Strategies for optimizing learning activities during the pandemic and new normal

Abstract

This study aimed to investigate the government’s and parents’ strategies for optimizing learning activities during the pandemic and the new normal in Langsa City, Indonesia, after the COVID-19 pandemic hit the country. Using a structural-functionalist methodology It was assumed that the COVID-19 pandemic triggered change in society as a whole—change in one part would affect other parts—and that in order for education to operate smoothly in society, the government and parents must adapt to the necessary change. To provide empirical data for the study, in-depth interviews were conducted with the head of the educational and cultural office, the head of the religious department, elementary through secondary school teachers, and parents. The government implemented strategies such as school closures and the introduction of online learning, internet quotas for students and teachers, home visits to areas with poor internet signals, and time shifting classes to prevent overcrowding. The government instituted competitions for best school, best teacher, best staff, and best student awards during the new normal in an effort to rekindle students’ interest in learning and teachers’ participation in class. Nonetheless, the pandemic had a positive effect on students’ attitudes toward online learning and parents’ attitudes toward their children’s education. The study concluded that, in the face of a pandemic, government, teacher, and parent cooperation, as well as the ability to adapt to change, were the keys to the success of children’s education under any circumstance.

Keywords:

• Education
• Covid 19
• Optimization
• Learning
• Student

PUBLIC INTEREST STATEMENT

Public interest statement: The author is responsible for the publication of the accompanying article. The article was submitted with the knowledge and permission of the department/institution concerned.

1. Introduction

The COVID-19 outbreak had an impact on all aspects of society around the world, including education (Hennilawati, 2020).Almost overnight, schools across the globe were closed as countries went into lockdown due to the pandemic (Fray et al., 2022). At the height of the COVID-19 pandemic in 2020, more than 190 countries closed their schools; according to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), 1.6 billion children and youth have been affected (UNESCO, 2022). The COVID-19 pandemic has disrupted education systems around the world, hitting the most vulnerable learners. The hardest part is that it has widened inequality and exacerbated the existing education crisis. The United Nations International Children`s Emergency Fund (UNICEF, 2021) warns that COVID-19 may have long-term mental health effects on children and young people.

Prolonged school closures not only lead to learning losses in the short term but also reduce economic opportunities for children and young people’s human capital in the long term. Furthermore, it disproportionately harms vulnerable and disadvantaged students who depend on schools for social services (Orville, 2020). The learning process must adapt to new situations in which teaching and learning methods have changed or changed significantly during school closures. As a result of these circumstances, there has been a shift from face-to-face education to so-called emergency distance learning (Moore et al., 2020). Modes included “technology-free” options (such as the distribution of printed materials) and the use of various types of established digital technologies (Aurini & Davies, 2021).

Following the pandemic lockdown, the teacher-student relationship that was becoming the cornerstone of student-teacher growth and well-being had been severely disrupted (Collie et al., 2015), and normal student-teacher interactions were disrupted and became impossible. These had serious consequences and certainly caused significant learning loss, especially during emergency remote teaching (ERT; Engzell et al., 2020). In addition to impacting student health, teachers experience high levels of mental fatigue, stress, and ambiguity in the workplace (Chan et al., 2021). The pandemic has indeed disrupted teaching and learning processes across the globe, and Indonesia is no exception (Hennilawati, 2020).

President Joko Widodo announced the first case of COVID-19 in Indonesia on 2 March 2020. It automatically makes Indonesia one of the countries affected by the Corona virus in the region, following Malaysia and Thailand. The government immediately took several precautionary steps to stop the widespread spread of the pandemic in the country. The country introduced several policies, such as social distance regulation, that limit people’s social gatherings in order to break the chain of transmission of COVID-19. As the emergency policies took effect, the Minister of Education and Culture circulated Letter Number 3 of 2020 concerning the prevention of COVID-19 in education units and Number 36,962/MPK.A/HK/2020, which instructed that the teaching and learning activities have to be carried out online in order to prevent the spread of COVID-19. In all, all schools in Indonesia were closed. For the sake of protecting the health and safety of students, the Aceh Education Council has fully supported the policy and ordered all schools and madrasah (Islamic school) to follow the guidelines provided by the government through a Joint Decree of four ministers, which regulates the learning process during the COVID-19 pandemic and allows students to learn online from home (Abidah et al., 2020).

