful planning, development, and goal setting to foster effective learning environments. The sample for this study consisted of 272 Indonesian teachers and 3988 Indonesian students. This study used a mixture of qualitative and quantitative approaches. The results of the study showed that the challenges and the solutions based on the Three Framework (Government, Teacher, and Student) had both advantages and disadvantages to implement the best method to ensure equal access to education and to minimize the digital divide by establishing a collaborative and cooperative structure with the private companies and relevant organizations. Based on the Three Framework perspectives, it was critical to redesign and revise the national online platforms and services, including e-learning content for cross-disciplinary competencies during Century 21st skills.


Introduction
The recent study on the impact of school and university closures policies has also been carried out in other countries. According to UNICEF prediction, there are 134 countries that are still enforcing school closing on a national scale. Therefore, it is undeniable that several countries have already started reopening schools, but there are still very few numbers (Gutierrez-Romero, 2020). Another research findings proved that more students lose a year of learning resulting from pandemic disruptions. Logically if the closing school situation continues, then the inequality of learning outcomes due to Covid-19's response continues to widen (Goldstein, 2020). World Health Organization has designated Corona Virus Disease 2019  to be a Global Pandemic and Public Health Emergency of International Concern (PHEIC) due to the massive growth of positive cases of COVID-19 in several countries. As the Presidential Decree (Keppres) No. 7 of 2020 on the Task Force for the Acceleration of Corona Virus Disease 2019  Handling in the Presidential Decree (Keppres) No. 9 of 2020 on the Amendment to Presidential Decree No. 7 of 2020 on the Task Force for the Acceleration of Corona Virus Disease 2019 (COVID-19) requires various mitigation efforts undertaken by the government, including the appeals for applying social and physical distancing following WHO protocol that must be done by the community. These two policies undeniably affect various aspects of life, including national education, as can be seen from the issuance of the Circular Letter of the Directorate General of Higher Education (Dirjen Dikti) of the Ministry of Education and Culture No. 302/E.E2/KR/2020 concerning the Learning Period of Educational Programs. This circular letter gives an appeal to K-12 Indonesian School and Higher Education to monitor and assist students' learning from home. Besides, it also gives authority to schools to take principal steps related to the scope of education units based on the existing conditions (Disantara, 2020). As the schools and colleges are shut for an indefinite period, both educational institutions and students are experimenting with ways to In the health sector, the high cost of the COVID-19 test kit hinders the speed of tracking infection cases in Indonesia and limited medical personnel who died infected with Covid-19. Similarly, the procedures and the requirements of the Large-Scale Social Restrictions (PSBB) policy in Indonesia regions were too complicated and must meet many conditions. The regional head submits the PSBB proposal with data on the increase in the number of cases, increased number of spreads according to time, and local transmission incidents, to the Minister of Health. At the same time, violations against PSPB occurred in almost all regions. This indicates that the Government's policies are not being responded to positively by the community (Aminah et al., 2021).
In the education sector, the Ministry of Education and Culture was a government ministry that organized K-12 schools, that were elementary school, junior secondary school, and senior secondary school within the Indonesian government, when higher education affairs were transferred to the Ministry of Research, Technology and Higher Education (Faisal and Martin, 2019). Although the Indonesian government recently issued a regulation that school operational funds could be allocated to buy data packages, schools still could not fully enjoy SFH learning because of low internet connectivity (Rasmitadila et al., 2020). One of the biggest challenges in Indonesia learning system is to uniformize the understanding of schools and teachers in responding to government policies. Thus, it becomes natural if the attitude of schools in responding to policies is very diverse (Arlinwibowo et al., 2020).

The Indonesian Teachers' Barriers of Online Learning from Home
ICT competencies of Indonesian teachers were unevenly spread across the regions. The problem of uneven access to the internet, the disparity of teacher qualifications and the lack of ICT skills were becoming the weakness in Indonesia's distance learning activity (Azzahra, 2020;De Giusti, 2020). Several teachers stated that it was not easy to maintain student enthusiasm for learning during online learning from home. At the beginning of SFH and online learning, students were enthusiastic about implementing learning, but after two months, students began to feel bored and less eager to learn (Rasmitadila et al., 2020).
The COVID-19 outbreak made new barriers to teachers, such as teachers' capability to use technology, school facilities, difficulties in explaining certain topics through the online platform, limited internet access, cost of internet quota, and support from parents (Lestiyanawati and Widyantoro, 2020). Some remote regions in Indonesia still do not even have access to electricity. While teachers in major cities in Java had proper resources for online learning, teachers in villages, especially outside Java, had to visit their students' homes to give and collect homework because of a lack of access to the internet and digital devices. (Lie et al., 2020). As is suggested by (Putri et al., 2020), to overcome the problem of unstable internet connection, the formal institution needs to do networking with internet providers to support online learning even though it will trigger higher internet bills. All in all, the negative perceptions faced by Indonesian students were: (1) the difficulty to be optimally participating in online learning mode because of the high demand of internet bundles, low network coverage, frequent local power outage; (2) the lack of teachers' feedback; (3) inconsistency of schedule in conducting online class and assignment submission timeline (Tanjung and Utomo, 2020).

