A Literature Review: Psychological Response Of

Students In Covid-19 Zone Policy

Abstract
This condition is a risk for students because they have to adapt to new conditions and must be able
to apply them quickly. The research method used was qualitative with a literature study approach.
The purpose of this research is to get the psychological conditions experienced by students in
dealing with the distribution of Covid-19 zoning as a basis for further research to develop research
instruments with the Rasch Model to reveal large amounts of data. This research concludes that
theoretically the psychological condition of students is affected by the Covid-19 zoning policy which
proves that there must be an in-depth study of the handling process and assistance measures that
can be carried out by parents and teachers.
Keywords: Psychological; Students; literature review, psychological response of students, Covid-19
zone policy

1. Introduction
The spread of the coronavirus continues to increase as if it cannot be handled, including in
Indonesia. As the determination of Covid-19 to become a pandemic, the Government of the Republic
of Indonesia issued a non-natural disaster emergency status related to Covid on April 13, 2020
(BNPB.go.id). Based on the number of confirmed positive Covids per day, it has increased to 51,427
people. A total of 2,683 of them died, 27,411 people were under treatment and 21,333 people were
declared cured (covid19.go.id). The following is the distribution of the development of Covid-19 in
Indonesia;

Table 1 The cases on 26 June 2020 originated from (covid19.go.id)

Province Deaths Recovered Treated Confirmed Case
Jawa Timur 796 3.429 6.676 10.901
DKI Jakarta 616 5.542 4.638 10.796
Sulawesi Selatan 157 1.617 2.695 4.469
Jawa Tengah 150 1.030 1.917 3.097
Jawa Barat 175 1.498 1.341 3.014
Kalimantan Selatan 178 550 2.148 2.876
Sumatera Selatan 80 921 906 1.907
Papua 7 297 1.329 1.633
Banten 79 603 732 1.414
Sumatera Utara 86 356 928 1.370
Bali 11 730 522 1.263
NTB 49 778 315 1.142
Sulawesi Utara 73 171 740 984
Kalimantan Tengah 52 335 430 817
Sumatera Barat 31 571 118 720
Maluku 15 196 480 691
Maluku Utara 31 97 533 661
Kalimantan Timur 7 359 117 483
Sulawesi Tenggara 5 221 115 341
Kalimantan Barat 4 241 68 313
DIY 8 252 42 302
Kepulauan Riau 16 215 60 291
Gorontalo 8 195 40 243
Papua Barat 3 150 80 233
 Riau 10 120 93 233
Kalimantan Utara 2 151 44 197
Lampung 12 137 38 187
Sulawesi Tengah 5 147 31 183
Bangka Belitung 2 130 16 148
Bengkulu 10 88 26 124
Jambi 0 66 48 114
Nusa Tenggara Timur 1 40 72 113
Sulawesi Barat 2 79 27 108
Aceh 2 20 47 69

The impact of the Covid-19 outbreak in Indonesia affects various sectors of public life, especially the
education sector, efforts to make learning policies to prevent a Covid-19 transmission are an
alternative option. Application of lockdown, social distancing, working from home to worshiping at
home as recommendations based on analysis and considerations to prevent the spread of Covid-19
(Covid-et al., 2020). Prevention during the Covid-19 pandemic The Ministry of Education and Culture
instructs distance learning for each level of school education and students are advised to learn from
their respective homes (Pragholapati, 2020). Traditional learning in face-to-face interactions is now
shifting to online learning. Online-based learning programs with social media facilities such as
Youtube, Facebook, Twitter, WhatsApp, Line, Google Classroom, Kahoot, Zoom, etc. make
independent learning easier, this is according to the vision and mission of learning in the era of
industrial revolution 4.0 and community 5.0 using online learning without being limited by space and
time (Info, 2020). Online learning is learning with connectivity, accessibility, flexibility, and the
ability for various types of interaction using the internet (Pragholapati, 2020).