The closure of schools and madrasahs, as well as ERT in the form of online learning from home, elicited mixed reactions in society.Clearly, the pandemic has altered the way society operates, including the educational sphere for children.It posed a challenge not only to the teachers but also to parents and children at home. They have to learn to adapt to a necessary change that was caused by the pandemic so that society could function naturally. The basic premise of structural-functionalist theory is that society is a social system made up of interconnected and balanced parts, or elements. Changes that occur in one part lead to changes in other parts (Ritzer & Goodman, 2004). As a result of COVID 19, social institutions, including educational institutions, underwent various changes in society.Society is a system of interconnected parts. Of course, if there is a problem in one part, it affects the other parts as well.

Such a condition was exactly what people experienced in Langsa City, the eastern gate of Aceh Province in Indonesia. It is a city that has grown rapidly in terms of tourism, thanks to the mangroves and city parks.It elevates Laos to the forefront of natural tourist attractions.Its open and heterogeneous population and its location as the front entry gate to Aceh make it interesting to be studied, especially in relation to the question of how the government in Langsa maintained the function of the educational system during the COVID-19 pandemic.

The Langsa City has 133 schools that are registered under the Department of Education and Culture and the Department of Religious Affairs, with a total of 3,490 teachers and 38,829 students. The schools are divided into three levels. Elementary schools (Sekolah Dasar [SD] & Madarasah Ibtidaiyyah [MI]), junior high schools (Sekolah Menengah Pertama [SMP] & Madarasah Tsanawiyyah [MTS]), senior high schools (Sekolah Memenegah Atas [SMA], Sekolah Menengah Kejuruan [SMK] & Madrasah Aliyah [MA]). The following figure 1 provides detailed number of schools, teachers and students according to the types of school.

Figure 1. Number of Schools, Teachers and Students According to the Types of School.

Source: Langsa Municipality in Figures (2022)

In light of this fact about Langsa and its population, it is essential to conduct extensive research on the government and society of Langsa’s response to the changes in the educational system brought about by the COVID-19 outbreak in the region. This study will investigate two significant research questions: first, what strategies does the government develop and implement to optimize learning activities during the pandemic?, and second, what roles do parents play in optimizing learning activities through online learning at home? The findings of this study would be an honorable contribution to the literature on educational strategies in this remote area during the pandemic. The experience of parents in Langsa city and the role they play in enhancing their children’s learning activities at home could serve as a lesson for parents in other regions. To place this research in a scholarly context, a literature review will be presented in the following section of this article.

2. Literature review

Since its outbreak, there has been a proliferation of research on COVID-19. The nature of the pandemic, its impact on society’s life, and the government’s responses in the form of policies to combat the pandemic on a global scale have benefited greatly from the research of numerous experts from a variety of fields. In this section, the study highlights several international works on COVID-19. Coccia’s (2022b) article “Preparedness of countries to face COVID-19 pandemic crisis: Strategic positioning and factors supporting effective pandemic threat prevention strategies” is a fascinating analysis of the preparedness of countries to face the COVID-19 pandemic crisis. According to the findings of this study, all nations are vulnerable, and none are prepared to deal with large-scale outbreaks or pandemics. The results indicate that countries with the smallest populations are the most effective at containing the COVID-19 pandemic. By increasing the health sector’s budget, better public services can be accomplished. This indicator assists policymakers in developing strategies to enhance preparedness and prevention in these nations. We face the possibility of future pandemics.

Coccia (2021) elaborates on pandemic prevention strategies in his other article, Pandemic Prevention: Lessons from COVID-19, and suggests that crisis management strategies to prevent the COVID-19 pandemic and similar epidemics should be supranational, national, and national in order to improve health security and enable societies. It is founded on effective multilevel governance that integrates regional and municipal strategies. Increasingly, pandemic threat strategies must be based on efficacy, adaptability, resiliency, and responsiveness to mitigate the negative effects of prevalent infectious diseases on society.

Coccia (2022a) conducted an intriguing survey entitled “Improving preparedness for next pandemics: The maximum level of Covid-19 vaccinations without social impositions to design effective health policy and avoid flawed democracies.” Based on information gathered from 150 countries, we discovered that vaccination increased the per capita income of the general population by up to 70%. Vaccination is voluntary. Taking measures to achieve 90%, on the other hand, will diminish the quality of democracy and create socioeconomic issues that are worse than the current economic crisis (pandemic). This data can shed new light on how vaccination campaigns and public health responses can be implemented to mitigate the effects of future pandemics. These three articles provide strategies for any nation’s government to effectively combat the COVID-19 pandemic or any future pandemics with similar characteristics. However, he did not specifically examine the impact of the pandemic on children’s education. The impact of the pandemic on education is evident, and the government must act swiftly to find better solutions and strategies to prevent disruptions to children’s education. According to the UNESCO report for 2022, approximately 1,6 billion children and young people have been affected by the pandemic.