The Indonesian Students' Barriers of Online Learning from Home
The COVID-19 has caused Indonesian schools to have total closures to the difficulty of students getting equal rights in education and welfare. Furthermore, this is school closure as a reason for the public policy to stop the epidemic but also has raised the problem of social crisis among students sharply (Van Lancker and Parolin, 2020). If the Indonesian government does not help to provide equal facilities in fulfilling children's education needs, prolonged school closure could eventually lead to a wide disparity in learning opportunities and a significant gap in accessing education outcomes between wealthy and impoverished families (Kristyanto et al., 2021). Children and adolescents who are physically active will find it difficult to confine their activities at home. Schoolwork and other extracurricular activities have been implemented online, which raises concerns about children becoming less physically active, having much longer screen time and irregular sleeping patterns, eating more unhealthy diets, and getting less social interaction with peers during the social distancing period. All of these situations will have potential effects on the physical and mental health of children and the well-being of the family system (Kaligis et al., 2020).
Online learning is judged not to provide convenience for students (Febrianto, 2020). Based on the previous research (Irawan et al., 2020; Lestiyanawati and Widyantoro, 2020; Wargadinata et al., 2020), the impact of Indonesian students on online learning during the COVID-19 pandemic, namely the unmotivated students, limited internet access, low-income parents to provide internet quota packages, emotional disturbances caused by too many assignments, the inadequate school facilities in supporting e-learning., and the difficulties of teachers in explaining the material also appeared as the impact of e-learning. The majority of Indonesian students (73%) felt difficulty doing the assignments from the teachers during online learning from home. The time needed to complete heavy tasks is generally short, which is around 1-3 hours (44.1% of respondents); around 3-6 hours (34.2%); and more than 6 hours to a day (21.6%). Instead, Indonesian students are burdened by the variety of assignments given to them by their lecturers, while the completion time is very short (Tedja, 2020).
Another problem is that some students' parents and students do not have computer or android devices (Wahab and Iskandar, 2020). The previous research (Nashruddin et al., 2020) confirms that some students live in remote rural areas that are not covered by the internet. In addition, their cellular network is sometimes unstable due to the geographical location, which is quite far from the signal coverage. This problem also occurs in many students who take online learning, so the implementation is less effective.

Methodology
This study used a mixed-method approach, which was a qualitative and a quantitative approach. The goal of mixed-method research is that a combination of quantitative and qualitative approaches provides a better understanding of research problems and complex phenomena than either approach alone. The reason for using the mixed approach was to establish the generalizability of the study, which was important for validity, to use various perspectives to reflect the study and to identify unexplained results or insufficient data through problem-solving (Cassell et al., 2017).
The target sample of this study was teachers and students of Indonesian K-12 schools in North Sumatera, which was involved 73 Indonesian teachers in 4 elementary schools, 77 Indonesian teachers in 4 junior secondary schools, and 122 Indonesian teachers in 4 senior secondary schools. The total of students in this research was 1058 Indonesian students in 4 elementary schools, 1066 Indonesian students in 4 junior secondary schools, and 1864 Indonesian students in 4 senior secondary schools. The total sample was 272 Indonesian teachers and 3988 Indonesian students. The profile of Indonesian teachers can be seen in Table 1. This study used an online questionnaire to gather the data, and the questions were related to online teaching-related questions in the COVID-19 era. The four criteria stated by Lincoln and Guba (1985) were referred to check the data trustworthiness, including credibility, transferability, dependability, and confirmability. Our study used conceptual connectivity so that the findings were more like to be viewed as credible or valid by others. If it was carried out by another researcher, the outcomes would be the same. (Butt, 2015). This study established credibility through persistent observation, peer debriefing, referential adequacy, and member checking. The researcher and peer debriefing, who was educationally prepared at a similar level in this study, discussed the data and findings to capture the essence of the phenomenon being studied. In addition, the participants were allowed to check and comment, and all comments and changes in Google form were saved (Schmidt and Brown, 2014). Our study checked the previous research and checked for comparability and similarity, and the discrepancies were resolved to ensure data stability over time (Stommel and Wills, 2014). Confirmability of findings indicated that the data accurately represent the participants' information, and the interpretations of this data were not invented by the researcher (Kiwi, 2018). Any respondents' information will not be used for personal benefits or negatively impact any stakeholder. The participants signed a consent form giving their permission for the data they supplied to be audio-recorded, transcribed, and analyzed. Participants were also made aware of the ethical protocol; the collected data will not be used to explore the anonymity of any respondents and will only be used to achieve the purpose of the research (Gardner, 2016).

