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.
Highlights
The recent study on the impact of school and university closures policies has been carried out in other countries
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)
These findings proved that 63% of Indonesian teachers agreed with the effectiveness of online learning training programs 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
Summary
The recent study on the impact of school and university closures policies has been carried out in other countries. As the Presidential Decree (Keppres) No 7 of 2020 on the Task Force for the Acceleration of Corona Virus Disease 2019 (COVID-19) 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. These measures have certainly caused a degree of inconvenience, but they have prompted new examples of educational innovation using digital interventions (Muthuprasad et al, 2021)
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