The study by Jayasekaran et al. (2022) on the relationship between students’ engagement with learning management systems and their performance—from the perspective of an undergraduate programming course—is worth reading in order to contextualize the issue. The findings indicate that the 2020–2021 trends will be emergency distance learning, online learning, and learning in hybrid and flexible contexts using technology (HyFlex). Some overtime hours have been enhanced to facilitate and enhance student learning. The transition to online modalities (emergency or otherwise) was novel, but the infrastructure provided enhanced support for students via breakout rooms, annotations, and more personalized online assistance. This study provides evidence of the efficacy of hybrid classrooms and provides valuable insight into the comparison of these modalities.

Potyrała et al. (2021) present a similar perspective in their article titled “Head teachers’ perceptions of the future of school education as a function of emergency remote teaching.” According to research findings, communication is the most crucial aspect of school operation for effective emergency distance learning. This item includes the functioning of schools in mutual internal and external cooperation networks, the spread of IT communication among school administrators, and the expansion of communication areas, including the application of IT to school administration and the community environment. It had an impact on the overall improvement of network communication. IT is the second component of maintaining school operations during COVID lockdowns. “Educational learning as a consequence of the COVID-19 pandemic,” by Ponce OSanz and López Luján (2022). What should the school’s role be on the new global stage? This research concludes

The necessity of ensuring access to education for all students, regardless of ability, need, or socioeconomic status. Education policy and practice are implemented in order to reduce inequalities and learning gaps and to promote equality of opportunity. Stop the rigidity of the system and curriculum, which emphasizes memorization and tests. Rethinking how we teach and learn takes neuropedagogy and effective teaching practices into account. Lastly, the need to cultivate resilient tutors who can assist with this. In addition to bolstering this capability within the education community, we will combat the effects of COVID-19.

Alshahrani (2022) During the COVID-19 pandemic, research on psychological and educational learning strategies and models is encouraged. The conclusion of this study is that the psychological impact and potential stress on students should be closely monitored and evaluated in order to develop effective instructional strategies. Benati and Coccia (2022) Good governance to facilitate timely COVID-19 vaccinations in preparation for the next pandemic outbreak High levels of governance are associated with improved health system performance in adopting immunizations to combat the COVID-19 pandemic. The study supports the government’s long-term policy of enhancing the nation’s good governance and health care systems in order to strengthen preparedness for the next pandemic and, more generally, to improve crisis management in the future.

Ponce OSanz and López Luján (2022) titled “Educational Learning as a Result of the COVID-19 Pandemic.” What Function Should School Play on the Global Stage? According to the findings of this study, the pandemic and school closures have a significant effect on teachers and students. Every student should have access to an effective education. It is necessary to implement educational policies and practices that reduce inequalities and learning gaps and promote equal opportunity. Additionally, we must cultivate resilient instructors in order to mitigate the effects of COVID-19 and strengthen the educational community as a whole.

A local researcher has found comparable results. In his article titled “ICT adaptation in ERL-based learning during the COVID-19 pandemic,” Mariyudi et al. (2021); (2022)) argues that the COVID-19 pandemic has no significant impact on teaching and learning processes because learning-based ERLs have replaced face-to-face class learning. However, the COVID-19 pandemic has impacted family finances, which in turn affects the education of children.

Haykal et al. (2022), in their analysis of COVID-19ʹs impact on micro and small-to-medium enterprises operating and government stimulus packages, also concluded that COVID-19 has a significant impact on Aceh’s small and medium enterprise (MSME) sector, particularly the tourism and event management industries. The lockdown policy halts their business and leaves their employees unpaid, which ultimately affects the education of their children. According to the IMF and World Bank, the COVID-19 pandemic triggered a global recession. More than 8.9 billion people in Asia, America, Europe, Australia, Africa, and Antarctica have been affected by the COVID-19 pandemic. For months, some of them are required to maintain safe distances, stay at home, work at home, study at home, and pray at home (Junaedi et al., 2020).

In Indonesia, primary through tertiary schools play a central role in providing general and specialized education to children and youth (Sunarto, 2004). The obvious functions of educational institutions include preparing society’s members for gainful employment, cultivating talents for personal fulfillment and the benefit of society, preserving culture, and promoting democracy (Kung et al., 2011). As a result of the school’s closure during a lockdown, teachers and students are forced to conduct classes outside. The entire instructional process has shifted from face-to-face instruction to remote instruction that relies solely on information technology (IT). During the pandemic, online education is the only alternative for education.