The Result of the Three Framework of Indonesian Education
The analysis of qualitative and quantitative data gathered from the present study and teachers' surveys is presented below.  Launched a risk-zone map for COVID-19 in Indonesia as 112 regencies and cities were considered were COVID-19 free "green" zones, 188 low-risk "yellow" zones, 157 medium-risk "orange" zones, and 57 high-risk "red" zones

Cooperation with Online Learning Platforms
Indonesian Ministry of Education and Culture had collaborated with technology-based online learning platforms. It is provided educational resources on-demand, from pre-school to professional training. There were examples of the online source from the Indonesia Ministry of Education and Culture to enable continuity of Indonesia education:  (3) COVID-19 case management training for 15000 medical and health student volunteers throughout Indonesia, (4) Activated the role of School Health Enterprises (UKS) or health service units in tertiary institutions by coordinating with local health service facilities, (5) Delivered national guidance on the prevention and control of COVID-19 in schools, such as early detection of suspected cases, the physical distancing of at least 1 metre, hand-washing facilities, cleaning and disinfection, adequate ventilation, and spacing of desks or grouping of children in the classroom.

Financial Resources for Teachers and Students
Indonesia's Education and Culture Ministry had announced a raft of emergency measures for schools to help alleviate the financial burden on students during the COVID-19 pandemic. These policies allowed students to postpone school tuition fee payments, lowering the tuition fee rate and charging only half the fee for final-year students. Moreover The Ministry of Education and Culture Ministry also provided monthly internet quota subsidies for students and teachers through mobile-phone numbers registered with Dapodik and PD-Dikti. Internet data quota distribution was carried out for four months, from September 2020 to December 2020. The details of internet quota subsidies based on Secretary-General Regulation Number 14 of 2020 concerning Technical Guidelines for internet data subsidy in 2020:

Banned Religious Activities and Public Activity
First, the Indonesian COVID-19 Task    The general public More than 57 million The COVID-19 pandemic enhanced the role of remote working, e-learning, video streaming, and so on a broad scale. The most popular remote collaboration tools are private chat messages, followed by two-participant calls, multi-person meetings, and team chat messages (Gonzalez et al., 2020). Various devices preferred by Indonesian teachers for attending online classes were smartphones (97%), laptops (92%), computers (33%), and tablets (6.25%). The majority of Indonesian teachers used Zoom (99.26%), and Youtube live streaming (97%). Teachers used Microsoft PowerPoint (93%) to deliver online lessons and frequently used WhatsApp (100%) to share online materials and communicate with students. The highest percentage of the virtual classroom was Kemendikbud's Learning House (Rumah Belajar) (96%). Teachers were frequently used google form (96%) as an online quiz. Figure 2 indicated that the majority of Indonesian teachers (more than 80%) followed the government policy about strict COVID-19 prevention measures to minimize the risk of COVID-19 transmission and infection. The descriptions of Indonesian government policies to enhance hygiene and environmental cleaning in Indonesian schools were: providing hand-washing facilities (86% known and 78% taken), sterilizing school laboratory (83% known and 76% taken), did not use fingerprint attendance (100% known and taken), spraying disinfectants (100% known and taken), checking the temperature of another teacher (100% taken and known), socializing hospital numbers for COVID-19 cases (100 taken and known), Special SOPs for positive COVID-19 case (100% taken and known), SOPs about receipt of goods from abroad (90% known and 76% taken), training about COVID-19 in another school (93% known and 78% taken), not spreading fake news about COVID-19 (92% known and 82% taken), poster/banners to understand COVID-19 (100% known and taken), socializing and educating another teacher (100% known and taken), support children's mental wellbeing (100% known and 95% taken), wearing facemask (100% known and taken), hand-washing (100% known and taken), and social distancing (100% known and taken). Ensured equal learning opportunities for students who lack access to devices and internet connectivity 198 73% Table 9 indicated that Indonesian teachers were highly satisfied with the role of the Indonesian government to provide a consultation platform with education stakeholders (100%) and online learning class partners (100%), but they were less enthusiastic about equal learning opportunities for students who lack access to devices and internet connectivity (73%). Moreover, teachers were still extremely satisfied with the continuity of academic learning for students (97%), the practical training of ICT mastery (93%), and pedagogical autonomy for teachers (93%

Taken
Known budget for students and school (85%), and instructions of online learning in books (81%). Several researchers defined academic performance as an exhibition of knowledge acquired or skills developed due to school subjects, which were evaluated through test scores or grades assigned by the teachers of subjects (Adediwura and Tayo, 2007;Kimani et al., 2013). Based on the result of the questionnaire, the most common assessment used by Indonesian teachers were recorded video on Youtube (98%), pretest or quiz (97%), Microsoft PowerPoint presentation (95%), online course assessment (93%), and checklist form (90%). Concern about what the teacher did to measure students' academic progress was stated by teacher 1, "Teachers should provide interesting learning materials." Teacher 2 stated, "Teachers should ask the students' parents to accompany students in online learning." Teacher 3 stated, "Teachers should provide students' support in conducting online learning."

