The reopening of limited face-to-face learning (PTM) in schools has become a policy choice of the Ministry of Education, Culture, Research and Technology (Kemendikbudristek) since September 2021. The Early Childhood Education, Primary School, Middle School and High School students High schools are now allowed to enter class returns while maintaining strict health protocols.
In mid-September 2021, the Presidential Staff Office, which is responsible for accelerating priority programs and managing strategic development and government issues, conducted a field audit of the implementation of a learning process. PTM limited in the east of the city of Jakarta, Jakarta and Bogor Regency. , West Java.
Based on the results of this field verification, in general, the conditions for holding a limited PTM are met. For example, monitoring which includes the learning program, classrooms, washrooms, hand washing facilities, school health units, isolation rooms, school covid working group and human resources from school. At the level of teaching staff and support staff, 100% of vaccines have been obtained. The pupils are also 98% already vaccinated. Every day, 50% of students apply learning at two grade levels.
School health units and isolation rooms are available. In fact, there was an MoU with the nearest puskesmas. The school’s covid task force also performed well in its active role in supporting the smooth functioning of this limited PTM, including the system for regulating student entry and exit to avoid crowds, and a good coordination with the village covid working group.
Based on these observations in the field, the authors consider that it is important for the public to participate in the reflection on several elements related to the proper implementation of this limited PTM.
In the author’s opinion, there are two main aspects of limited PTM in schools. The first aspect concerns the transformation, creativity and innovation of learning from main teaching material in the form of subjects which officially become general subjects in schools. The second aspect is the socialization of the sociocultural values of social, national and state life which takes place interactively between teachers and pupils, or between classmates at school.
Let’s break down the first aspect. The limited PTM should ensure that the learning process is followed by teachers and pupils as pupils proceeding dialectically in the same place and in the same room. The learning process, learning methods and techniques must be adapted to each subject. Teachers and school administrators under the auspices of the Ministry of Education and Culture play an important role in developing more creative and innovative learning methods and techniques for general courses.
Monotonous or tedious learning, in addition to being difficult for students to accept in the current millennial era, can also threaten the effectiveness of the provision of educational materials. Take for example, the preparation of various audiovisual and digital teaching aids is very important to prioritize for use in learning.
Learning tools in the form of power point which is shown in the infocus may be the teacher’s first choice. The presentation of short films as illustrations of the material in certain subjects will contribute to the efficiency of the delivery of learning materials, as well as to generate the interest of the students to enjoy the face-to-face learning process. in class.
There is an urgent need to apply dialogical learning methods from early childhood education, primary through middle and high school. The teacher simply provides an introduction to provide the intention and context, and then the teacher provides the material in the learning process.
After that, the students respond to what is delivered by the teacher. Students have the freedom to speak. PTM is limited to giving students the opportunity to freely express their thoughts as a form of free learning which has been proclaimed by the Minister.
Based on the findings of the presidential staff office team of this limited PTM, several elements merit our attention. For example, classroom airflow has not been an issue and there are glare issues on the blackboard and monitor for online lessons. The distance between the tables is still too narrow and the number of students entering the school is still too crowded.
The methods of taking charge of students must be considered so as not to become a point of overcrowding. Some student identification numbers (NIKs) are still problematic. It is therefore not detected and cannot be vaccinated. It is necessary to involve parents’ representatives in strengthening the Covid-19 Task Force in schools.
Socialization of values
The second aspect is the socialization of the values of social, national and state life which takes place in an interactive way between teachers and pupils, or between comrades. The PTM offers teachers and students wider opportunities to interact in certain subjects and outside of class, in order to deepen their experiences of social life.
It is not only a complement to the first aspect. The socialization of the values of Indonesian human social life actually determines the character formation of students as a whole. Each student has the opportunity to see with their own eyes and to be directly involved in the PTM process limited to school to absorb the social values that live in the society. The andragogy method is the key.
The deepening and enrichment of the material concerning the values of Pancasila as the basis of the State at the same time way of life. For example, helping a friend who is ill so that he or she cannot come to class can be done in practice. The teacher encourages students to give appropriate answers if they find a friend who is sick, with strict health protocols.
Learning about national values does not only develop students’ knowledge or certain aspects of cognition. Indeed, the affective aspect which encourages real attitudes and actions within the framework of the solution to the problems of the community is stimulated from an early age. In addition to understanding the meaning and purpose of each social value, students are challenged to be able to put it into practice in real action.
Thus, a limited PTM not only fosters student enthusiasm for learning, but also becomes an opportunity for government and school administrators, teachers, parents and students to transform. The direction reinforces learning in all subjects in the first aspect, as well as enriching and inculcating socio-cultural values of the young Indonesian generation to be more advanced and civilized in the second aspect.
Finally, a limited PTM, carried out under the direction and control of government and the community, will prepare a new generation to fill a new, more advanced Indonesia.