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Making a break with transactional learning in post-pandemic era
Many students today are only interested in studying to earn a degree and acquire the skills and contacts needed to pursue a career and success.
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Learning from the past: A museum staff member explains archeological items to students of SMP 1 state junior high school students in Tulungagung, East Java, on June 15. The presentation was part of the local government-sponsored Museum Goes to School program.
(Antara/Destyan Sujarwoko)
I
n the last two years, the world of education has experienced such great and massive disruptions that education providers with all their limitations have to review and reformulate plans and work results that before the pandemic were considered good.
Although faced with a number of problems related to the readiness and capacity of teachers in dealing with different situations, the limited carrying capacity of learning technology, curriculums and other learning tools, students still need guidance. As a result, “forced” learning is carried out non-conventionally in online and offline (limited) formats, and with curriculum materials that have been trimmed due to the limited time available and other technical constraints.
Under such conditions, of course, it is difficult to avoid various interpretations of the curriculum used. As a result, the discrepancy in the quality of student learning at each school is evident.
The lesson is that the pandemic presents a gloomy portrait at almost all levels of education. On the other hand, this incident also succeeded in encouraging many changes among teachers and school management in managing learning.
“Indeed, with hardship, there is ease” (Quran: 94:6). Education managers (management and teachers) are “forced” to think more creatively and innovatively (with the help of technology) to find the right solution so that education can continue as expected.
Schools with available resources have succeeded in reformulating the curriculum used and assessing its relevance to the needs of current students and their future educational careers. Knowledge and skills in the curriculum are reviewed, selected, and learning is focused only on the most essential (in terms of concepts, ideas, and processes) and meaningful (meaning-making) so that they can support students' educational careers according to the needs of the 21st century.
Learning methods are presented in a very diverse and challenging way, such as portfolios, projects and collaborative work. Meanwhile, the assessments held are more oriented toward performance assessments and are formative in nature, which aim to improve and enhance student learning. The spirit of change in any situation should be maintained, developed, and improved in quality.
