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The coronavirus disease 2019 (COVID-19) pandemic is a case that can be used as a biochemistry learning resource in relation to the topic of viruses. Learning to use cases will be effective if students are assigned to produce reports, articles, or other scientific papers. Self-assessment can be used to assess the competencies that have been learnt in the writing process. This study aims to analyze the scientific papers and self-assessment of students using the COVID-19 pandemic case. It includes qualitative research with scientific paper and self-assessment questionnaire analyses. The research sample was chemistry education study program students (N = 57) following biochemistry course, out of a population of 87 students. The results show that the students have a good understanding of explaining COVID-19. Self-assessment analysis shows that 80% of the students responded positively to eight statements; those who gave positive responses to each questionnaire statement were able to produce scientific papers. Good self-assessment is in line with the ability of students to compile good scientific papers., (© 2020 International Union of Biochemistry and Molecular Biology.)

Since the outset of the COVID-19 pandemic early in 2020, English language learners could no longer learn from face-to-face interactions and had to adapt to online lessons. This paper reports a study that investigated their learning strategies during their online sessions. To achieve the objective, a survey was conducted with 257 university students who were taking an English course as a compulsory subject. Several questions in a questionnaire were designed to elicit their cognitive, affective, sociocultural, and interactive strategies. The findings showed that taking notes, attending recorded lectures, quietly observing online interactions, doing the assignments, chatting with their classmates, and utilizing internet-based lessons were the most prominent strategies. Their seemingly passive attitude seems to stem from the Asian culture in which they were raised. A reliable internet connection was seen as vital for their learning, playing games, and watching movies, which were the ways to relieve stress and boredom while studying at home. Chatting with classmates could give them a sense of community which probably helped them relieve stress and boredom. Overall, the paper offers insights into how EFL learners coped with difficult learning circumstances. Some suggestions for English teachers that are related to the enhancement of online teaching are then proposed based on these findings.

The Fourth Industrial Revolution (4IR) has brought about significant changes in organizational leadership. However, the accelerated transformation towards digitization was not without the influence of the COVID-19 pandemic. Hence, the COVID-19 pandemic aided the digital revolution in several organizations across the globe. This paper presents global evidence from a systematic literature review on the influence of digital leadership during the COVID-19 pandemic on organizational variables such as performance, relationship, satisfaction, collaboration, expertise, effectiveness, and efficiency. A PRISMA protocol was adopted for this review, while a thorough search of the Scopus bibliographic database was used to identify 416 academic papers. Eight papers met the inclusion criteria for in-depth analysis. The findings from the selected articles showed the role that technology played in enabling leaders to navigate the complexities of this global crisis. This review revealed that digital leadership has an influence on the organizational variables considered in this study. This paper, therefore, serves as reference material in guiding administrators and school leaders in leading a new organization's digital culture. It will also aid in demonstrating digital technology-focused leadership required from school leaders.

Objective: Vaccine hesitancy is a global concern and a significant threat to COVID-19 vaccination programs. This study aimed to explore vaccine hesitancy from the perspective of the Indonesian community related to policies and cultural beliefs., Design: A descriptive qualitative approach was utilized in this study., Sample: Twenty participants were recruited from various settings to ensure the representation of experiences in different contexts in Indonesia., Measurement: Audio-recorded, semi-structured, individual, in-depth interviews were carried out. Content analysis was performed to identify the main key themes., Results: Twenty participants were recruited from various regions of Java Island, Indonesia. The participants revealed hesitancy about the COVID-19 vaccine, including the themes of mistrust, controversy, and the culture and beliefs of the community., Conclusions: This study highlights COVID-19 vaccine hesitancy in Indonesia, which may have implications for the community's perceptions and beliefs regarding the uptake of the COVID-19 vaccine. The trust issue remains a major challenge to convincing the community to accept the vaccine at the grassroots level. Targeted education and communication strategies are essential in addressing trust issues surrounding COVID-19 vaccines among critical stakeholders and religious leaders in Indonesia. Public health nursing plays a crucial role in fostering community acceptance and ensuring the success of vaccination programs., (© 2024 Wiley Periodicals LLC.)

