An Evaluation of the Education Policy of the Republic of Indonesia concerning the Use of Information, Communication and Technology
(Case Study: Use of E-learning in kindergartens Before and After Covid-19 Pandemic in Yogyakarta, Indonesia)
Abstract
Kebijakan e-learning yang dilakukan oleh pemerintah Indonesia memberikan pembelajaran dengan memudahkan pendidik membuat media dengan waktu terbatas. Media/aplikasi berbasis internet selain memberikan kemudahan bagi guru, juga akan memberikan warna lain dalam proses pembelajaran. Peserta didik tidak akan mudah merasa bosan saat mendengarkan penjelasan/mengerjakan sesuatu. Penelitian ini bertujuan untuk menjelaskan evaluasi penggunaan e-learning di Taman Kanak-kanak di Provinsi Yogyakarta, Indonesia. Metode yang digunakan dalam penelitian ini adalah analisis kualitatif yang digunakan secara langsung untuk menggambarkan detail narasumber dengan melakukan wawancara mendalam dengan guru di Taman Kanak-kanak di Kabupaten Bantul dan Sleman. Hasil penelitian ini menunjukkan bahwa kebijakan ini sangat baik dan membantu memfasilitasi semua pihak baik guru maupun siswa. Namun di sisi lain, e-learning masih kurang diminati oleh sebagian pendidik. Pendidik beranggapan bahwa penggunaan aplikasi/media berbasis internet sangat membingungkan. Pendidik akan membutuhkan waktu yang cukup banyak untuk mempelajari cara mengoperasikan komputer/laptop sebelum mereka mulai mengembangkan media pembelajaran. Sedangkan pembelajaran berbasis teknologi di beberapa sekolah termasuk dalam program ekstrakurikuler. Program ini tidak diikuti oleh semua siswa dan terbatas pada pilihan, tidak wajib. Oleh karena itu, dampak penggunaan teknologi dalam proses pembelajaran tidak dapat dirasakan oleh semua siswa. Hanya sedikit siswa yang dapat menggunakan teknologi ini dalam pembelajaran. Kementerian Pendidikan telah menyediakan wadah bagi pendidik untuk mengakses beberapa media pembelajaran berbasis teknologi. Selain Kementerian Pendidikan, pusat pengembangan Taman Kanak-Kanak Provinsi juga telah melaksanakan pendidikan terkait pembelajaran berbasis teknologi di Taman Kanak-Kanak. Namun kurangnya sosialisasi menyebabkan pendidik tidak mendapatkan informasi dan kurang pengetahuan untuk dapat mengaksesnya.
The e-learning policy is carried out by the Indonesian government in learning to provide learning by making it easier for educators to create media with limited time. Internet-based media/applications in addition to making it easier for teachers, will also provide other colors in the learning process. Learners will not feel bored easily when listening to explanations/doing something. This study aims to explain the evaluation of the using of e-learning in the kindergartens in Yogyakarta Province, Indonesia. The method that is applied for this study is a qualitative analysis which uses directly to portray the detail interviewees by conducting an in-depth interview with the teachers in kindergartens in Bantul and Sleman districts. The results of this study indicate that this policy is very good and helps facilitate all parties both teachers and students. However, on the other hand, e-learning is apparently still lacking interest by some educators. Educators assume that the use of application/internet-based media is very confusing. Educators will need a considerable amount of time to learn how to operate a computer/laptop before they begin to develop learning media. On the other hand, technology-based learning in several schools is included in the extracurricular program. This program is not attended by all students and is limited to optional, not mandatory. Therefore, that the impact of the use of technology in the learning process cannot be felt by all students. Only a few students are able to use this technology in learning. The Ministry of Education has provided a platform for educators to access some technology-based learning media. In addition to the Ministry of Education, the Provincial Kindergartens development center has also conducted education related to technology-based learning in kindergartens. However, the lack of socialization causes educators not to get information and lack the knowledge to be able to access it.
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