Andri (2020) conducted a survey titled “Barriers, Solutions, and Expectations” on online learning by elementary school teachers during the COVID-19 pandemic and determined that all of her teachers were engaging in online learning. During the pandemic, primary school teachers in the district of Bantul utilized more than nine media, including WhatsApp, WhatsApp Web, Google Classroom, Google Group, TeamLink, Microsoft Teams, Kaizala Microsoft, Zoom Meeting & Webinar, Youtube, Google Hangouts, etc. Furthermore, Briliannur et al. conducted a study related to this one. The findings of this study raise the following issues: The inefficiency of online education is caused by a lack of facilities and infrastructure, as well as inadequate preparation for technical classes.

Murfi et al. (2020) conducted the same study with the title School Leadership in the COVID-19 Crisis in Indonesia. According to the results, the “pre-crisis” phase was implemented through the COVID-19 prevention skills policy. It will be implemented with (a) health talks, (b) learning-at-home policies, and (c) video and podcast challenges during the crisis. In the post-crisis phase, school leaders develop collaborative leadership strategies to assess and manage the various impacts of crises and to prevent future crises.

Muspida et al. (2021) examined the effectiveness of learning according to parents in educational units in Darul Imarah and Darussalam Aceh Besar Districts during the COVID-19 pandemic. During the COVID-19 period, parents claimed their children did not comprehend the teaching methods employed by teachers, according to the study. During the COVID-19 pandemic, parents hoped that there would be accessible learning materials for children, assistance with facilities for parents, and health protocols implemented in every school.

Crisis management is required to enable schools to improve their crisis preparedness and mitigate its effects, thereby preserving the productivity of educational and administrative processes. Amin et al. (2020) investigates students’ application usage during the online learning phase. The results demonstrated that each application utilized during the pandemic possessed both strengths and weaknesses. Mahyiddin and Amin (2022) reach the conclusion that students can integrate technology into the classroom. Amin and Zulfitri (2022) also concluded that, despite the abrupt transition from traditional to online learning, student participation in online learning was gradually increasing.

Due to the fact that not all children could afford Android or laptop devices for the online learning process, educational inequality is inevitable. According to early research, the pandemic has caused societal economic hardship (see Mariyudi et al., 2021, pp. 2022, Haykal et al., 2022). As learning activities have shifted to home-based online schooling, it is the responsibility of parents to provide educational facilities for their children. In addition to providing facilities, they have also contributed their time to control and maximize their children’s learning at home. This study focuses on the experience of parents and the strategies of local educational and cultural offices and the Religion Department in providing education services for children at home during the pandemic and the new normal period.

3. Theoretical framework

This study uses the structural-functionalist theory developed by Talcott Parsons as the grand theory. The development of functionalism is based on the developmental model of organizational systems contained in biology, and the basic premise of this theory is that all elements must function in order for a society to properly perform its functions. Communities are viewed as functionally balanced, integrated systems because they are united by consensus rather than by members of particular social values who have the ability to overcome differences. A major problem of functionalism is how to motivate and position individuals (Ritzer & Goodman, 2004). Parsons spent much of his time analyzing the components of an actor’s subjective process. In the structural-functionalist theory developed by Talcott Parsons, there is the concept of AGIL. His system works only if the requirements are met. “Damsar (2011)” He has four functional requirements that the system should meet.

Adaptive (A), i.e., the system should adapt to the environment to which it is exposed. The environment can be social as well as physical or non-physical.Customization allows the system to take what it needs from its environment and distribute it throughout the system. Goal achievement (G), that is, the functional prerequisites that determine the purpose and priority of existing goals Everyone is always guided by the achievement of their goals. The main focus is not on the individual goals but on the common goals of the members of the social system. There must be at least some degree of solidarity between individuals. The issue of integration demonstrates the need to ensure that sufficient emotional bonds are formed and maintained to create solidarity and a willingness to work together.

Latent Pattern Maintenance (L) is a functional requirement necessary for the system to ensure continuity of actions within the system according to some rules and norms. This functional requirement is necessary because there are hidden patterns of maintenance that can integrate or sustain social systems when they face potential collapse or fragmentation. The school plays a role in implementing the teaching and learning process. Under various circumstances, including the COVID-19 pandemic, the teaching and learning process must continue. If the COVID-19 pandemic hits, it will no doubt affect the functioning of the education system. The main issue with functionalism is how individuals motivate students and assign them appropriate positions.Based on this, this research was analyzed using the theory of structural functionalism.