This systematic literature review aims to offer an in-depth analysis of the existing research landscape regarding the application of the flipped classroom approach within the domain of language learning. The investigators methodically selected and analyzed 57 papers from 656 documents using a systematic and rigorous approach to literature selection. Our findings demonstrate the significant international impact of this field, with contributions from many countries and districts as well as globally excellent academic institutions. This review examines multiple areas of research, including improving students' perceptions and attitudes in flipped classrooms, language proficiency, motivational factors, etc. In addition, the research methods employed were evaluated, with a particular emphasis on mixed methods which combined the quantitative method with the qualitative method. Even though the application of flipped classrooms in language learning has achieved some achievements, some limitations are obvious. The most notable are the problem of sample size, the difficulty of technology integration, the lack of teacher training, the singularity of language research, etc. The research gaps revealed in this literature review, indicate interesting possibilities for future research. The diversity of research languages, the multiplicity of research methods, the integration of advanced technologies, and intensive teacher training will be significant of the area focus. This systematic literature review not only enriches the existing knowledge system but also has the potential to the direction of the development of flipped classrooms in language learning.

The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.

The COVID-19 pandemic switched the learning activity at school to be home learning. In Indonesia, the practice of uploading paper-based worksheets is the most practice conducted during pandemic. Many students feel disengaged with the activity, leading to a decline in their study results. The use of paper-based worksheets itself also brings limitations to the learning activity. Therefore, this research introduces interactive and technology-integrated mathematics worksheets using Desmos for teaching and learning in high school to solve the issue through a series of workshop to junior high school mathematics teachers in Jakarta. The workshop participants would then use the developed worksheets in their teaching and learning. The questionnaires and reflection forms would be distributed after they had completed the worksheet implementation. The questionnaire adapted from the Triple E framework assessed the impact of the technology implementation. The data would be analyzed using descriptive statistics and described according to the triple E framework component to get insight from both students and teachers into the relevant issues in implementing the worksheet. The research found that most students can increase learning mathematics engagement and enhancement using this kind of worksheet during home learning. However, there were concerns regarding how the teacher was supposed to use this sort of worksheet.

The aim of this paper is to describe the views of mathematics teachers in Indonesia on the distance learning barriers during the early COVID-19 pandemic. Specifically, this paper investigates the barriers that teachers view as significant in distance learning and efforts taken to overcome the barriers during the early COVID-19 pandemic. This study employed a descriptive research design involving 415 mathematics teachers by snowball sampling to fill out an online questionnaire. This study shows that barriers related to pedagogical dimensions were perceived as significant in distance learning during the early COVID-19 pandemic. Moreover, this study reveals that most of the teachers did some efforts that can be done by the teachers themselves to overcome the barriers. Based on the findings, we argue that it is important to support teachers' pedagogical competencies to conduct distance learning in order to face this current pandemic or any future crises that may potentially disrupt face-to-face learning.

Comparative studies around the impact of the COVID-19 pandemic are still limited. This paper explores the question: how has the COVID-19 pandemic affected higher education students, and which ones have been most impacted? Indonesia and Vietnam are our focus. We leveraged a rich set of data collected online from both countries (n = 2600). We used regression analyses to measure students' wellbeing, financial hardships, access to technology, and educational satisfaction. As expected, we found statistically significant differences between both countries except for the wellbeing domain. For within-country comparison, consistent for both countries, low-income students were less likely to access technology and were more likely to experience financial distress than their counterparts. Indonesian first-gen students also showed a similar trend. Lastly, we observed a lower likelihood of satisfaction from rural and low-income students in Indonesia for their education during the pandemic. We provide our policy recommendations for both countries. [This manuscript accompanied a conference presentation at the 50th Annual Conference of Mid-South Education Research Association (MSERA) in New Orleans, Louisiana (November 9-12, 2021).]

