The Impact of Distance Learning Policies on Student Achievement in Elementary Schools during the COVID-19 Pandemic
Keywords:
Education policy; Distance Learning; Covid-19 pandemic
Abstract
The COVID-19 pandemic has forced a rapid transition from face-to-face learning to Distance Learning (DL), posing significant challenges in elementary education, which plays a crucial role in the academic and social development of students. This study aims to examine the impact of DL on student learning achievements, focusing on factors that affect its effectiveness. The methodology used is a Systematic Literature Review (SLR), gathering data from 28 nationally and internationally accredited journals. The findings show that student learning achievements have variably decreased, influenced by technology accessibility, digital readiness of educators and students, and environmental support. Consequently, this study recommends the importance of enhancing digital infrastructure, continuous training for teachers, and inclusive strategies that support all students without deepening educational disparities. These findings are expected to assist policymakers and educational practitioners in designing more effective interventions to support DL in the future.
References
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Parrisca. (2023). The Influence of Face-to-Face Learning on Student Psychology During the COVID-19 Pandemic. https://jurnal.educ3.org/index.php/pendagogia/article/view/103
Putra, P., & Widodo, A. (2020). The Role of Parents in Supporting Distance Learning During the COVID-19 Pandemic. Journal of Elementary Education, 11(2), 123-134.
Rahmadi. (2023). Digital Public Services Before and After the COVID-19 Pandemic in Indonesia. https://journal.moestopo.ac.id/index.php/Humaniora/article/view/3699
Rokhani. (2020). The Influence of Work From Home (WFH) on the Performance of Dengkek 01 Pati Elementary School Teachers During the Covid-19 Pandemic. https://ummaspul.e-journal.id/edupsycouns/article/view/500
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). http://www.itdl.org/Journal/Jan_05/article01.htm
Suprapno. (n.d.). Educational challenges during the Covid-19 pandemic. http://eprints.unm.ac.id/20721
UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000373718
UNICEF. (2020). COVID-19 and education: The digital divide in Indonesia. Retrieved from https://www.unicef.org/indonesia/reports/covid-19-and-education-digital-divide-indonesia
UNICEF. (2020). Learning from the pandemic: Reflections on the impacts of COVID-19 on education and the use of technology in the classroom. Retrieved from https://www.unicef.org/reports/learning-from-the-pandemic
van Dijk, J. A. G. M. (2005). The Deepening Divide: Inequality in the Information Society. Thousand Oaks, CA: Sage Publications.
World Bank. (2020). Remote learning and COVID-19: The use of educational technologies during school closures. Retrieved from https://www.worldbank.org/en/topic/edutech/brief/remote-learning-and-covid-19
Yang, C., Chen, A., & Chen, Y. (2020). College students' stress and health in the COVID-19 pandemic: The role of academic workload, separation from school, and fears of contagion. PLoS ONE, 15(12), e0243610.https://doi.org/10.1371/journal.pone.0243610
Andiyanto. (n.d.). Education during Covid-19. Achieve the Hope of Success.
Anisa, Rachella, Yoga, & and. (2021). Distance education in the time of Covid-19: a review of e-education systems, policies and challenges in schools. http://journal.uny.ac.id/index.php/jamp/article/view/42648
Bubb, S., & Jones, M. A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools, 23(3), 209-222.
Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310-357. https://doi.org/10.1037/0033-2909.98.2.310
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2020). Effective Teacher Professional Development. Learning Policy Institute.
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Hidayat, R., Rahmawati, R., & Fauziyah, F. (2020). Challenges and Opportunities of Online Learning in Covid-19 Pandemic Period: A Case Study in Universitas Al Azhar Indonesia. Journal of Advanced Research in Dynamical and Control Systems, 12(7), 417-423.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review.https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Holmes, E. A., O'Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., ... & Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: a call for action for mental health science. *The Lancet Psychiatry, 7*(6), 547-560. https://doi.org/10.1016/S2215-0366(20)30168-1
Ministry of Education and Culture. (2020). Distance Learning Guide during the COVID-19 Pandemic. Jakarta: Ministry of Education and Culture.
