Effective   Learning   Methods   Post   Covid   19:   A   Literature Review

Eko Suhendro

Abstract

The COVID-19 pandemic in Indonesia has had a significantimpact on education. Post-covid-19 learning requires face-to-face learningwith a Health  protocol  system,  meaning  that  permits  have  been  issued,  but the  patterns  and  nuances  of  education  are  different.  Student-teacher interaction is still limited. Learning and attitude models must include a rigorous  process  for  safety.  By  2022,  every  teacher  must  have  an effective  lesson  plan  that  meets  limited face-to-face  learninghealth standards. This study describes the appropriatelearning methodsused after   the   COVID-19   pandemic.   The   research   method   used   is qualitative with descriptive analysis and literature study. Lessons from Indonesian language teachers were used to collect data. The data used comes  from  the  post-pandemic  design  and  learning  methods.  The research findings show that various relevant learning methods are used after the covid-19 pandemic.

INTRODUCTIONThe  world  of  education  that  is  growing,  of  course,  requires  the  creativity  of  educators  so  that education can run followingthe development and character of students in each era (Mardhiyah et al., 2021).  Education  that  leads  to  outcomes  has  begun  to  increase  its  role  in  shaping  capable  human persons  who  can  compete  in  the  world  of  this  digital  era  in  the  future.  Because education's  nature and  primary  purposeareto  improve  students'  abilities,  the  learning  method  becomes  the leadingspirit of the learning process (Yamin & Syahrir, 2020).PandemicCOVID-19  that  hit  Indonesia  for  almost  two  years  had  a significantimpact  on  the world  of  education (Andiarna  &  Kusumawati,  2020;  Siahaan,  2020).  The  world  of  education  is experiencing  a  shift  in  decreasing  the  quality  of  learning.  School  closures significantly  impactlearning quality decline (Lase et al., 2020; Safira & Ifadah, 2021). Distance learning risks hampering or even stopping the learning process for schools in remote areas due to limited internet access and costs  that  must  be  paid  for  each  student (Putro  et al., 2020).  Schools  and  students  with  inadequate facilities have difficulty continuing the teaching and learning process (A. B. Santosa, 2020).A  study  conducted  by  Kasnelly  stated  that  the  COVID-19  pandemic could  potentiallyincrease poverty rates in Indonesia (Kasnelly, 2020). Another study conducted by SMERU reviewed some of Indonesia's  economic  growth  forecasts  and  concluded  that,  in  the  worst-case  scenario,  the  poverty rate  in  2020  would  increase  by  4%  from  its  current  level  of  around  12%  in  2019 (A.  B.  Santosa, 2020). If weput this figure in the context of the family, this increase could have a significant impact on  the  education  sector,  especially  in  the  ability  of  parents  to  provide  learning  facilities  for  their children. Itis  consistent  with  a  World  Bank  analysis,  whichfound  that  PISA  scores,  or  the examination  system  used  by  the  Organization  for  Economic  Co-operation  and  Development (OECD) to assess the quality of  education in 70 countries worldwide, have declined. Itwill have a significant  impact  on  the  country's  decline  in  the  future,  with  the  quality  of  public  and  economic welfare deteriorating.The  government,  which  has  been  conducting distance  learningfor twoyears  with  all  its shortcomings  and  limitations,  has  become  the  main  gate  to  improvingthe  quality  of  learning (Rahmah  &  Hasanah,  2021). face-to-face  learningwith  a  Health  protocol  system  is  required  for post-covid-19  learning,  which  means  that a  permit  has  been  issued,but the  pattern and  nuances  of education are not the same as before the pandemic. The interaction between students and teachers is still limited. Some models and attitudes in learning must still refer to safety, namely a strict process. Every  teacher  needs  to  create  an  effective  lesson  plan  that  meets  the  standards  of  the face-to-face learninglimited  health  programby  2022 (Lawe,  2022; Powa  et  al., 2021). The  hope  isthat people will  think  better  about  teachers  and  schools  by  producing  effective  and  efficient  methods.  In addition,  so  as  not  to  be  left  behind  from  other  countries.  This  research  will  add  to  the  scientific debate about makinglearning methods that work well in the post-covid-19 era more effective.This article is based on the argument that the importance of the design and learning methods used by teachers are adapted to the students' characterso that it is hoped that the quality of education will increase.  The  decline  in  the  quality  of  education  and  the  low  level  of  public  trust  in  the  teacher figure  are  the  things  that  underlie  this  research  to  be  carried  out  immediately.  The  conceptual framework of this research takes aspects of effective post-Covid-19 learning methods by teachers.