The Republic of Indonesia has been a significant source country of international students worldwide yet data is scarce about local international students. Increasing international student numbers is in line with the country's strategic development goals yet growth has been limited over the last two decades despite government funding of both long/short-term mobility programs and changing global/regional student mobility trends. This review systematically analyzes 28 papers from 2012-2022 investigating international students in Indonesian higher education regarding recruitment and support via an inductive thematic analysis. Six themes emerged showing that research has focused on the overall scope, rationale, and high-level organizational challenges of internationalization with scholarship only occasionally investigating Indonesia's destination attractiveness or student-centric issues. Research on international students, in Indonesian or English, is nascent and policy/practice suggestions and avenues of future research are discussed.

In response to the Indonesian government's policy forcing a rapid transition to distance learning, the college developed an emergency e-learning programme plan to ensure learning continues. Generally, this paper aims to highlight the impact of the COVID-19 pandemic on Islamic universities in Indonesia, especially biology teacher education. This paper also describes lecturers' experiences in developing approaches different from those proposed by the institute. We used mixed methods to dig deeper into online teaching transition and its problems. Data was collected through a questionnaire on faculties and students studying at the biology education department of Islamic state universities in Sumatera, Java, Sulawesi, and Nusa Tenggara, Indonesia. Faculties and students expressed their attitudes, beliefs, and evaluations. The developed emergency e-learning programme cannot be used optimally due to potential factors, such as information and communication technologies (ICT) tools and technological pedagogical knowledge. Faculties improvised online teaching using other platforms such as WAG and e-mail, which are guaranteed easy access by students. With this way, they maintained social contact with students and ensured students to keep continuing to build literacy skills. Faculties also created content in the form of demonstration videos for practicum, which is uploaded on YouTube. Unless, using the virtual laboratory is still a big problem.

This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning; (2) e-learning challenges; (3) digital transition to emergency virtual assessment (EVA); (4) psychological impact of COVID-19; and (5) creating collaborative cultures. This represents the first systematic review of COVID-19's impact on education, clarifying current themes being investigated. The author suggests that the term 'emergency virtual assessment' (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.

Purpose: To continue to stay relevant in the era of Industry Revolution 4.0 (IR4.0) alongside the unprecedented disruption of COVID-19, the importance of lifelong learning is indisputable though this concept has existed for decades. In this context, open and distance learning (ODL) institutions are urged to re-think and re-design their online learning support systems that inculcate self-regulated lifelong learning (SR3Ls) in their learners to be adaptable and resilient for the post-pandemic economy. The purpose of this paper is to develop a SR3Ls model, namely SR3Ls model by utilising the collective opinions of a panel of experts to determine the key domains and attributes. Design/methodology/approach: A 2-round Delphi consensus study was conducted with 39 experts from five countries. The mean, standard deviation (SD), inter-quartile range (IQR) and the ratio of experts assigned score of 4 or greater were used as the basis of consensus assessment with criteria set at mean = 3.0, SD = 1.5, IQR = 1, ratio on score 4 or greater at = 75%. The questionnaire consisted of 5-point Likert-type scale rating the importance level of each attribute combined with open-ended questions. Findings: This paper presented the findings of the first round of Delphi consensus study. For the first round, the experts were asked to evaluate 31 key attributes of SR3Ls model under five domains. The findings revealed that there were five key attributes to be eliminated from the list, while there were seven attributes identified as the key attributes with highest consensus. There were additional attributes suggested by the Delphi panel to be added in the second round of evaluation. Originality/value: This international consensus-based SR3Ls model serves as an important benchmark for ODL institutions across the regions in developing meaningful and relevant online learning support systems for their learners to adopt SR3Ls attributes in order to meet the dynamic market demands.

The COVID-19 pandemic brought unprecedented challenges to higher education. This paper explores the challenges Indonesian female academics encountered during the pandemic in which the boundaries between home and work were further blurred. Accordingly, the gender gap was further widened as unpaid and unacknowledged academic and domestic work disproportionately affected women. This paper draws on data gathered from survey, diary studies and in-depth interviews with female academics in the social sciences and humanities. It examines how Indonesian female academics juggled domestic and professional work at home, caring duties both at home and work, and shouldering administrative workloads. In addition, findings reveal that female academics found new meanings in their academic work and the importance of caring and collective solidarity, especially in a crisis such as the pandemic.

