Remote learning hampered by

lack of student-teacher
interaction, KPAI survey finds
Rizki Fachriansyah
The Jakarta Post
Jakarta   /   Mon, May 4, 2020   /   06:17 am

Students throughout the country have complained about a lack of

engagement from their teachers after classes were forced migrate online
as a result of the COVID-19 pandemic, a recent survey by the
Indonesian Child Protection Commission (KPAI) has found.

According to the survey – conducted between April 13 and 21 and

involving 1,700 students and 602 teachers in 54 cities and regencies –
79 percent of student respondents reported little to no interaction with
their teachers in virtual classrooms, saying their instructors used digital
communication platforms only to assign homework.

About 77 percent of the students polled said their teachers had assigned
them more homework than usual with unreasonably tight deadlines,
resulting in learning fatigue.

About 76 percent of the student respondents said they were not

enthusiastic about online learning.

“In remote learning, teachers have only focused on providing cognitive

education and have overlooked affective aspects related to character-
building,” KPAI commissioner Retno Listyarti said in a statement on
Saturday.

She said that many teachers failed to accommodate students who were
unable to afford the electronics or reliable internet connections that were
essential for remote learning.
 “About 42 percent of students said they [could not afford] internet
packages, making it difficult for them to make video calls,” Retno said,
adding that the current learning methods effectively discriminated
against students from low-income households.

The KPAI called on the Education Ministry and the Religious Affairs
Ministry to formulate an “emergency curriculum” in an effort to improve
education during the ongoing public health crisis.

The organization said that the emergency curriculum should consist only
of core lessons and should do away with complex subjects that required
direct assistance from teachers.

“An emergency curriculum is needed so that students won’t fall victim to

ambitious education policies that neglect their rights,” Retno said.