JRSSEM 2022, Vol. 02, No. 1, 100 – 108

E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494

DOI : 10.36418/jrssem.v2i1.229 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

IMPACT OF THE COVID-19 PANDEMIC ON THE

IMPLEMENTATION OF ONLINE LEARNING STUDENTS OF

SMP NEGERI 3 RAMBIPUJI JEMBER

Endri Setyoningrum

Mohamad Na’im

Sukidin

1,2,3

Faculty of Education and Teacher Training, University of Jember, Indonesia

e-mail: endrisetyoningrum78@gmail.com

*Correspondence: endrisetyoningrum78@gmail.com

Submitted: 27 July 2022, Revised: 04 August 2022, Accepted: 25 August 2022

Abstract. The temporary closure of educational institutions in an effort to prevent the spread of

COVID 19 has an impact on millions of students, including in Indonesia. The purpose of the study

was to determine the impact of the COVID 19 pandemic on the online learning process for students

of SMP Negeri 3 Rambipuji. In this study, the author uses qualitative research methods with the

type of case study research. Data collection techniques using observation, interviews and

documentation. The results show that online learning is a solution in teaching and learning

activities during the COVID-19 pandemic. Online learning is learning that uses the internet network

with accessibility, connectivity, flexibility and the ability to bring up various types of learning

interactions. In the implementation of online learning, educators use the WhatsApp and Google

Classroom applications. The results of the research and discussion found that the impact of COVID

19 on the implementation of online learning at SMP Negeri 3 Rambipuji was not effective.

Keywords: COVID-19 pandemic; online learning; Google Classroom.

Endri Setyoningrum, Mohamad Na’im, Sudikin

| 101

DOI : 10.36418/jrssem.v2i1.229 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

INTRODUCTION

The COVID 19 virus was first reported

to WHO in late December 2019 in Wuhan

China and then quickly spread to various

countries in just a few months. Anticipating

the spread of epidemics in many countries,

both of which have found sufferers or have

not taken various policies to prepare for

possible outbreaks by expanding

prevention campaigns, preparing various

health facilities, implementing procedures

and handling protocols, and preparing

reliable public information channels since

2020.

Steps by the Indonesian government

in response the earliest was social

distancing then this definition was changed

by WHO as physical distancing. President

Joko Widodo's directive on March 16, 2020

is to reduce the mobility of people from

one place to another, maintain distance,

and reduce crowds carrying the risk of the

spread of COVID 19. This is emphasized by

the call for wider physical distancing. Efforts

to prevent this spread were further clarified

policies for studying from home, working

from home and worshiping from home to

reduce the rate of the spread of COVID 19

(Wajdi et al., 2020).

There are two impacts on the

sustainability of education caused by the

COVID 19 pandemic. The first is the short-

term impact, which is felt by many families

in Indonesia, both in cities and in villages.

In Indonesia, many families are not familiar

with studying or schooling at home.

Homeschooling for families in Indonesia is

a big surprise, especially for the

productivity of parents who are usually

busy with work outside the home. Likewise

with the psychological problems of

students who are used to learning face to

face with their educators. All elements of

education in social life are exposed to

illness due to COVID 19. The

implementation of teaching takes place

online. This process runs on a scale that has

never been measured and tested because it

has never happened before. Inevitably in

remote villages with very dense population

of school age, there is confusion because

the information technology infrastructure

is very limited. Student assessments are

online and there is a lot of trial and error

with a system that has no certainty, in fact

many assessments have been canceled.

Second, in the long term, many community

groups in Indonesia are increasingly

exposed in the long term to Covid 19. This

is the long-term impact of the aspect of

justice and increasing inequality between

community groups and between regions in

Indonesia.

Based on a report by UNESCO (United

Nation Educational Scientific and Cultural

Organization) it shows that around 91% of

the total student activities globally have

been disrupted. In March and April, both

the central and state governments conduct

board examinations for High School

students (grades 10 and 12) as well as in the

same period elite institutions across the

country conduct entrance examinations for

the next academic year. Students other

than grades 10 and 12 must take the

qualifying exam for the next grade and also

in Higher Education and University take the

semester qualifying exam within the

stipulated time.

