Article Sidebar

Download
pdf
Statistic
Read Counter : 624 Download : 471

Downloads

Download data is not yet available.

Main Article Content

Abstract

Many schools are striving to continue with normal learning due to the Covid-19 pandemic, which has greatly altered human life. Therefore, this study aimed to reveal the state of instructional management at Manbaul Ulum Islamic boarding school in Indonesia by recapping the challenges and changes teachers encounter. Descriptive methods and a qualitative approach were used to collect data from teachers working at Islamic boarding schools. Furthermore, a substantial portion of data was collected through in-depth interviews with five voluntary teachers. Based on the results, the success of instructional management should be the main focus in all the academic or religious activities at Islamic boarding schools. In addition, social, technological, and pedagogical challenges were experienced in implementing this new learning system. The sleeping arrangements in dormitories were disrupted due to the health protocols instituted to avert the adverse effects of the pandemic. Overall, different schools witnessed diverse challenges of varying magnitude.

Keywords

E-Learning Islamic Boarding School Learning Management Challenges Change

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

References

  1. Adelayanti, N. (2020). Revealing the Challenges of Online Learning During Covid-19 Pandemic | Universitas Gadjah Mada. June. https://ugm.ac.id/en/news/19554-revealing-the-challenges-of-online-learning-during-covid-19-pandemic
  2. Aini, Q., Budiarto, M., Putra, P. O. H., & Rahardja, U. (2020). Exploring E-learning Challenges During the Global COVID-19 Pandemic: A Review. Jurnal Sistem Informasi, 16(2), 57–65. https://doi.org/10.21609/jsi.v16i2.1011
  3. Albert Sangra, Dimitrios Vlachopoulos, & Nati Cabrera. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. International Review of Research in Open and Distance Learning, 13, 145–159.
  4. Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during the COVID-19 pandemic. Education and Information Technologies, 25(6), 5261–5280. https://doi.org/10.100
  5. Anas Hidayat dkk. (2021). Pemanfaatan Aplikasi Watsapp sebagai Media Pembelajaran Berbasis Distance Learning. Tarbiyatuna: Jurnal Pendidikan Ilmiah, 6(1), 53–64.
  6. Aung, T. N., & Khaing, S. S. (2016). Challenges of implementing e-learning in developing countries: A review. Advances in Intelligent Systems and Computing, 388, 405–411. https://doi.org/10.1007/978-3-319-23207-2_41
  7. Burgess, E. M., Dip, T., Ed, B., & Ed, M. M. (2014). Leading quality teaching: An exploratory case study of two improving Australian schools.
  8. Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390
  9. COVID-19 : Human development on course to decline this year for the first time since 1990. (2020).
  10. Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
  11. Efriana, L. (2021). Problems of Online Learning during Covid-19 Pandemic in EFL Classroom and the Solution. JELITA: Journal of English Language Teaching and Literature, 2(1), 38–47.
  12. Fahham, A. M. (2020). Learning at Islamic Boarding Schools During Covid-19 Pandemic Period. Research Center Expertise Agency of DPR RI, 12(14), 13–18.
  13. Fathiyatussa, U. (2021). Islamic Boarding School Learning Management in New Normal Era. The 4th International Conference on Research of Educational Administration and Management (ICREAM 2020), 526(ICREAM 2020), 440–443.
  14. Gamage, K. A. A., de Silva, E. K., & Gunawardhana, N. (2020). Online delivery and assessment during COVID-19: Safeguarding academic integrity. Education Sciences, 10(11), 1–24. https://doi.org/10.3390/educsci10110301
  15. Gurajena, C., Mbunge, E., & Fashoto, S. G. (2021). Teaching and Learning in the New Normal: Opportunities and Challenges of Distance Learning Amid COVID-19 Pandemic. SSRN Electronic Journal, January. https://doi.org/10.2139/ssrn.3765509
  16. Hanafi, Y., Taufiq, A., Saefi, M., Ikhsan, M. A., Diyana, T. N., Thoriquttyas, T., & Anam, F. K. (2021). The new identity of Indonesian Islamic boarding schools in the “new normal”: the education leadership response to COVID-19. Heliyon, 7(3). https://doi
  17. Hooge, E., Burns, T., & Wilkoszewski, H. (2012). 5K91Dl7Ct6Q6.Pdf. 85.
  18. Ibrahim, I. A. A., Ali, I. A., & Abdalla, M. S. (2017). Educational Management, Educational Administration and Educational Leadership: Definitions and General concepts Thyroid Hormones View project Normal Values of Hemoglobin A1c (Hb A1c) and HbA1c level in Diabetes View project SAS Journal of Medicine (SASJM). December. https://doi.org/10.21276/sasjm.2017.3.12.2
