Education Post Covid-19 Pandemic: Teachers and Learners Construction

Agung Dwi Bahtiar El Rizaq Institut Agama Islam Negeri Madura, Jawa Timur, Indonesia E-mail: elrizaq@iainmadura.ac.id Abstract: The Covid-19 pandemic concequences in all of human aspect. Education is one of the main aspect that have to adapt from classical learning into virtual model. This condition that already happens at least 2 years bring various responses from both teachers and learners’ perspectives. This study reveals teachers and learner’s construction regarding education post Covid-19 pandemic. This reseacrh is qualitative by descriptive method. Furthermore, this study was conducted by distributing online questionnaires from 5 provinces respondents in Indonesia involving 40 teachers and 28 learners. The results of this study show that commonly, teacher get lack of technology and prefer to implement blended learning than pure vifrtual learning. From the students side, can be found that; e-learning has not fully accommodated some educational values that can transmitted through classical learning process only and blended learning is the suitable learning model for future education. Furthermore, this study recomend to identify the suitable blended learning model for sustainability of future education in every level education.


INTRODUCTION
WHO declared the 2019 coronavirus disease  as an international health disaster at the end of January 2020 and declared as global pandemic in March 2020 (Lewis et al., 2020). In the first half of 2020, the disease has infected 10 million people around the world and killed about half a million (Yong, 2020). Globally, totally half of these cases (48%) and deaths (55%) were reported from the United States, Brazil and Argentina Region. Meanwhile, the most active increasing affected region compared around the world as accounting for 25% of new cases and 20% of deaths are from Southeast Asia (WHO, 2020).
In real terms, a pandemic does not only cause illness or death but also has consequences for changes in psychological, social, economic and educational aspects (Niemi & Kousa, 2020). The impact of the COVID-19 virus, which is so astonishing, has forced governments around the world to quickly evaluate, analyze and adjust policies in all sectors, related to health, economic and social conditions (Nesteruk, 2020). In global conditions, the government policy to hold the spread of this pandemic haves to consider on social activities which have a domino effect on lack economic conditions and the decrease of human development index (Zaremba et al., 2021).
On the broader side, all government policies including economic, social, and political levels are oriented towards ending the spread of the pandemic (Vallejo & Ong, 2020). Policies for maintaining social distance, self-isolation and travel restrictions are the main policies implemented worldwide, but have implications for disrupting economic stability, increasing the need for medical personnel and health services significantly, and changing face-to-face habits in educational practices to become virtual (Nicola et al., 2020).
Social distancing policies have caused most educational institutions in various side of the world change the paradigm of direct learning into virtual learning and teaching since March 2020 as an effort to contain the spread of COVID-19 (Di Pietro et al., 2020;Junaidah et al., 2020). Absolute learning innovation is carried out amid these conditions including the conversion of all face-to-face learning to online, both through synchronous and asynchronous learning to maintain the sustainability of the education process during a pandemic (Ionescu et al., 2020;Scull et al., 2020).
Generally, the success of sustainability of education process is determined by several factors, are; local and global collaboration; maximize digital technology; organizing national cultural differences; and use of the resources as good as possible (Caniglia et al., 2017). The key of sustainability of learning is adjusting the teaching methods, leadership models, and interaction techniques applied, using digital as the basis technology (Antyukhova & Kasatkin, 2021;Sá & Serpa, 2020). Sustainability of learning should lead learners to have a critical thinking in driving social change and instill a new vision and paradigm to make this world a better place for all its inhabitants (Wolff, 2020).
Distance learning using online media is one of the effective steps and forced the availability of reliable communication tools, digitization of high-quality learning resources, academic experiences, and the promotion of learning in technology-supported networks are the main implications that must be adjusted to face social restriction policies (Basilaia & Kvavadze, 2020;Hebebci et al., 2020;Mishra et al., 2020). Another step taken is the implementation of experiential learning (DeFilippis et al., 2020).
One of the easiest steps in implementing virtual learning is carried out by the Zambian government by utilizing television as an Education Channel (Mulenga & Marbán, 2020). In India, fundamental changes in the learning process were carried out by educators by utilizing the EdTech Start-up (Dhawan, 2020). Meanwhile, some African countries choose to apply blended learning in the extraordinary conditions of current education (Okebukola et al., 2020). On the other hand, current technological advances have shown that the majority of learners prefer virtual learning or virtual classes and are proven to support conventional learning in class (Sohibun & Ade, 2017).