The outbreak of the COVID-19 pandemic has transformed the educational landscape in a way unseen before. Educational institutions are navigating between offline and online learning worldwide. Computer-based testing is rapidly taking over paper-and-pencil testing as the dominant mode of assessment. In some settings, computer-based and paper-and-pencil assessments can also be offered side-by-side, in which case test developers should ensure the evidence of equivalence between both versions. This study aims to establish the equivalency evidence of different delivery modes of the English Competency Test, an English language assessment for civil service officers developed and used by the Human Resources Development Education and Training Center, a civil service training institution under the Ministry of Finance of the Republic of Indonesia. Psychometric analyses were carried out with the Rasch model to measure the unidimensionality, reliability, separation, and standard error of measurement estimates. The findings demonstrate that the paper-and-pencil and computer-based versions of the language assessment exhibit comparatively equivalent psychometric properties. The computer-based version of the English Competency Test is proven to offer a reliable and comparable alternative to the paper-and-pencil version.

Students' habits of mind (HoM) and disorienting dilemmas (DD) are challenging to investigate and have rarely been explored. Yet, in the past Covid-19 pandemic, students faced many academic and non-academic problems. For example, in Indonesia, 89 million parents lost their jobs, which influenced students' emotions in their learning process. This paper applied explanatory mixed methods to address students' HoM and DD in agriculture colleges in Yogyakarta, Indonesia. Two hundred and eleven students voluntarily participated in the online closed- and open-ended survey responses. The first quantitative data were analyzed using the Rasch model of application while Nvivo12 was used for the analysis of the latter. The quantitative data were focused on how agricultural English students perceived HoM; meanwhile, the qualitative data explored a catalyst and a life crisis under the students' DD. Then, the two research questions were comparatively discussed: (1) How do Agricultural students perceive their HoM and DD during learning English; and (2) What factors influence them in learning English? As illustrated in the Rasch map, the result showed that students were positively perceived HoM. The Pearson measure value was +1.13 logit, meaning that it showed the tendency of agree. However, some extreme findings were found from the person misfit. In terms of the students' DD during this Covid-19 pandemic, the data showed that most students were frustrated in joining the English online classes. Unclear directions from teachers were one of the problems that stimulate students' DD. From the perspective of HoM and DD, students were grouped into two when learning English in the pandemic: (1) those willing to improve their condition independently; and (2) those who did not care and had no initiative to find the solution.

Objective: COVID-19 has been driving significant changes in all domains, including education. While prior studies tend to focus on the pandemic disruption in higher education, this paper extends this scholarship by focusing on preschool education. In particular, attention is paid to how preschool teachers develop teaching strategies during COVID-19. We want to explore how preschool teachers develop distance learning during COVID-19 in Nusa Tenggara Timur, Indonesia. Method: 13 preschool teachers aged 24 to 35 in West Timor, Indonesia, participated in this photovoice study. Participants were instructed to take photos for seven days to describe their experiences related to the research topic. After that, participants were interviewed online using an online meeting application. Thematic analysis was used to formulate the findings. Results: Three themes were identified in this study, including learning strategies during the pandemic, parents as teachers at home, and collaboration between teachers and parents. Conclusions: Parents' role has become increasingly vital in early childhood education during the pandemic. Meanwhile, the attention addressed to parents was lacking. It is crucial to provide them with the necessary tools, knowledge, and skills to strive with home learning.

This paper explores crisis communication during the pandemic in multilingual Indonesia. Crisis communication during the pandemic is a discursive act of sense-making in responding to the pandemic. As Asia's pandemic epicentre, Indonesia provides a fascinating setting to enhance the discussion between crisis communication and multilingualism because of its pandemic response and indigenous linguistic diversity and its tension with the national and international language. We employ critical discourse analysis in identifying the linguistic and discursive practices of crisis communication found in speeches and public statements made by relevant political leaders and policy documents. By using Fairclough's concepts of "word meaning," "wording," "re-wording," "over-wording," and "metaphor," we examine the changing mobility constraint terms and keywords in pandemic policies and speeches. Our findings on the inconsistent mobility constraint terms, confusing pandemic keywords and unempathetic metaphors used in public speeches have provided linguistic evidence of the ineffective pandemic response and crisis communication. The analysis draws attention to the importance of consistent and empathetic communication in crisis management.