This significant increase resulted in the government adopting a zoning policy, dividing zoning by
color into the areas affected by Covid-19 being the determinant of policymaking. The national task
force (dev.bnpb.go.id) specifies the criteria for regional zones based on four levels of color. (1) The
first level is the green zone with the risk of spreading Covid-19 under control and there are no
additional cases, in this case, teaching and learning activities in schools, business, religious activities,
etc. continue to use health protocols (keep nets, wash hands, and use masks ). (2) The second level is
the yellow zone with the addition of relatively few cases and the spread of Covid-19 is controlled, in
this situation the health protocol for implementing physical distancing in public facilities is limited,
(3) The third level is the orange zone with the risk of spreading Covid-19 in general high and the
potential for the virus to get out of hand. At this level it is recommended to stay at home and closing
public places is a priority, and (4) The fourth level is the red zone with the spread of the Covid-19
virus uncontrolled, in this condition outside activities are not allowed. The real impact is felt by the
community, from the policy of learning from home to reducing achievement to the interest in
learning of students. Face-to-face meetings and online-based assignments have complained of
students, parents, and students, from inadequate networks to the abuse of studying at home by
playing online games (kompasiana.com).

To date, one published study has explored the impact of COVID-19 on the education and well-being
of students (Grubic et al., 2020). The need to consider distance learning can use attractive and easy
to implement teaching strategies to prevent bad behavior of students caused by boredom, overload,
disorientation, difficulty understanding, negative emotions, and so on (Huber & Helm, 2020).
Psychological stress can lead to a variety of physiological consequences including cardiovascular
changes, autonomic reactions, and psychoneuroimmunological changes (Besser et al., 2020).
Everyone is at risk of experiencing stress and psychological disorders during a pandemic (Du et al.,
2020; Temsah et al., 2020). Many community groups in Indonesia are affected by the long-term
impact of Covid-19, especially in the world of education (Syah, 2020). The onset of a sudden and
immediately life-threatening illness can cause serious distress or mental illness (Pappa et al., 2020).
The transfer of education using online shows that students are depressed and experience learning
disabilities (Grubic et al., 2020). The constant fear of infection, unbearable pressure, helplessness,
and resulting in constant stress (Thakur & Jain, 2020). When the number of cases increases, it causes
additional stress (Peters et al., 2020). Research from China during the initial outbreak of Covid-19
revealed a link between Covid-19 and increased anxiety, depression, and stress (Tull et al., 2020).

In a recent study that focused on Chinese medical students, higher levels of anxiety were associated
with factors strongly associated with Covid-19 (Odriozola-González et al., 2020). In particular,
schools find it difficult to control the conditions of students who are exposed to stress (Hall, 2020;
Peters et al., 2020). The Covid-19 pandemic has disrupted the lives of students in various ways,
concerning their study program but also to the point they have reached, as well as psychological
disorders (Daniel, 2020; Temsah et al., 2020). Data from international learners have shown increased
concern not only for their education but also for the well-being of their families if they return home
due to classes being replaced online (Odriozola-González et al., 2020).

The results of the study (Grubic et al., 2020) suggest preliminary findings highlight various factors
that contribute to the difficulties of learners during this pandemic; however, much remains to be
learned about the psychological impacts faced by students and what can be done to reduce negative
impacts. Many factors need to be deepened regarding the impact that is felt especially in the world
of education as well as the supporting factors for the occurrence of several psychological health
symptoms. As well as paying attention to the condition of students who experience psychological
problems during the pandemic, which aims at the process of assisting schools and parents directly.

Previous studies (Lee et al., 2020) reveal previous global disease outbreaks have shown that people
suffering from pandemic-related anxiety tend to show increases such as post-traumatic stress,
general stress, anxiety, health anxiety, and suicide. The results of the research results have not
revealed the specific impact on the impact of zoning distribution from the Covid-19 pandemic. Then
the researcher will examine in depth the direct impact experienced by students. Specifically, the
purpose of this article will try to reveal the impact of dividing the Covid-19 pandemic zones such as
zones; Black, Red, Yellow, and Green on the psychological condition of students.