Various studies have described Teachers responses in the face of learning in the current pandemic era, for example teachers experienced in the Netherlands, online learning reduces interaction intensity and increases workload and pressure to improve the quality of learning (van der Spoel et al., 2020). For expatriate teachers in Southeast Asia, social restriction policies during the pandemic have disrupted financial conditions that can cause them to leave the country (Hoang, 2020). In America, the teaching process at this uncertain time experiences make high disparity between "real practice" and "ideal practice" (Quezada et al., 2020).
Whereas in Italy, digital learning habits have provided comfort and will be maintained even though the pandemic has passed (Giovannella et al., 2020). In line with this, teachers in Germany feel that digital learning is an intrapersonal responsibility in familiarizing their learners to get used to maximizing digital technology as a provision for future work (Delcker & Ifenthaler, 2020). The majority of educators in Malaysia improve competence by studying various digital learning platforms and compiling a good implementation e-learning plan (Marek et al., 2020).
The WhatsApp platform is a favorite media for learners to carry out online learning because it is easier, simpler, and does not require large data quotas than another learning platform such as Zoom (Wargadinata et al., 2020). According to learners in America, distance learning using social media such as twitter (Duong et al., 2020) and Facebook (Sari, 2014) improves their quality of learning. Next, Google Classroom platform can be used not only for educational purposes but also to maintain bonds between teachers and learners (Al-Maroof et al., 2020).
On the other hand, learners' creativity in finding solutions and innovations in adapting learning styles to audio-visuals and establishing good communication with teachers is a determinant of the success of distance learning (Octaberlina & Muslimin, 2020). In Indonesia itself, the majority of learners prefer blended learning with the use of appropriate technology and supported by good Teachers performance (Amir et al., 2020). Continuously, blended learning guide students to enhance their information processing skills and increased motivation, participation and give several advantages (Rahmi & Darmawan, 2018).
It cannot be denied that the success of e-learning depends on the strength of the interaction between teachers and learners (Arghode et al., 2018). In line with this, the willingness and activeness of learners in carrying out online learning is directly proportional to the willingness and innovation of teachers in providing variety in e-learning (Dwivedi et al., 2019). The enthusiasm for learning of learners is determined by the ease of supporting software and the Teachers competence in mastering the teaching platform (Riley et al., 2017).
On the other hand, the characteristics and needs of learners in the learning process remain the main things that must be considered in order to create a good atmosphere of interaction during the teaching and learning process (Rahmawati et al., 2020). There are two ways to create good atmosphere both physically and psychologically in learning; collaborative communication and good class room condition (Aminah, 2018). Maintain the good communication betweet teacher and students is the best way to make good online learning condition (Rizaq & Sarmini, 2021).
During this pandemic, distance learning in Indonesia has been implemented through various methods and approaches, namely; (i) implementation of school closure policies during emergencies and alerts; (ii) blended learning can be implemented in areas categorized as green or yellow zones according to local government policies; (iii) implementation of the Distance Learning program supported by national television stations and several free learning platforms; and (iv) providing quota assistance to learners and teachers to support e-learning. According to this various implementation of policies, it is important to conduct a study of teachers and learners' perspective in implementing online learning policy that has been running for almost a year as the basis to prepare steps for future education.
Studies about the students and teachers' responses after undergoing virtual learning during this pandemic have done by several countries. From England learners perspective, they feel increasing academic achievement significantly when taught by blended learning models than traditional teaching methods (Ehrlich et al., 2020). In United States, learners' fatigue and boredom is a common problems during virtual learning that need innovative teachers in maximize virtual learning media and methods (Almarzooq et al., 2020).
That is totally different with Indonesian condition because of different social condition and policy. Here, online learning teacher management and communication is the main problem during pandemic (Hidayat et al., 2020). Then, in a good management institution, the lack of interaction and students infrastructure is the problems that could disrupt learning condition (Giatman et al., 2020).
Various studies that have been carried out have not emphasized the study of student and teacher perspectives regarding virtual learning during Indonesian government policy about virtual learning program. It is important to examine student and teacher perspectives on learning in a pandemic period is important as a basis consideration in developing future education.