Purpose: Digital literacy is not the mere ability to use a digital device or know to use various software. It is a domain of exploration for sociology, psychology, education and, of course, technology. This study aims to present a quantitative analysis of the literature on digital literacy using a bibliometric approach. Design/methodology/approach: Using data from the Web of Science database, the importance of the research is evaluated by reviewing 2307 publications and examining the yearly publication, field category productivity, citation structure, most cited resources, documents, most-cited authors, most productive authors, and country in the field of digital literacy. Further, a cluster analysis is conducted to see the most recurrent keywords and emerging trends in this field. At last, the authors analyzed the thematic progression of keywords over these five years based on the normalized citations. Additionally, a graphical representation of the bibliometric data using VOSviewer is presented in the paper. Findings: The results suggest a steady rate of publication in this field, with most of the research published in education and library fields and the USA leading the country in this realm. The emerging themes in this field are 'Fake News', 'Competence', 'Educational Technology', 'Health Literacy', 'Self-Efficacy' and, interestingly, 'COVID-19'. The results also revealed that COVID-19 has been examined and associated with fake news, higher education, social media and information literacy. Originality/value: This paper provides an overall summary of the most recent research work published from 2017 to 2021 on digital literacy in the backdrop of COVID-19. The study presents the thematic progression over the years and particularly the new keywords that emerged in the limelight of the pandemic. It contributes by updating the existing body of knowledge in the field of digital literacy and presents preliminary results related to COVID-19.

This paper offers alternative information about challenges faced by geography teachers in implementing online learning during the first wave of COVID-19 outbreaks in Indonesia. This paper is based on the experiences of teachers from various regions in Indonesia. First, the authors describe how online teaching and learning are performed by teachers. Second, they examine various obstacles faced by teachers during online learning. Third, they gather ideas for future online learning developments to prepare for emergency situations to achieve sustainable and quality learning.

Purpose: Despite all the complications COVID-19 brought to the education sector, the pandemic has indirectly created various work flexibility arrangements for educators. This paper investigates the impact of different work flexibility arrangements on educators' emotional exhaustion while taking educators' backgrounds (gender, tenure and age) into consideration. This paper explores which work flexibility arrangements fit best for particular educators. Design/methodology/approach: This study employs a quantitative approach to investigate the effect of different work flexibility arrangements (low, medium and high) on educators' emotional exhaustion. In total, 462 educators from various educational levels in Indonesia participated as the respondents. Findings: In general, the findings suggest that female educators are more prone to experience emotional exhaustion than their male counterparts. This study also finds that educators' age negatively relates to emotional exhaustion, and the longer-tenured educators might not be suitable for highly flexible work arrangements. In addition, different degrees of work flexibility have various impacts on educators, depending on their gender, tenure and age. These results are potentially helpful for educational institutions to design the best work arrangements for educators. Originality/value: It is crucial for educational administrators to determine how much work flexibility should be given to educators from different backgrounds. This study is among the first to empirically examine the impact of different work flexibilities on educators' well-being.