  19. Irfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). Challenges During the Pandemic: Use of E-Learning in Mathematics Learning in Higher Education. Infinity Journal, 9(2), 147. https://doi.org/10.22460/infinity.v9i2.p147-158
  20. Isnaini, I., Sunimaryanti, S., & Andre, L. (2021). Assessment Principles and Practices Quality Assessments in A Digital Age. SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS), 9(2), 287. https://doi.org/10.24036/spektrumpls.v9i2.112711
  21. Judd, C. H. (2012). Educational psychology. In Educational Psychology (Vol. 62). https://doi.org/10.4324/9780203806197
  22. Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and Challenges for Teaching Successful Online Courses in Higher Education. Journal of Educational Technology Systems, 46(1), 4–29. https://doi.org/10.1177/0047239516661713
  23. Khomsah, A. F., & Muassomah, M. (2021). Penerapan E-Learning Dalam Pembelajaran Bahasa Arab di Masa Pandemi. 6(1), 1–14.
  24. Khotibul Umam, L. M. (2021). Problematika Dan Efek Negatif Pembelajaran Daring Selama Pandemi Covid-19. Tarbiyatuna : Kajian Pendidikan Islam, 5(2), 202–217. http://ejournal.iaiibrahimy.ac.id/index.php/tarbiyatuna/article/view/488
  25. Langley, A., Smallman, C., Tsoukas, H., & Van De Ven, A. H. (2013). Process studies of change in organization and management: Unveiling temporality, activity, and flow. Academy of Management Journal, 56(1), 1–13. https://doi.org/10.5465/amj.2013.4001
  26. Leithwood, K., & Levin, B. (2010). Understanding how leadership influences student learning. International Encyclopedia of Education, 45–50. https://doi.org/10.1016/B978-0-08-044894-7.00439-5
  27. Loizou Raouna, M., & Lee, K. (2018). a Flipped Classroom Model for Inquiry-Based Learning in Cyprus Primary Education Context- a Multiple Case Study. INTED2018 Proceedings, 1, 3189–3196. https://doi.org/10.21125/inted.2018.0610
  28. Mohamed Abd El-Hamed Diab, G., & Fouad Elgahsh, N. (2020). E-learning During COVID-19 Pandemic: Obstacles Faced Nursing Students and Its Effect on Their Attitudes While Applying It. American Journal of Nursing Science, 9(4), 300. https://doi.org/10.11648/
  29. Namin, N. (2019). Increasing Competency Of SD Teachers In Thematic Learning Planning Through Group Supervision Using Collaborative Approaches In SDN Tlambah 2 Karangpenang Sampang. KABILAH : Journal of Social Community, 4(2), 44–54. https://doi.org/10.351
  30. Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/
  31. Rauf, A., & Amin, A. (2021). Evaluasi Pemanfaatan E-Learning Dalam Proses Pembelajaran. 6(1), 41–52.
  32. Roddy, C., Amiet, D. L., Chung, J., Holt, C., Shaw, L., McKenzie, S., Garivaldis, F., Lodge, J. M., & Mundy, M. E. (2017). Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review. Frontiers in Education, 2(November), 1–10. https://doi.org/10.3389/feduc.2017.00059
  33. Rusmiati, A. R., Reza, R., Achmad, S., Syaodih, E., Nurtanto, M., Sultan, A., Riana, A., & Tambunan, S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period : A Case study in Indonesia. Journal of Ethni
  34. Sahidin, I. (2018). No 主観的健康感を中心とした在宅高齢者における 健康関連指標に関する共分散構造分析Title. مجلة اسيوط للدراسات البيئة, العدد الحا(1), 43. https://doi.org/10.1017/CBO9781107415324.004
  35. Salloum, S. A., Al-Emran, M., Shaalan, K., & Tarhini, A. (2019). Factors affecting the E-learning acceptance: A case study from UAE. Education and Information Technologies, 24(1), 509–530. https://doi.org/10.1007/s10639-018-9786-3
  36. Smith, W. C., & Benavot, A. (2019). Improving accountability in education: the importance of structured democratic voice. Asia Pacific Education Review, 20(2), 193–205. https://doi.org/10.1007/s12564-019-09599-9
  37. Tharayil, S., Borrego, M., Prince, M., Nguyen, K. A., Shekhar, P., Finelli, C. J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0102-y
  38. Tsai, M. F., & Jao, J. C. (2020). Evaluation of the effectiveness of student learning and teacher instruction on team-based learning during quality control of diagnostic imaging. Medical Education Online, 25(1). https://doi.org/10.1080/10872981.2020.17321
  39. UNESCO. (2020). COVID-19 educational disruption and response. Available Athttps://En.Unesco.Org/Themes/Education-Emergencies/Coronavirus-School-Closures, March, 1–4.
  40. Watkinson, A. (2013). Professional Values and Practice. In Professional Values and Practice. https://doi.org/10.4324/9780203822517