The COVID-19 pandemic has affected

learners in all age groups (Akat & Karataş,

102 | Impact of the COVID-19 Pandemic on the Implementation of Online Learning Students

of SMP Negeri 3 Rambipuji Jember

2020). If the COVID-19 outbreak continues,

travel restrictions and the closure of

educational institutions will have an the

COVID-19 pandemic has affected learners

in all age groups. If the COVID-19 outbreak

continues impact on the education, social

life and mental health of students. Students

from underprivileged backgrounds have

experienced a greater negative impact due

to the COVID 19 outbreak. In addition,

changes in daily routines including lack of

outdoor Lack of family income, limited

access to digital resources and high

internet connectivity have disrupted the

academic life of students. In addition 1.5

billion learners worldwide are now

deprived of basic education causing serious

psychological impacts on their health

activities, disturbed sleep patterns, and

social distance have affected the mental

well-being of students.

Law Number 20 of 2003 concerning

the National Education System, Article 1

number 1 states that education is a

conscious and planned effort to create a

learning atmosphere and learning process

so that students actively develop their

potential to have religious spiritual

strength, self-control, personality,

intelligence, noble character, and skills

needed by himself, society, nation and

state.

Process Standards are criteria

regarding the implementation of learning

in educational units to achieve Graduate

Competency Standards. Process Standards

are developed referring to Graduate

Competency Standards and Content

Standards that have been set in accordance

with the provisions in Government

Regulation Number 19 of 2005 concerning

National Education Standards as amended

by Government Regulation Number 32 of

2013 concerning Amendments to

Government Regulation Number 19 of

2005 concerning National Standards

Education.

The learning process in educational

units is held interactively, inspiring, fun,

challenging, motivating students to

participate actively, and providing sufficient

space for initiative, creativity, and

independence in accordance with the

talents, interests, and physical and

psychological development of students.

For this reason, each educational unit

carries out learning planning,

implementation of the learning process

and assessment of the learning process to

improve the efficiency and effectiveness of

the achievement of graduate

competencies.

In an article written by R. Dhanalaksmi

to overcome and find the most possible

solution is to separate the problem into

several segments to analyze each problem

systematically. Looking at the problems

faced by educational institutions during the

COVID-19 pandemic and the impact of the

economic crisis on literacy levels, these

problems can be overcome with today's

technology such as online classes and

online tests but the main challenges faced

in this regard are implementation and

collaboration. In this case the class turns

into something new, students and

educators must work together to succeed

in online learning. This requires help from

parents. Based on his research there are

students who are financially able and some

are not, there are only 16% of students

from rural India who have access to the

Endri Setyoningrum, Mohamad Na’im, Sudikin

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internet. Educators can take corrective

steps in helping their students achieve

online learning.

At the government level, internet

facilities can be subsidized to facilitate the

learning process or provide internet grants

to educational institutions which will later

be used for the benefit of students and

provide encouragement to students to

learn and prevent students from leaving

school due to lack of family finances. With

internet grants from the government, it is

certain that student education in rural and

urban areas is going well, which previously

faced obstacles, namely the inability of

students to pay internet quota conditions.

With the school closure, the

government took strategic steps so that the

learning process was not left behind and

students remained to receive the right to

knowledge. Therefore, the next

government decision is that the learning

process will continue but not face to face

but learning online.

The implementation of online learning,

many students feel bored in following the

lesson, not least causing children to be lazy

to learn and do assignments because they

are more fun with playing online games

than taking lessons so that when learning

takes place there are some students who

do not take lessons for various reasons

such as not knowing the information,

sleeping, not having a package and having

trouble signaling. Educators assume that

students cannot be disciplined because

they cannot collect the assignment given in

the allotted time.

METHODS

The author in compiling this scientific

work uses qualitative research methods.

Qualitative research is a scientific activity to

obtain correct knowledge about a problem.

This knowledge is obtained from facts,

concepts, propositions or generalizations,

and theories that allow humans to

understand phenomena to solve problems

at hand (Ngulube et al., 2015). In this study,

data collection techniques were obtained

from observation, interviews and

documentation. The researcher conducted

an article search using the keywords

“Impact of Covid 19”, “Online Learning”,

“Google Classroom”.

Based on the search for the keywords

``Impact of Covid 19", "Online Learning'' and

"Google Classroom'' researchers obtained

data on the implementation of online

learning at SMP Negeri 3 Rambi Puji during

the covid 19 pandemic. Data analysis

techniques used were data component

according to Miles and Huberman, namely:

(1) data reduction, (2) data presentation, (3)

conclusion and verification. <