Ministry of Education and Culture. (2020). Study Companion Program: Psychosocial Support for Students During DL. Jakarta: Ministry of Education and Culture.
Ministry of Education and Culture. (2020). Minister of Education and Culture Regulation Number 719/P/2020 concerning Guidelines for Implementing Curriculum in Education Units in Special Conditions. Jakarta: Ministry of Education and Culture.
Ministry of Education and Culture. (2020). Circular Letter Number 4 of 2020 concerning Implementation of Education Policy in the Emergency Period of the Spread of COVID-19. Jakarta: Ministry of Education and Culture.
Koh, J. H. L. (2020). Student engagement in online learning in higher education: A case study of a public university in Singapore. Asia Pacific Journal of Education, 40(4), 453-467. https://doi.org/10.1080/02188791.2020.1832287
Kotter, J. P. (1996). Leading Change. Boston, MA: Harvard Business School Press.
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., & Liu, J. (2020). Projecting the potential impacts of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549-565. https://doi.org/10.3102/0013189X20965918
Kwon, S. J. (2020). South Korea’s Digital New Deal: National Strategy for Becoming a Global Leader in Digital Innovation. Korea Development Institute. https://www.kdi.re.kr/insights/annualReview.jsp?pub_no=15722&pg=6
Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6), 421. https://doi.org/10.1016/S2352-4642(20)30109-7
Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., ... & Crawley, E. (2020). Rapid systematic review: the impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19. Journal of the American Academy of Child & Adolescent Psychiatry, 59(11), 1218-1239.e3. https://doi.org/10.1016/j.jaac.2020.05.009
Nisa, Dion, Indah, Bakti, Leli, & Dewi. (2022). Academic study of curriculum for learning recovery. https://repositori.kemdikbud.go.id/24972/
Nuraini, & Hendra. (2024). Implementation Emergency Curriculum During the Covid-19 Pandemic in Sula Islands Regency. http://jurnal.peneliti.net/index.php/JIWP/article/view/8810
Parrisca. (2023). The Influence of Face-to-Face Learning on Student Psychology During the COVID-19 Pandemic. https://jurnal.educ3.org/index.php/pendagogia/article/view/103
Putra, P., & Widodo, A. (2020). The Role of Parents in Supporting Distance Learning During the COVID-19 Pandemic. Journal of Elementary Education, 11(2), 123-134.
Rahmadi. (2023). Digital Public Services Before and After the COVID-19 Pandemic in Indonesia. https://journal.moestopo.ac.id/index.php/Humaniora/article/view/3699
Rokhani. (2020). The Influence of Work From Home (WFH) on the Performance of Dengkek 01 Pati Elementary School Teachers During the Covid-19 Pandemic. https://ummaspul.e-journal.id/edupsycouns/article/view/500
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). http://www.itdl.org/Journal/Jan_05/article01.htm
Suprapno. (n.d.). Educational challenges during the Covid-19 pandemic. http://eprints.unm.ac.id/20721
UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000373718
UNICEF. (2020). COVID-19 and education: The digital divide in Indonesia. Retrieved from https://www.unicef.org/indonesia/reports/covid-19-and-education-digital-divide-indonesia
UNICEF. (2020). Learning from the pandemic: Reflections on the impacts of COVID-19 on education and the use of technology in the classroom. Retrieved from https://www.unicef.org/reports/learning-from-the-pandemic
van Dijk, J. A. G. M. (2005). The Deepening Divide: Inequality in the Information Society. Thousand Oaks, CA: Sage Publications.
World Bank. (2020). Remote learning and COVID-19: The use of educational technologies during school closures. Retrieved from https://www.worldbank.org/en/topic/edutech/brief/remote-learning-and-covid-19
Yang, C., Chen, A., & Chen, Y. (2020). College students' stress and health in the COVID-19 pandemic: The role of academic workload, separation from school, and fears of contagion. PLoS ONE, 15(12), e0243610.https://doi.org/10.1371/journal.pone.0243610
Published
2023-12-20
Section
Articles
