¹M. Daenie,²Indra Kertati

¹Faculty of Social and Political Science, University of 17 Agustus 1945, Semarang, 50133, Indonesia

²Faculty of Social and Political Science, University of 17 Agustus 1945, Semarang, 50133, Indonesia,Orcid ID: 0000-0003-3223-9414

DOI : https://doi.org/10.47191/ijsshr/v6-i2-67

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ABSTRACT

This study's aim is to investigate how teachers adapt to technology-based learning, as well as their originality and creativity in post-online or face-to-face learning. Even though Covid-19 has begun to drop, it is still a threat, especially to elementary school students, as is well recognized. During a two-year period, online learning proved ineffective at improving the quality of students's education. The two-year online education program prepares teachers to be proficient with information technology. This inquiry employed a mixed method, which refers to the use of both quantitative and qualitative research approaches in a single investigation. This technique is based on the assumption that integrating quantitative and qualitative data allows for a more comprehensive and synergistic use of the data than using them separately. The study's findings indicate that, from a policy aspect, the government has published Ministerial Circular No. 4 of 2020 Concerning the Implementation of Education Policies During the Emergency Period of the Spread of Coronavirus Disease (Covid-19). This circular letter encourages school administrators in Indonesia to implement and promote students's autonomous study. Students in elementary school from low-income homes face the most difficulty with online learning. Infrastructure is the primary barrier to online education. Due to the cultural shock experienced by parents and students, teacher proficiency in implementing online learning is not yet ideal. The first-semester adaption strategy has yielded innovations in the shape of shows and communication ways with students that strengthen the learning process.

KEYWORDS:

teacher, adaptation, competence, online, learning

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