Figure 3. The Use of Data Resources in Online Learning
In addition to supporting the data of the type of students' academic progress, the most common data that Indonesian teachers used during online learning in Covid-19 were to make an online assessment (100%), to make online learning environment (100%), to check students' absenteeism (100%), to document teacher training program (96%), and to arrange school schedule (96%) as shown in figure 3. As a result, the teachers' satisfaction after the online learning program could be classified as very effective (63%), somewhat effective (30%), and not effective (7%), as could be seen in figure 4.   Over time, in its development, online learning involved the presentation and delivery of material using the Web and involved students who used the Internet to access learning materials, had an interaction with content, instructors, and other students (Jones and Sharma, 2020). The fifth highest percentage of students' online activities were meeting sessions with a teacher in a live session by using Zoom or Youtube (100%), used online/mobile learning application to send and to receive a message (100%), downloading, uploading or browsing material from the website (100%), used google forms to gave feedback at the end of the lesson (98%) and used game educational as a quiz (97%). . The fifth highest percentage of students' approaches to self-directed learning was using lectures notes (93%), making a video or presenting a presentation by using Microsoft Powerpoint media (91%), using quizzes in the form of educational games (85%), sending and receiving the valuable lessons through Whatsapp or email (74%), and project work in a team (73%). As a result, Indonesian students' participation during online learning discussion could be classified as often enough (43%), not very often (48%), and depending on the received feedback (3%), as could be seen in figure 5.

Conclusion
The implementation of distance learning during the COVID-19 pandemic carried out through online learning by teachers in Indonesia experienced various obstacles; even though the teacher had a good understanding of the use of ICT, it was just that the understanding they got in the previous training was only relevant for normal classroom conditions before the COVID-19 pandemic (Tarigan and Stevani, 2020). This result was coherent with our findings of the majority of Indonesian teachers (more than 90%) about the school closure were confusion and stress, interrupted learning, disruption of assessment learning, and lack of technology and internet access (see Table 3). As a result, the Indonesian government offered several policies and education programs to overcome the obstacles faced during online lectures while still paying attention to health protocols during the pandemic (see Table 4, Table 5, and Table 6). The difference between the theory and previous studies of our findings showed that online learning systems using digital platforms in Indonesia K-12 schools could change education's face to be innovative, more effective, and more attractive. These findings proved that 63% of Indonesian teachers agreed with the effectiveness of online learning training programs (see Figure 4) to improve teachers' satisfaction with COVID-19 government policies, such as providing a platform to consult with education stakeholders, cooperating with online learning classes to provide free online courses, ensuring the practical training of ICT mastery for teachers, and many more (see Table 9). During COVID-19, the majority of Indonesian teachers (more than 80%) followed the government policy about strict COVID-19 prevention measures to minimize the risk of COVID-19 transmission and infection in the form of several activities, such as hand-washing, using spray disinfectants, socializing and educating another teacher, social distancing, supporting students, and many more (see Figure 2). These findings also proved that students' performance was improved during self-directed learning through online learning media even though there were some barriers in technology mastery, such as by using the chatbox, quiz form, educational games, project work in an online course, lectures notes, exam review list, video, Microsoft PowerPoint, whatsapp, and email (see Table 12). According to the students' performance, Indonesian students' participation during online learning could be classified as often enough because of the usefulness of media and technology preparation (43%) (see Figure 5). According to the students' mental health, the teachers and the students found several activities to strengthen their self-care during the workload of tasks, such as reading an interesting book, making a comfortable space for online learning, ensuring food hygiene, learning a new skill by using online learning platform, and many more (see Table 13). All these findings proved that the three frameworks of government, teachers, and students level were adapted to the continuous improvement in online teaching and learning context to allow other educational institutions to realize the domains which most people must respond due to the COVID-19 were technological infrastructure, relationships, students' mental health, financial resources, and professional support to reconfigure teachers' training practices. The three frameworks of government, teachers, and students level showed that fully interactive teaching and learning methods posed serious challenges for educational institutions in teacher and student management, teaching and learning monitoring, and evaluation of student learning outcomes. The government had coordinated the actions of different stakeholders to create a user-friendly communication platform, select appropriate learning resources, provide user-friendly learning tools, encourage diverse learning methods, and support flexible learning methods.