There are two important concepts that need to be explained: role and learning. A role is a dynamic aspect of a person’s position that carries out a set of rights and duties that person has (Soekanto, 2013). In a social context, a “role” is defined as the function that a person performs while occupying a position in the social structure. There are several roles that governments or teachers must play in the learning process (Flewelling & William, 2003). First, to motivate students by providing well-designed learning tasks to improve their intellectual, emotional, mental, and social development. Second, interact with students to encourage, inspire, challenge, discuss, share, explain, validate, reflect, evaluate, and celebrate their development, growth, and success. Third, it shows the benefits that can be gained from studying the subject. Fourth, someone plays an informational role. Roles are the qualities a person has to fulfill their rights and duties in the social life of a community. In the process of educating children, besides teachers, parents play an important role as well. The role of the parent in parenting includes the acquisition of skills and basic skills, the demotivation of all, and the shaping of discipline (Lilawati, 2020).

Learning, furthermore, is an attempt to modify behavior through a range of mind-body activities, leading to individual development with respect to elements in the creative, gustatory, khalsa, cognitive, emotional, and psychomotor domains (Suryabrata, 1997). Learn refers to changes in an individual’s practice as a result of repeated experiences in response to a specific situation (Purwanto, 2001).Teaching is defined as the transmission of culture in the form of experience and skills to students in an effort to transmit the culture of a community to the next generation (Suryabrata, 1997). Thus, teaching and learning are processes that involve a series of interrelated actions taken by teachers and students in educational settings to achieve specific goals. Interaction between teachers and students is a major requirement of the teaching and learning process because learning has broader implications in the form of pedagogical interactions, not just teacher-student relationships (Darsono, 2000). Due to that, the teacher’s role is to guide students and provide learning opportunities to help them achieve their goals. Teachers have a responsibility to see everything that happens in the classroom to support the developmental process of their students (Djamarah, 2002; Suryabrata, 1997).

However, due to the lockdown and closing of the school, teacher-student interaction in class is impossible. The government has to design better strategies that could facilitate the implementation of emergency remote teaching by teachers. At the same time, encourage parents to participate in the ERT during the pandemic. In order for the educational system to function effectively and the learning outcome of the teaching process to be achieved, this study proposes that the government, teachers, students, and parents have to change their behavior and adapt necessary changes in the teaching-learning process that have been caused by the COVID-19 pandemic.

4. Methodology

The research was conducted in the Indonesian city of Langsa, Aceh Province. This research employed qualitative methods (Nauman, 2007). This study collects information from primary and secondary sources (Moleong, 2002; Sugiono, 2013). Observation of non-participants and in-depth interviews were utilized to collect primary data. Even though this study employs nonparticipant observation, researchers will remain at the research site until all required data has been collected.

This study’s sample was determined with specific considerations in mind. Several informants, including the Head of the Aceh Education Board, the Head of the Department of Religion of the Republic of Indonesia Langsa City in charge of religious schools, and the Head of the Langsa City Education Office in charge of junior high schools (SLTP) and elementary schools (SD), as well as elementary school teachers, junior high school teachers, and senior high school teachers, as well as parents of students at each level, participated in in-depth interviews. Secondary data, on the other hand, are derived from previously collected data pertinent to this study.

An interactive model with three main components was utilized to analyze the data (Milles et al., 2014). Data reduction begins with the selection, concentration, simplification, abstraction, and transformation of raw data into themes and memos. The data is then displayed and the themes are organized to create a structured body of information from which a conclusion can be drawn. Finally, draw conclusions and validate them; that is, validate the findings and ensure that the conclusions answer the research questions in a valid manner.

5. Findings and discussions

Strategy is essentially a planning and management process for achieving objectives (Affendy, 1999). It is a decision that can establish a unified relationship between decisions made by individuals or organizations and serve as a means of coordination and communication to provide a common direction for a business or organization (Dwiyanto, 2009). (Grant, 2019). Lastly, Supriyanto (2005), citing Chandler, defines strategy as the fundamental determination of long-term goals and community empowerment goals, in addition to the use of behavioral modalities and the allocation of resources required to achieve goals (see, also Partanto et al., 2004; Allison & Dan Kaye, 2004; Jatmiko & Dwi, 2003).

Based on the preceding discussion, strategy determines the achievement of objectives and evolves and adapts to environmental changes. The COVID-19 pandemic has disrupted children’s education in the country; consequently, better and well-planned strategies are required to ensure the adaptation to new methods of learning activities during the pandemic and the new normal so that children’s education can continue in Langsa City.