Aim/Purpose: This study attempts to provide a thorough review on online English Language Teaching (ELT) research in Indonesia during the COVID-19 pandemic, with the aim of presenting best practices of online ELT classes for the future blended or hybrid learning scenario. To operationalize the "best practices" of online learning, the Community of Inquiry framework was used as the guiding perspective. Background: There is a dearth of research employing a systematic review of English Language Teaching ("ELT") practices in Indonesia carried out during the pandemic, with a view of synthesizing such practices. Such a review is deemed essential in order to provide a comprehensive description of good practices in online English classes, such as in terms of integrating technology into the ELT virtual classes, taking advantage of the experience gained from approximately more than two years of Emergency Remote Learning in the country. Methodology: This study employed the Research Review methodology, with PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) 2020 to guide the process. Database (Google Scholar and Scopus) search was conducted to find research articles in English on ELT during the pandemic in Indonesia, excluding those that are conceptual in nature. The final list of 94 articles was then coded using the categories in the Community of Inquiry ("CoI") framework, namely, Teaching, Cognitive, and Social Presence. Inter-rater reliability was computed to assess the risk of bias of the two reviewers. The resulting data, in the form of pieces of "evidence" of the CoI categories, were tabulated and described. Contribution: This research has contributed to providing a synthesis of online ELT teaching practice in Indonesia during the pandemic, specifically in describing the way teachers enacted the Teaching, Cognitive, and Social Presence online through the use of technology. This paper also describes how such deployment of technology should be accompanied by a selective choice of activities and explicit guidance from teachers, as well as teachers' supportive attitude. Consequently, this study is probably among the first to carry out a systematic review of emergency online ELT practice during the pandemic from the CoI perspective, addressing a methodological gap of extant online ELT systematic review studies. Findings: The results show that Teaching Presence constituted the highest number of pieces of evidence, with a caveat that the application of technology should be combined with clear instruction and task requirements. Next, Cognitive Presence needs to be fostered through activities that promote problem solving and critical thinking, such as online discussions, problem- or project-based learning, and self-reflection. Lastly, teachers need to make use of technologies to convey genuine concern for students and create a warm and friendly online environment as part of teaching activities that build Social Presence, although some affective expressions will need to be managed well to prevent some possible undesirable effects. Recommendations for Practitioners: English teachers in Indonesia, or elsewhere with a similar context to that in the country, can gain insights on the good practice of online learning in terms of teaching methods, media, platforms, assessments, etc. Besides, the online English teaching practices can also inform pre- and in-service teacher education programs, so as to provide technology integration training that has already been tried and empirically tested. Recommendation for Researchers: For future research, the seemingly fewer pieces of evidence found in Cognitive and Social Presence might be fertile ground for Indonesian ELT scholars to carry out research focusing on those aspects. Much research outside of Indonesia has been conducted around the theme of the application of CoI principles in online English classes, while only a few studies in this respect have been found in the Indonesian context. Impact on Society: The findings of this study may help inform educational policies with regards to blended/hybrid or restricted face-to-face meetings in schools. Future Research: This paper has contributed to exemplifying the application of CoI framework as a tool of systematic review in research. Hence, in view of the impending blended, hybrid, or limited face-to-face learning, this type of CoI-framed systematic review research can be replicated in the future to assess the effectiveness of such blended or hybrid teaching mode. Besides, future research could also inquire whether ELT teachers sustain the use of technology in the post-pandemic, on-site learning.

This research is among the first pieces of work to use the comprehensive school safety (CSS) framework to assess the impacts of floods on quality learning and education infrastructure. The CSS framework is employed here to identify the level of disruption to education services following floods in Jakarta, Indonesia, in 2013. The paper poses three key questions, concerning: (i) disruption to children's access to quality education during the flood emergency in 2013 and the early recovery phase; (ii) the impact of the floods on a school's physical infrastructure; and (iii) the effectiveness and level of success of the 2013 flood responses by relevant stakeholders. Combining quantitative and qualitative strategies, the paper examines the experiences of 100 schools in Jakarta. The findings suggest that the CSS framework offers a more nuanced approach to assessing post-disaster education needs. Moreover, it is also relevant for examining the relationship between the COVID-19 pandemic and relative losses in the education sector., (© 2022 The Authors Disasters © 2022 ODI.)

The general goal is not only to map the forms of difficulties in online learning, but also to analyze the reasons for the delegitimization of teacher. The specific purposes of this study are: (1) Delegitimization of teachers due to online learning, (2) The teacher's response to the pandemic condition, and (3) the implications of delegitimization on the teacher's life. This study used qualitative methods to explore primary and secondary data sources. The results of this study show (1) the occurrence of online learning difficulties as a form of delegitimization of teacher; (2) the occurrence of difficulties in establishing communication patterns, allocation of free time, innovation of activities that have a positive effect; and (3) there is a loss of identity, and teacher commitment in overcoming the difficulties of online learning. This paper concludes that there has been a delegitimization of teachers in online learning during the COVID-19 pandemic.