METHOD

This  research  is  qualitative  research  with  descriptive  analysis  techniques  with  literature  review(Library research) (Cohen  et  al., 2017). The  data  collection  is  sourced  from  teachers  in  Indonesia, scientific  journals,  proceedings,  books,  associations,and  scientific  forums.  The  data  used  are  in designs,and  appropriate  learning  methods were carried  out  after  the  COVID-19  pandemic.  Data collection  was  taken from  the  results  of a  literature  study—analysis  using  descriptive  analysis  that focuses on applyinglearning methods.

FINDINGS AND DISCUSSION

1.Covid 19 pandemic

COVID-19  is  the  most  significant  challenge  this  expanded  national  education  system  has  ever faced (Putra et al., 2021). Many governments have directed institutions to stop face-to-face teaching for  most  of  their  students,  mandating online  instruction  and  virtual  education (Putro  et  al.,  2020). The  study  offers  practical  advice  for  educators,  institutional  leaders, and  state  officials  tasked  with managing the educational consequences of the current crisis.The  COVID-19  outbreak  means  that  technology-based  learning  changes  that should  have  taken months  or  years  have  been  made  in  just a  few  days (Umar &  Nursalim,  2020).  Many  schools  and universities planto use more technology in the classroom (Nurhayati et al., 2020). People who go to school  have  a  different  set  of  needs.  Students'  lives  have  been  affected  in  different  ways  by  the COVID-19 pandemic, not only because of their level of study and course of study but also because of where they are in the program. Wheneverthey start a new phase of their education, they move on to the next one. Itis a guideline for the government regardinglearning in Indonesia in the future.The surge in positive Covid patients  continues  to occur and is  increasing, so there is  a need for roles  and tips related to efforts to overcome and break the chain of broader spread. One of them is implementing  distance  learning  so  that  student  learning  activities  are  carried  out  from  their respective  homes (Aswat  et  al.,  2021). Distance  learning  is  an  alternative  for  the  government,  so students muststudy  from  home  with  parental  guidance  under  teacher  coordination. It,of  course,remains  the  responsibility  of  the  teacher  in  monitoring  the  development  of  student  learning  both cognitively, affectively, and psychometrically. Study results (Basar, 2021)This proves that distance learning during the COVID-19 pandemic has caused various responses  and changes  to the learning system that can affect the  learning process and students' level  of developmentin responding to the material presented. Regional differences will significantly impactthe way and outcomes of distance learning  because  students  create  different  materials  or  designs  of  learning  methods  within  their limitations  and with different personalities (Abidin et al., 2020; W. Sari et al., 2020). For example, in a village environment where mostof the population is farming, distance learning is designed with a theme  easily  accessible  and  managed  by  students  in  their respective  environments. Itmeans  that this distance  learningis  a  severeand  caring  step  for  the  relevant  education  offices  to  implement comparable  policies  based  on  their  respective  environments  and  cannot  be  equated  and  leveled across all layers of the region.Lanny Anggraini (2020) in the PGSD National Webinar (Elementary School Teacher Education) Universitas  Dwijendra,  one  of  which  is  to  put  forward  the  principles  of  education  during  the COVID-19  period,which  is  the  main  priority  for  the  health  and  safety  of  all  parties  in  setting learning  policies  for PAUD, Primary and Secondary  Education,  College,  Islamic  Boarding  School, and Religious Education (Suhendro, 2020). Thus, the government seeks to prioritize the safety of all parties in the education process in tackling and preventing COVID-19. Therefore, a learning method is  needed  toaccommodate  this  so  that  the  learning  process  can  continue  to educatethe  nation's children (Santika,  2020).  This  method  is  expected  to  be  developed  by  teachers  in implementinglearning. For  learning  to  run smoothly, teachers  must be  more  creative  in  developing  effective  and efficient methods while prioritizing the security and safety system in teaching and learning from the unfinished Covid virus.Implementingonline  learning  during  the  Covid-19  pandemic  has  its  difficulties  and  problems. Many teachers are confused or find it challengingto design and implement the learning process and even  assess  student  learning  outcomes (Mamluah  &  Maulidi,  2021;  Mutaqinah  &  Hidayatullah, 2020). Students who undergo online learning are overwhelmed with boredom and stress doing many assignments  from school (Barseli  et al., 2020; Nurmala et al., 2020; Rofiah, 2021). Tasks that take up a lot of student playtime. Parents must accompany their children to study, do school assignments, earn  a  living,  and  ensurethe  implementation  of  health  protocols—the  responsibility  of  assisting students  in  learning  before teachers  at  schools  carry  out  Covid-19.  However,  during  the  Covid-19 period,  many  of  the  roles  and  responsibilities  of  teachers  were  carried  out  by  parents  at  home (Wulandari, 2021). In this case, teachers and parents, cooperation between schoolsmust be practicalas  a  means  of  communication  between  students  and  teachers  during  the  teaching  and  learning process (Dewi,  2020).  Parents  and  teachers  must  communicate  effectively  about  their  children's educationaldevelopment  at  school.  Parent-student  interactions  can  help  make  this  learning  more effective.  This  knowledge  transfer  can occurwith  at  least  80%  of  the  targets  delivered.  Some assignments  given  by  teachers  as  part  of  the  learning  evaluation  process  are readily  accepted  by students  and  do  not  burden  them  because  of  the  help  of  parents  with  assignments  given  by  the school.Distance learning is conducted online from elementary school (SD) to university. Through online learning,students  can  learn  flexibly  and  learn  anytime,  anywhere.  Students  and  teachers  can  use various  applications  to  interact,  such  as  classroom,  real-time  phone  or  chat,  zoom  or  group  via WhatsApp (Prajana,  2017),  Google  Classroom (F.  H. Santosa  et al.,  2020), Edmodo (Jayusman  & Shavab,  2020).  The  use  of  several  applications  and  digital  platforms  above  can  make  it  easier  for teachers  to  deliver  learning  materials  to  their  studentswhere  the  learning  of  the  covid  19  era  is running well and followingthe learning objectives.