It is consistent with the functionalist theory of education because it links schools to societal needs. In order for a society to function, it must be able to meet all of its needs, and education plays a part in this. According to functional theory, all aspects of society are interdependent and function as an integrated system to sustain society. Social institutions determine travel convenience and social harmony. Maintaining community ties requires an understanding of how far the social system’s path leads to harmony. To act in accordance with functionalist thought when observing social phenomena, we must first identify social institutions, recognize their function, and understand how social systems operate. We must be aware of the rules governing their advancement.

It is a new experience for the local government in Langsa in general and for the educational bureaus, whether they fall under the Indonesian Ministry of Education and Culture or the Ministry of Religion. The COVID-19 pandemic has disrupted the education system’s operations. Prolonged school closures have interfered with the teaching and learning process. In any case, the process of teaching and learning must be implemented, and strategies must be considered. Our policy for education during the pandemic is based on online education, which requires internet access. To support online learning, governments are providing internet quotas to students and teachers. During the new normal period, the government’s strategy to motivate students to learn is to reward students, teachers, teaching staff, and schools for excellence (the so-called Madrasa Award Program).

Hasanuddin, the head of the Religious Department of the Ministry of the Republic of Indonesia in Langsa City, provided the following description of his experience:

COVID-19 has a real impact on education; teachers, students, and parents all feel its effects. When the lockdown policy was enforced and all schools were required to close, we received complaints from the school, students, and parents because none of the city’s stakeholders had received training for online learning or the so-called remote teaching process. Teachers complained that they had no idea how to conduct online instruction. Parents complained about the cost of the internet and devices, as well as their inability to monitor their children during the instruction process. Due to their responsibility for the education of their students, teachers and parents have agreed to conduct class using WhatsApp despite these restrictions. The government then began to subsidize internet quotas for students and teachers, relieving teachers and parents of their financial burden. Since it was unfamiliar to them, students did not take it seriously, and many were unable to participate actively in class. This is because classroom teachers lack control over the students. In addition, some parents were unable to supervise their children adequately during the online class. The conclusion that can be drawn from this is that students were unable to effectively participate in learning. The government began opening the school during the new normal period, but classes must be conducted in shifts to prevent overcrowding. As a result, we conducted an interview with a student at school and discovered that they preferred face-to-face learning to online learning. They claimed that when we attend class, we can interact directly with our teachers and peers, as well as converse, complete assignments, and play together. The teaching and learning processes have returned to normal today (Interview, 5 July 2022).

According to Hasanuddin’s explanation, the pandemic also affects education in the Indonesian city of Langsa. The government has allocated internet access quotas to both students and teachers in order to facilitate online education in the country. As a result of the pandemic, however, the mode of teacher-student interaction has shifted from direct classroom interaction to remote teaching, and parents have felt overburdened by the change. It has been demonstrated that online learning activities are ineffective, and students prefer classroom instruction. On the other hand, Hasanuddin stated that remote teaching activities have a negative impact on student learning motivation. The pandemic has killed both the teaching and learning spirits of teachers and students. Hasanudin elaborated further:

When the COVID-19 outbreak subsided and social conditions returned to normal, we observed a decline in the teaching and learning spirits of teachers and students in Langsa City, which became another issue for the local government to address. We took several measures to restore student and teacher motivation. On charity days, the Ministry of Region of Indonesia holds a competition to recognize outstanding students, teachers, teaching staff, the schools with the cleanest campuses, outstanding principals, and outstanding librarians. In addition, we continue to have a program that rewards teachers and staff for every good performance in order to boost their motivation and morale. (Interview, 5 July 2022).

In addition, Hamza, Head of Quality Development for Teachers and Educational Staff at the Langsa Branch of the Aceh Department of Education, shared his experience during the lockdown.

As instructed by the National and Local COVID-19 Task Forces, we closed all schools in Langsa at the onset of the pandemic. The instructional and educational activities were conducted online. Not all teachers are tech-savvy and not all schools have the infrastructure to support online learning when it is implemented. The issue is caused, for example, by a lack of available internet quotas, limited internet access, or no signal, or, in the worst case scenario, by an IT-illiterate teacher. The solution is for teachers to travel to villages and remote areas with limited Internet access. The class is held in the village’s meunasah, or public multipurpose hall (Interview, 5 July 2022).

