THE STUDY OF THE TRANSFORMATION EDUCATION POLICY AND REGULATION DURING THE COVID-19 PANDEMIC

Abstract

The research delves into the repercussions of the COVID-19 pandemic on Indonesia’s education sector, notably the transition from conventional face-to-face teaching to distance learning policies (Haqien & Rahman, 2020). It centres on identifying challenges and appraising government policies responding to the crisis, focusing on effectively implementing distance learning, especially in remote regions grappling with network constraints and inadequate facilities. Employing a qualitative case study methodology rooted in Dunn’s (2003) analytical theory, the research scrutinises the outcomes of Indonesian government policies during the pandemic, emphasising their impact on the shift to distance learning. The findings underscore the rapid governmental responses to the pandemic, particularly in education, necessitating a shift to distance learning for safety. However, challenges persist, notably in remote areas with connectivity and infrastructure limitations. The study advises reevaluating zoning policy’s impact on learning modes. Research highlights challenges, urging policy reassessment and increased support in Indonesia. The paper is crucial for policymakers, educators, and stakeholders, providing vital insights to enhance the resilience and adaptability of the education system in unforeseen crises.