METHOD
This study analyzed the secondary school Teachers and Learners perspective in Indonesia that have implemented online learning for almost a year in during the Covid-19 pandemic as well as to meet sustainable of future education. This study conducted by purposive sampling that design based on the judgment of the researcher as to who will provide good information to succeed for the objectives study (Etikan, 2017). The data gained through descriptive survey by online questionnaire through google form research instrument that was analyzed from two perspectives: learners and teachers. The demographic of respondents in this paper as following table below;  Distribution and data collection was carried out between January to February 2021. This paper used descriptive method by qualitative approach that usually used for provision of descriptive knowledge and understandings of the phenomenon under study (Assarroudi et al., 2018). The data from respondents analyzed in Google Sheet. The responses are evaluated in detail as the basis to make codes based on respondent's answer.

RESULTS AND DISCUSSIONS
The teachers and learners perspectives regarding learning conditions during the pandemic and the challenges of education in the future are grouped into the following 7 (seven) themes, namely; We can see that the experience of teachers in implementing e-learning before the pandemic was classified as low (n=13; 32.5%). The findings show that maximizing e-learning in the learning process is not teacher habitual. Even though this pandemic forced teacher to be able to maximize technology during e-learning. Teacher condition is contrast to learners who were accustomed to implementing elearning (n=24; 85%) before the pandemic. We can observe this from the habit of accessing the internet to gain new knowledge and taking online tutoring classes to support his knowledge. These results are in line with research which shows that not all teachers are ready to adopt e-learning, especially in public schools in developing countries (Shraim & Khlaif, 2010). In this case, the big challenge is the teachers have to improve their competence in maximizing elearning to fill the learner's needs who are more capable to using e-learning. In meeting the challenges and learning conditions during the pandemic, research findings show that the majority of teachers (n=32; 80%) have improved their proficiency in implementing e-learning. That is good findings that teacher doing actualization to maximize competence in e-learning. From learners' perspective, they also improved their e-learning to maximization skills (n=26; 92%). The increased activity of e-learning can also be in line with studies showing that e-learning is unprecedented cases for most teachers and learners; as a result, they began to improve their e-learning proficiency to close previous limitations (Mailizar et al., 2020). E-learning maximization skills are absolutely necessary for both teachers and learners to follow the development and learning conditions which currently refer to online learning. It cannot be denied that the current conditions of the Covid-19 pandemic require each region to limit direct interaction, so learning practices become virtual not classical. The interesting thing from this study shows that half of teacher's agree about elearning as substitute classical learning (n=20; 50%). From the learner perspective, half of them also agree (n=14; 50%) towards elearning statements as a substitute for classical learning. Learning in an e-learning environment occurs differently than in traditional classrooms and can present new challenges for teachers and learners participating in these online learning environments.

E-learning as a Classical Learning Substitute
Not much different from these findings, not all of the educational values such as peace education, consumer education, equality education, road awareness education, health education, moral and civic education and sex education conveyed in virtual learning can be implemented properly (Pérez-Jorge et al., 2017). There are several sections that can be implemented collaboratively both by teacher-learners classically, but there are sections that allow it to be carried out online and learners still feel learning satisfaction and higher cognitive understanding (Tîrziu & Vrabie, 2015). These findings provide an understanding that e-learning has not fully accommodated some educational values that can only be transmitted in the classical learning process. The challenge of implementing elearning is particular concern in the context elearning succession in the pandemic era. From the teacher's point of view, the reduction in interaction was a major highlight (n=21; 52%). It cannot be denied that the changing habit from face to face by virtual learning even reduces direct interaction between teacher-learners and learners-learners, they still have bond interaction if the communicate frequently. As the studies found that elearning has a significant effect on social capital bond, but does not produce quality learning (Diep et al., 2017). Meanwhile, according to learners, Teacher's innovation is the main aspect that must be considered (n=14; 50%) so that e-learning runs according to plans and goals.

Challenges of E-learning
More thoroughly, the taxonomy of elearning challenges during the pandemic is consistent with the findings of this study (Aini et al., 2020). Distance learning as social restriction policy in educational institutions which play a central role in make social activities and interaction effect on the disruption of activity-based social needed for growth and learning of learners. In this case, the innovation of the Teachers as an education facilitator is not only a material provider, but also deeper in maintaining the rhythm of education and learning that is contextual or real life based. In Reality, E-learning has become a popular learning method in various regions of the world, especially since lockdown due to pandemic COVID-19 shows the impact and good performance in order to continue the learning process. However, both teachers and learners agreed to choose neutral (n=19; 47% and n=20; 71%) in the aspect of continuity of post-pandemic e-learning. This response is more than the choice to continue elearning. Even from the learner's point of view, the sustainability of the e-learning method is in the minority (n=2; 7.1%).

Post-Pandemic and E-Learning Sustainability
On the other hand, sustainability of elearning requires several fundamental readiness matters; (1) technology, (2) quality of e-learning systems, (3) cultural aspects, (4) self-efficacy and (5) trust (Almaiah et al., 2020). In line with this, the readiness of resources and infrastructure is important to note. It is important to take advantage of technological advances, but the ideology of education that is based on human values must be prioritized without eliminating human nature as social beings that require direct interaction. Most of teacher's perspective agree to implement blended learning in post pandemic (n=19; 47%). From another side, several of them says that face to face learning models still exist for post pandemic learning. Studies show that the blended learning model is suitable demand by learners (n=12; 42%). Blended learning is an approach that combines the benefits of face-to-face and online learning components (Rasheed et al., 2020). In line with these results, blended learning is the best solution as an approach in future learning with distance-efficient in terms of learners' learning experiences, feelings that arise as a result of each learners and teacher-learners interaction and as a model of primary education in the future of the e-learning purely (Tayebinik & Puteh, 2013).

Post-pandemic Learning Model
Not much different from those findings, from various learning models that exist, blended learning is the suitable learning system could be practiced both days of the pandemic as well as for the sustainability of learning in the future with the support of infrastructure such as internet, gadget and Elearning platform is adequate (Alqahtani & Rajkhan, 2020). Blended learning is not only a solution in responding the challenges in the midst of technological advances and pandemic condition, but it still provides space for direct interaction to give the real example and education value which should be used as a reference for future education.

CONCLUSIONS AND RECOMMENDATION
This study found several results; commonly, teacher get lack of technology and prefer to implement blended learning. From the students' side, can be found that; elearning has not fully accommodated some educational values that can transmitted through classical learning process only and blended learning is the suitable learning model for future education. And the end, this research recommends to identify the suitable blended learning model for sustainability of future education.