This information explains that as soon as the pandemic struck the city, the mayor, in his capacity as chairman of local COVID-handling task forces, ordered the overnight closure of all schools. Unavoidable obstacles such as obsolete cell phones, insufficient internet credit, weak internet signals, and, worst of all, teachers who were unfamiliar with IT hampered online learning activities. Teachers adapt to change and make sacrifices to conduct village visits and learn in students’ homes or gather students in village multipurpose halls in order to optimize teaching-learning activities. During the pandemic, teaching-learning activities were difficult, which negatively impacted student motivation. Then, Hamzah expressed relief as the lockdown was lifted and the new norm was implemented. He went on to explain:

Schools have reopened following the government’s enforcement of the “New Normal” policy, which permits teaching-learning activities in the classroom so long as health protocols are followed. In accordance with this policy, the Ministry of Education has conditionally ordered the reopening of all schools. All schools have been supplied with sanitizers; school cafeterias cannot be opened; there are no sports facilities; and study hours are shortened to prevent overcrowding (Interview, 5 July 2022).

Hamzah continued by stating that the government has implemented a number of strategies to revive teaching-learning activities during the new normal, while remaining vigilant against the virus.

To make learning more efficient in the new normal, the government will provide education and training to enhance teachers’ information technology (IT) skills. Normal work hours have resumed. The issue is with students who arrive late to school and then fall asleep in class because, after a long period of social isolation, they are finally permitted to move around. (Interview, 5 July 2022).

Accordingly, the government, for optimizing learning in the new normal, provides education and training to enhance teachers’ skill to use technology (IT), and flexible classroom teaching-learning activities in the school. The following Figure 2 summarized the government’s strategies for optimizing learning during the pandemic and New Normal period in Langsa City are:

Figure 2. Government Strategies to Optimize Learning during the pandemic and New Normal period in Langsa City.

Sauce: Field Research, 2022

A system based on structural functionalist theory The Parsons theory is only valid if the prerequisites are met. The first requirement, adaptation (A), stipulates that the system must adapt to its surrounding environment. Teachers and students have adapted well to the new circumstances they face as a result of the pandemic, and have shifted from in-person to online classes to use applications. Even in the context of the pandemic, the implementation of education demonstrates the success of the adaptation process. The second is objective attainment (G). This is a functional requirement that ranks the goals according to their importance and size. All educational institution actors, both during the pandemic and in the new normal, are united in their pursuit of the social system’s shared objectives. Proper implementation of the educational process for the next generation of nations is the shared objective. Teachers play a crucial role in optimizing teaching and learning activities during the pandemic and the new normal in order to maximize goal achievement. For example, Ruhamah, who is willing to share her adaptability, is as follows:

Since all schools were closed at the onset of the pandemic, teachers implemented the strategy of providing online guidance to students and parents on how to conduct online learning. Second, in order to maintain student interest in the learning process, students are required to submit daily assignments via WhatsApp group or Google Classroom for each class. When the new normal is implemented, we discover that the pandemic has negatively impacted student motivation, which becomes our top priority. Therefore, we must motivate and inspire their passion for learning, whether in or outside of the classroom (Interview, 6 July 2022).

According to the information presented above, both during the pandemic and in the new normal, teachers are always available to consult with students regarding teaching and learning activities. Increasing student motivation to learn is now the number one priority for all school teachers. Mrs. Mukarramah, a primary school educator in Langsa, echoed these sentiments; she stated:

“She has devised her own strategy to maximize teaching and learning during the pandemic.” A week before class, I must prepare a PowerPoint presentation with animation. After that, I regularly present the lesson plan in online lessons, where the students are very enthusiastic. Gradually, however, children tire of online learning and want to go to school, where they can play with their teachers and friends. Therefore, when the new norm is implemented and schools resume normal operations, children are ecstatic. (Interview, 7 July 2022)

During the COVID-19 pandemic, teachers are progressively adapting to the change and developing their own strategies to optimize teaching and learning activities. They have prepared materials for What’s App, Google Classroom, Cisco WebEx Meetings, and Zoom using a variety of tools derived from Microsoft PowerPoint. However, they all concurred that children quickly tire of online learning. They want school to be open; they want to attend a school where they can freely interact with their teachers and classmates. When the new normal is reinstated, children are ecstatic.

As proposed by the preceding theory, integrated systems (I) function efficiently if there is some degree of cohesion between them. Emotional connection and responsibility for ensuring the implementation of the learning process result in institution-wide solidarity. This is reflected in teacher-parent collaborations such as home visit programs and online counseling, in which both parties engage in extensive communication via WhatsApp groups.

The pandemic also makes parents aware of their responsibility to maximize their children’s educational opportunities, according to this study. During the COVID-19 pandemic and the new normal, some of them develop their own methods for maximizing their children’s learning. Fakrurrazi, a father of three daughters, shared the following encouraging experience:

During the pandemic, online education had many positive effects. Today’s youth are accustomed to technology. During homeschooling, children use their mobile phones to complete assignments and answer questions. This enables us, as parents, to always study alongside our children during the pandemic and meet their educational needs, such as an internet quota to facilitate online learning. During the new normal, we are pursuing strategies to optimize children’s learning by ensuring that they carry and use mobile phones for education (Interview, 8 July 2022).