This study aims to analyze the performance of school principals during the COVID-19 pandemic. This study also aims to analyze the effect of principal's performance, teacher competence and school climate on teacher's performance. In addition, this paper investigates the mediating role of teacher competence and school climate on the relationship of principal's performance and teacher's performance. The sample in this study was schoolteachers in Central Java. The sampling technique is purposive sampling. The research respondents were 200 public and private teachers consisting of elementary, junior high, and senior high school teachers. The data collection method used was questionnaire. The questionnaires were distributed online via google forms. The data analysis method used was path analysis. The results showed that the principal's performance was in the good category in terms of five dimensions (managerial, supervision, entrepreneurship, social, and personality). The principal's performance significantly influences the teacher's performance. The principal's performance is also a significant determinant of school climate, although it has not been proven to significantly influence teacher competence. Other results indicate that school climate and teacher competence are significant determinants of teacher performance. School climate and teacher competence have a mediating role in the relationship between principal's performance and teacher performance. The implication of this research is the importance of improving the performance of school principals during the pandemic because it will be able to significantly determine the school climate and teacher's performance. Strengthening the performance of school principals can be done by providing regular direction and monitoring by authorized parties such as school supervisors, education offices, and other officials.

This study was conducted to help improve elementary school students' critical thinking skills by integrating student electronic worksheets (SEW) in distance or virtual learning. This research uses a mixed-method, combining quantitative and qualitative, with research instruments in the form of questionnaires, observations, and interviews, executed by the researchers with a sample of 108 students (56 male and 52 female) and six teachers at the State Elementary School 19 of Rambang Niru in Palembang revealed that: 1) teachers have not adopted technology-based learning aids such that the student worksheet is still in the form of sheets of paper; 2) most teachers lack experience in making SEW; 3) the questions given to students are not higher-order thinking skills (HOTS)-based. It is attributable to the fact that teachers still use classical media (WhatsApp) in virtual learning. Thus, the learning materials delivered by the teacher to students are less attractive. This condition lowers students' interest in learning and, in turn, makes it difficult for students to understand the lessons delivered by the teacher. The most noteworthy finding in this study is the teacher's activity in using SEW with HOTS-based questions. The researchers noted that integrating a SEW made by inserting lessons and explanations in the form of video and audio and adjusting the learning materials according to the students' grade level made the students more interested in learning and more confident in answering questions using electronic media.

The quality of learning must be continuously improved, even during the pandemic. The demand is that students can study well and improve their cognitive, affective, and psychomotor skills. During the COVID-19 pandemic, students are encouraged to learn online from home. Adapting this new habit challenges the teacher to design a project-based learning process appropriately. The purpose of this paper is to describe the development process of the electronic teaching module for students as project-based learning (PjBL) of steering, brakes, and suspension subjects in the Automotive Department, Engineering Faculty, Universitas Negeri Padang. Student modules are designed to improve cognitive, affective, and psychomotor abilities. This study describes the module arrangement and uses the R&D method. To investigate the needs of the development process, a need analysis was also performed. In the module development process, conceptual module and content validity were assessed by experts. Furthermore, practicality, effectiveness, and t-test were applied. The results showed that the development improves students' cognitive, affective, and psychomotor abilities.

During the COVID-19 pandemic in Indonesia, all communication activities have been carried out mostly through CMC, including online learning that students must experience. This situation brings big changes in the communication process between lecturers and students and vice versa. This paper aims to see how interpersonal communication changes in the online lecture process and what elements of interpersonal communication are lost with technology in online learning. The data collection method in this study was to conduct Focus Group Discussions on Sociology students at the Universitas Negeri Malang. 6 students were involved in the FGD with the criteria for students above the 2019 class who had experienced face-to-face and online lectures. Primary data was obtained through active observation of Sociology Department lecturers. This study indicates that many dimensions of interpersonal communication are missing in online lectures, such as the loss of empathy between students due to the absence of face-to-face communication and miss communication in online lectures, which causes interpersonal communication not to work effectively. Furthermore, Interpersonal communication cannot be established properly if the lecturer does not have high technological skills. It can then affect the spirit of student learning in online lectures.