2.Limited Face-to-face Learning

After two years of covid and learning was shifted to online learning, the Indonesian government implemented a new learning pattern. In July 2021, the government implemented limited face-to-face learning provided that all education personnel had been vaccinated,and learning was carried out by limiting meeting hoursandimplementing strict health protocols. Planopeningbackteachingface to facehavemadeschools  needprepare  all  preparations  in  learning.  In  addition  to preparing  for existing  needsat  school,the  preparationstartsto  dobythe schoolisa  teachermustensure  thatstudentswithparental  consent participate  inface-to-face  learning  and  signing  affidavits (Shaleh  & Anhusadar, 2021). the existence of parental consent is the primarystep in implementing face-to-face learningwhere  parents permitto  carry  out  face-to-face  learning  because  it  has  been twoyears  of distance   learning   which has   resulted   in   problems,including   the   difficulty   of   parents   in accompanying  their  children.  The  saturation  level  of  parents  has  reached  the  limit  so  that  more parents permittheir  children  to  study  in  Back  school  than  online  learning,which  makes  their children's learning presentations decrease.The process of implementing face-to-face learning is limited in schools. Students will be divided into  study  groups  or  scheduled  based  on  shifts to  limitthe  number  of  students  in  one  room (Pattanang et al., 2021). Planning face-to-face learning needs  to pay attention to several things  that schools  can  do,  including1)  Vaccinate  all  educators  and  education  personnel  in  schools;  2) Improving  the  immunity  of  students,  educators,and  education  staff;  3)  Prepare  facilities  and infrastructure according to health protocols. Prior to implementinglimited face-to-face learning, the Ministry  of  Education  and  Culture  has  socialized  and  published  a  learning  guidebook  during  the pandemic. In this case,the teacher must design a lesson plan that is good and standard on the safety of his students both in terms of health and welfare.Standardoperational procedure (SOP) health protocol forsupportlearning activities at schoolis5M  is  the  use  ofmask,  keepphysical  distance,wash  hands,  avoidcrowd,  freezeand  reduced mobility) (W. Sari et al., 2020). With this SOP, of course, every school that will implement limited face-to-face  learning  must  prepare  socialization  and facilities  and  infrastructure  to  support  this limited  face-to-face  learning.  The  SOP  is  an essential reference  for  schools  in  implementing  this limited face-to-face  learning,following the essential face-to-face  learning reference  that  has  been issued  by  the  SKB  4  ministers  regarding  the  implementation  of  limited face-to-face  learning.  It  is hoped that learning can run well with this SOP and will not cause problems in the future.

3.Application of Learning MethodIn implementinglimited face-to-face learning, the learning method is an essentialprimarystep in carrying out the learning process to runappropriately and correctly. The application of this  method is  one of the primarykeys  to overcoming loss learning in learning. Teachers  should apply learning methods  by  designing  effective  and  efficient  methods to  implementthis  limited face-to-face learning. Below are several methods  teachers  can use to implementlimited face-to-face learning in the COVID-19 era.

