NAMA : PUTRI ZAKIA DRAJAT
KELAS : 1EA01
NPM : 15219098
MATKUL : BAHASA INGGRIS 2
DOSEN : DYAH AMBYAR WURYANDARI
TUGAS 4 ( ADJECTIVE AND ADVERBS )
COVID-19 disruption and the widening digital divide
As we
celebrate National Education Day, the abrupt disruption generated by the
COVID-19 pandemic has forced schools to shift to online learning with no or
little preparation in terms of internet access, teacher capacity and
student-parent readiness.
For the past month, online learning has been
implemented with varying levels of quality. At best, a few teachers have
managed to execute online learning by engaging students in different learning
management systems (LMS). Such teachers had used LMS as part of their(adj) blended learning even before the pandemic started.
Furthermore, they are used to designing
project-based learning activities. Therefore, when the COVID-19 outbreak
compelled all schools to close and students to learn from home, they hardly
faced adjustment issue.
At worst, however, learning is simply not
taking place for many students. Their teachers lack
resources to engage in online learning and many students do not have access to
internet connection and the necessary gadgets.
In between those(adj) two points, a majority of teachers in Indonesia are
grappling with the challenges of delivering learning assignments to their
students at home. Many of them resort to distributing weekly
paper-based assignments to parents.
Recently, the Education and Culture Ministry has turned to
use the national television broadcaster TVRI to deliver learning packages. This effort needs to be further expanded as there are still
concerns about access and availability of all the learning materials across the
Kindergarten to Grade 12 curricula.
All in all, the pandemic has shed a light on the
widening digital divide that will lead to serious implications on the human
capital development in Indonesia. On the other hand, this enforced
learn-from-home situation can also be a window of opportunity for the ministry
to spearhead a new education paradigm and movement that would overcome
prevailing quality inequalities across Indonesia.
The crisis has brought awareness for the
necessity of connectedness by means of technology. Teachers across Indonesia
have varying degrees of professional development opportunities and hence
Technological Pedagogical Content Knowledge (TPACK). The learn-from-home
enforcement has served as a litmus paper revealing teachers’ diverse competence
levels as well as unequal
learning opportunities across the country.
First things first during this crisis, when the
connection issues (internet or television-radio) can be resolved, this can
further open doors to jumpstarting the impoverished schools particularly in
remote regions.
One key issue in the quality disparity in
Indonesian education is the distribution of qualified teachers. Despite the
government’s effort to build road infrastructure, it would take more years for
development — particularly outside of Java — to catch up. Most teachers are
reluctant to be assigned in underdeveloped regions and so the vicious cycle
prevails.
It would be less expensive and more feasible to
install technology infrastructure than to find committed teachers to be placed
in remote areas. When the COVID-19 crisis is over, hopefully, as Education and
Culture Ministry expert staffer Iwan Syahril has expressed, “the anxiety for
using technology will be reduced and the readiness level will increase”.
The shortage of competent teachers in remote
regions can be overcome with community-based education utilizing technology to
deliver distance learning and engaging trained local tutors. This crisis may
also be an opportunity to gather the learn-from-home best practices and develop
a home-school learning partnership model. A child’s education, after all, is
the sole responsibility of parents.
The outsourcing of education by parents to
schools needs to be revisited to return to the essence and goal of holistic
education of a child. The formal education enterprise is certainly still needed
but has to transform its role and strategies even after the pandemic is over.
The pandemic’s disruption is currently causing
quick fixes and emergency actions in the education sector and domestic crises
at home. A teacher in Kediri, East Java, Bambang Yulianto, describes the
learn-from-home mode as “sending a breeze in school into a tornado at home”.
Turning this crisis into opportunities for
growth requires concerted efforts by all parties.
What is urgently needed by teachers and students
is free internet access so that online learning can be conducted optimally. The
ministry’s decision to allow school operational aid (BOS) to be used for
internet connection costs should be highly appreciated.
It is time for telecommunication providers to
bear their social responsibility during this crisis. They have given free
internet charges to access certain education apps. This free access should be
extended to other apps and LMS. Furthermore, they also need to expand their
areas of service and include regions that cannot afford connectivity.
The ministry has launched platform guruberbagi.kemdikbud.go.id that
allows teachers to share lesson plans, articles and tips for better teaching.
This teacher-sharing platform serves as a springboard to develop a virtual
community of practice among teachers and should be further promoted to a wider
circle of teachers. To capitalize further on this platform, virtual modules for
professional development can be uploaded there.
Finally, the ministry has stated that the focus
of learning materials delivered on television was on literacy, numeracy and
character education. In regard to the abrupt disruption and the lack of
readiness, education stakeholders need to lower their expectations as far as
content mastery is concerned.
Students may catch up on the mastery of content
knowledge when the connectivity issues can be resolved later. Given the dire
circumstances, now is really the time to reflect on what is the true essence of
education.
Happy National Education Day.
1. Such teachers had used
LMS as part of their
blended learning even before the pandemic started.
Tell us about
kinds of adjective to describe possessive the action taken
2. worst, however,
learning is simply not taking place for many students.
Tell us about kinds of adjective to describe
quantitative the action taken
3. In between those two points, a
majority of teachers in Indonesia are grappling with the challenges of
delivering learning assignments to their students at home.
Tell us about kinds of adjective to describe
demonstrative the action taken
4. Recently, the Education and Culture Ministry has turned to use the
national television broadcaster TVRI to deliver learning packages.
Tell us how something happens
5. The learn-from-home
enforcement has served as a litmus paper revealing teachers’ diverse competence
levels as well as unequal
learning opportunities across the country.
Tell us how something happens
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