According to the data presented above, parents work from home both during the pandemic and the new normal, during the lockdown. It enabled them to be constantly present with their children, meeting their needs and assisting in the search for additional learning materials on the internet. He suggested that parents monitor their children’s mobile phone use for academic purposes, instruct them on how to organize their mobile phone usage proportionally, and remind them of the times when the device is used for studying versus playing games or for entertainment.

Mrs. Husna, the mother of an elementary student in Langsa City, held a similar opinion.

A strategy we used to optimize children’s learning during the pandemic was to strictly give the children a mobile phone just for completing a school task, and we accompanied them in the study process. Yes, cell phones were confiscated from students upon completion of the school day. After the lockdown is over, children can return to school as usual; therefore, they no longer require mobile phones because they can use exercise books, complete assignments, and learn normally. (Interview, 9 July 2022)

It is evident from the preceding discussion that parents play a crucial role in maximizing their children’s learning activities. Firstly, as a motivator, the parent’s companion has boosted student motivation in joining an online class; secondly, as a mentor, they are mentoring the student in completing learning tasks. Thirdly, as facilitators, parents are always available to assist their children, such as by providing a mobile phone, laptop, and internet access. Finally, as an educator who is always at home, the parent fills in for the teacher. In sum, through the role they have actively played, parents have become good collaborators in optimizing teaching and learning during the pandemic at home. Even after the New Normal was established in Lansing, the pandemic continued to benefit parents. See the following figure 3 for more information on how parents can best support learning in Langsa City throughout the pandemic and the new normal period:

Figure 3. Role of Parents in Optimizing Learning during Pandemic and New Normal in Langsa City.

Sauce: Field Research, 2022

This study found that the contingent cooperative role that parents and teachers played has reaffirmed the fourth proposition of the theory that maintaining latent patterns (L) is a functional requirement necessary for the system to ensure continuity of actions within the system according to multiple rules and norms. A functional premise is that the education system would continue to function effectively, regardless of what pandemic broke in the future, as long as all elements of society, including government, teachers, and parents, were willing to change their behavior and adapt to necessary change in the form of collaborative action toward the future pandemic.

6. Conclusion

In conclusion, the COVID-19 pandemic had a positive impact on the educational system in Langa City and Indonesia as a whole. According to structural-functionalist theory, one issue affects another component. Langsa’s education and learning processes have also been disrupted by the pandemic conditions that have occurred in various parts of the world, including Indonesia. At the onset of the pandemic, schools were closed and online education took place. Schools reopened and health protocols were mandated as the pandemic subsided. This attitude has a significant impact on the motivation of students to learn in the new norm. However, the negative impact of the pandemic on the educational system was temporary, as the government, teachers, and parents gradually adapted to the necessary changes brought about by the pandemic on the educational system.

The government has implemented numerous policies, such as online education. The government provides internet quotas to students and teachers in support of this program. Additionally, the former has provided IT training for teachers to enhance their understanding of the use of IT for educational purposes. As discussed previously, the positive effects of the pandemic on the educational system are evident in the widespread acceptance of online learning by teachers, parents, and students as they become accustomed to IT educational applications. Such a favorable development would prepare society for the educational implications of a future pandemic. During and after the return to normalcy, the COVID-19 pandemic has strengthened government-parent collaboration in optimizing student teaching-learning activities.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Internal Malikussaleh University Found 2022;

Notes on contributors

Saifuddin Yunus

Saifuddin Yunus is an Associate Professor at the Universitas Malikussaleh, Lhokseumawe Indonesia. His research topic includes sociology of education, sociology of economic, and sociology of Health. Mariyudi is lecturer in Malikussaleh University Indonesia. His research topic includes strategic management, marketing management, innovation management, entrepreneurship, financial education and SME’s. Muhammad Bin Abubakar is a lecturer at Malikussaleh University Indonesia. His research topic includes sustainable development, peace, political education, politics and government. This article is one of his research projects sponsored by the PNBP Malikussaleh University.

Mariyudi Mariyudi

Mariyudi Mariyudi Management Department, Universatas Malikussaleh, Aceh Indonesia

Muhammad Bin Abubakar

Muhammad Bin Abubakar Political Science Department, Universatas Malikussaleh, Aceh Indonesia