1)Flipped ClassroomThe  flipped  classroom  learning  method  is  an  active  learning  method  that  requires  students  to complete  previously  assigned  pre-class  learning  activities  in  preparation for  face-to-face  learning. The timely, systematic, and productive participation of students in pre-class activities is essentialfor the  overall  flipped  classroom  design  because  this  activity helps  preparestudents  to participate  in face-to-face sessions actively(Chai et al., 2019). This learning method is considered successful and provides  significant benefits. With the flipped classroom learning  method, some learning activities, which  are  generally  completed  in  class,  can  be  completed  at  home  first  independently  by  students before finally doing limited face-to-face learningin class.

2)Project-Based Blended LearningProject-Based  Blended  Learning  is  a  project-based  or  product-specific  learning  method  that students  complete  and  designin  collaboration  with  online  and face-to-face  learning(Dr.  I  Gede Sedana Suci et al., 2020). For distance learning, teachers can prepare material thatstudents can study independentlyand  must  support project-based  learning  to  be  completedat  the  time  of face-to-face learning.

3)Self-Directed Blended LearningSelf-Directed  Blended  Learning  is  an  inquiry  learning  method  that  combines  Online  learning (distance  learning)  and face-to-face  learningin  achieving  formal  learning  objectives (Sugita  & Muchlis, 2022). Formal online learning/meetings  are abolished because learning is  self-planned, so the  functions  of  online  learning  and  teachers  change.  The  way  teachers  evaluate  learning  and  the achievement  of  students'  learning  experiences  without  reducing  authentication  is  a  challenge  for teachers  in  this  learning  method.  Meanwhile,  the  way  students  look  for  products,  processes,  and potential models tomake themselves consistent in learning is challenging. In addition, to adjust the results and expectations, thestudent must understandwhat he did and why he succeeded.

4)Blended Learning Inside-OutBlended Learning Inside-Out is a learning  method that combines  the advantages  of face-to-face learningand distance learning,which is designed to be completed outside the classroom (Hadi et al., 2021).  This learning  methodin  the  classroom  is  more  focused,  while  online  learning  serves  as  a reinforcement. The  Online  learning  section  can  be  in the  form  of  formal  e-learning  or self-inquiry. Expert   guidance,   feedback,   teaching   materials,   and   psychological   and   moral   support   from interactions are required when using this model.

5)Outside-In Blended LearningOutside-In  Blended  Learning  is  a  learning  method  that  starts  with face-to-face  learningand digital non-academic, meaning that online learning is carried out every day by students and teachers through the Learning Management System,which is used and ends in classroom learning classroom becomes deeper. When face-to-face learning, students can share, work, work together, and give each other feedback to improve the quality of student learning. If appropriately planned, distance learningand face-to-face learningmaterials can complement each other (Mindaudah & Sari, 2021).

6)Supplemental Blended LearningSupplemental Blended Learning is a learning method in which students entirely complete Online learning  (distance  learning)to  improve face-to-face  learningor  vice  versa. Learning  objectives  are realized  in  one  "space"  (face-to-face  learningor distance  learning),  while  other  spaces  provide detailed knowledge for students. However, this additional knowledge cannot be obtained if only one space is used (M. Sari, 2016).

7)Mastery-Based Blended LearningMastery-Based Blended Learning is a learning method forstudents to alternate between distance learningand face-to-face  learning.  Assignments  are  used  to  achieve  learning  objectives.  The  form and  scale  of distance  learningand face-to-face  learningare  improved based  onmastery  of specificskills (Pamungkas, 2019).

CONCLUSION

Based  on  the  above  analysis,  the  implementation  of  limited  face-to-face  learning  requires  a method  design  prepared  by  the  teacher  in  the  implementation  of  learning  so  that  it runs  safely  and comfortably.  One  of  the  things  that  teachers  can  do  is  to  apply  several  steps,including  learning methods  that  can  be  used  by  teachers  in  implementing  Limited face-to-face  learning,  namely  the flipped  classroom  learning  method,  project-based  blended  learning,  self-directed  blended  learning, blended  learning  inside-out,  outside -in  blended  learning,  supplemental  blended  learning,  and mastery-based   learning. Teachers   can   make   variations   in   the   learning   process   to optimally understand  and  convey  the  subject  matterby  knowing howto  implement  Limited  face-to-face learning.  The  implementation  of  limited  face-to-face  learning  is  expected toget  direct  learning materials to reduce online learning problems. It has been running for twoyears,reap many problems in the field. It is hoped that this method will be a solution for elementary schoolteachers who have carried out limited face-to-face learning duringthis pandemic. So that learning during the pandemic can run well followingeducational goals so that this loss of learning can be resolved and the quality of learning increases significantly.

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