The COVID-19 pandemic has forced educational institutions to adjust their learning process to distance education or online learning. This paper explains how to teach optics during the COVID-19 pandemic by implementing project-based learning that can be supervised online. Students are instructed to design, characterize, and optimize droplet lenses to produce the highest possible lens resolving power by using the USAF-1951 test chart. To do project-based learning correctly, students must understand various optics concepts, such as the principle behind light propagation (Fermat's principle), determining focal lengths, compound lenses, lens aberrations, and lens resolving power. This paper also describes how to optimize droplet lenses to produce high resolving power with easy to handle and inexpensive materials.

Education is the right of every student, therefore access to education is a necessity. Education during a pandemic is carried out through online learning as an alternative. The goal is to ensure continuity of education for students. With online learning, it is hoped that students can still learn optimally because it is supported by more practical and efficient facilities so that they can learn without having to go to school. In online learning, various difficulties are faced by students. Students from underprivileged circles feel the most difficulty in this online learning. This paper focuses on research on the experiences of students from economically disadvantaged families in accessing education. The research objective was to analyze inequality in access to education, including its factors and implications. Sources of data in this study were elementary school teachers in the district Kedungbanteng and students who do not have online learning tools. This research uses descriptive-qualitative-phenomenological research with data collection through field observations and open interviews with informants. The collected data were analyzed through reduction, display and verification of data / conclusions. The results showed that the difficulty of access felt by students from economically weak circles in the form of (1) online learning activities were given in the form of giving assignments using the WhatsApp group application which was considered the easiest application, (2) student participation in online learning activities was low because students must borrow a cellphone belonging to a relative or friend, (3) students have difficulty accessing learning resources from the internet, (4) most parents are unable to provide regular assistance or help complete their child's assignments, because of the time available more used to earn a living, so that children's difficulties are not resolved properly, (5) the learning conditions of students at home have the initiative to learn independently, but there are those who do not have the initiative to learn so that time is used a lot to play, (6) motivation student learning decreased by curry na there is no interaction with teachers or friends, while parents are less accustomed to encouraging learning, even though they are with children at home and (7) the teacher's assessment of students who cannot afford it is based on work results which are then compared with the results of pre-term assignments pandemic.

The implementation of online learning during the COVID-19 pandemic may affect students' learning attitude and motivation to some extent. This paper aims to describe the university students' opinions about learning attitude and motivation while studying from home due to the COVID-19 pandemic in Indonesia. A non-experimental research design was used with an exploratory quantitative method. A total of 238 respondents participated in the online survey from April 22 to 29, 2020. Descriptive statistics was used to analyse the collected data by using SPSS 23. The results showed that 52.5% (n = 125) of the respondent did not enjoy studying from home and 91.5% (n = 218) did not gain as much knowledge as in the traditional mode, although they still had a higher motivation to learn and had a better relationship with their family members. Interesting materials and enjoyable teaching methodology and interaction are therefore suggested.

Due to the COVID-19 pandemic, most educational institutions across the world have shifted their teaching and learning processes and put efforts into preparing online distance education to ensure education continues uninterrupted. Some did not face difficult tasks or challenges during this process because they were already implementing online or blended learning before the pandemic. However, some institutions, lecturers and students were not ready to adapt to the conditions, and it is therefore important to examine to what extent lecturers are ready to teach online. This research aims to evaluate the readiness of lecturers during a pandemic that arises unexpectedly. It also aims to investigate the weaknesses and obstacles that lecturers must overcome in order to teach an online class. This research applies a mixed-method approach. Lecturers were surveyed through online preparedness questionnaires, and several themes were constructed from the gathered qualitative data. The results show that lecturers have strong baseline technical skills to use e-learning platforms for online courses; they have quickly adapted to using a Learning Management System (LMS), and most have a tactical solution for most online classes with insufficient feasibility, but they do not have a strategic solution. Their sufficiency for teaching online courses was not optimised since they did not fully believe the learning goals could be achieved. This paper elaborates on the theoretical and practical implications.