2. Method
The research literature is a theoretical study by conducting a review of the books, articles,
documents, literature, notes, research reports as well as one at the phenomenon/topics based on a
clear reference (Abdi Mirzaqon & Budi Purwoko, 2017; Aminati & Purwoko, 2013; Azizah, 2017;
Khatibah 2011; Sari, 2020).

Literature Research Stages. The steps for library research are as follows (Abdi Mirzaqon & Budi
Purwoko, 2017; Azizah, 2017; Sari, 2020);

Table 2 Stages of Literature Research

No Stages
1 Determine the general topic of research
2 Looking for information that supports the idea / topic
3 Confirm the focus of research
4 Gather the necessary reading material and classify the reading material
5 Read and take research notes
6 Review and add reading material that complements the topic
7 Categorize reading material and start writing reports
Time and place. The time used for research begins on 30 Shawwal 1441 H / 22-06-2020. The location
used to write this research is the State University of Malang.

Data source. As for what is discussed from this research is the topic of; 1) The psychological
condition of students, 2) Covid-19 zoning.

Data collection technique. All sources related to the topic are taken from books, articles, research
reports, notes, and sources that have scientific validity.

Table 3 Reference Sources Used

No Source Amount
1 Book
2 Article (Journal)
3 Article (Website)
4 Article (Tabloids)

Research Instruments. The research instrument is a research material classification check-list, a

writing scheme/map, and a research note format (Abdi Mirzaqon & Budi Purwoko, 2017; Azizah,
2017).

Data Analysis. The data analysis technique used in this research is the content analysis method. This
analysis is used to obtain valid inferences and can be re-examined based on the context. The
assessment process and preventing and overcoming misinformation (preventing due to a lack of
researchers) is carried out by checking between libraries and rereading the literature and paying
attention to notes again (Abdi Mirzaqon & Budi Purwoko, 2017; Azizah, 2017; Sari, 2020).

3. Result and Discussion

This pandemic directly makes individuals feel disturbed and disrupts their psychological health such
as anxiety, fear, excessive worry, and other psychosomatic impacts (Nurkholis, 2020). Conditions
that are mostly experienced by students must be assisted in the alleviation process, if this continues,
it will cause disruption and the learning process when students are at home becomes disturbed.
Coupled with the burden of adjusting students to new conditions where everything is done at home,
without direct teacher guidance. The psychological condition of students becomes vulnerable, this
needs to be detected early so that assistance efforts can be immediately provided to cover students
who experience problems or psychological disorders such as anxiety, fear, excessive worry.

The psychological condition of each student is different, it takes a thorough knowledge of the zoning
impact of government policies on Covid-19 zoning as follows;

Table 4. Psychological Impact of Students Facing Zoning

No Zoning
1 Red. The spread of the Covid-19 virus is
out of control, in this condition outside
activities are not allowed. The real impact
is felt by the community, from the policy
of learning from home to reducing
achievement to students' interest in
learning.
Psychological Students
Students in this red zone are very vulnerable to both
psychological pressure from within and their family
becoming uncontrollable, plus many parents who have
been laid off from companies and workplaces. Very
prone to domestic violence against family members. So
students who are in the red zone need to be regularly
monitored for their psychological condition, given a
good understanding of the people around them,
especially their families. Many cases show that there are
 No Zoning
Oren. The risk of spreading Covid-19 is
generally high and the potential for the
2 virus to get out of hand. At this level it is
advisable to stay at home and closing
public places is a priority.
Yellow. The addition of cases is relatively
few and the spread of Covid-19 is under
3 control, in this situation the health
protocol for implementing physical
distancing in public facilities is limited.
Green. The spread of Covid-19 is
controlled and there are no additional
cases, in this case teaching and learning
4
activities in schools, businesses, religious
activities still use health protocols (keep
nets, wash hands, and use masks).
4.Discussion
It is known that the Covid-19 zoning policy has different impacts on the psychology of students.
Some of the zonings of government policies are red zone, orange zone, yellow zone, and green zone.
Zoning in areas affected by Covid-19 can affect the psychology of various students.
The condition of students in the red zone area tends to experience changes in bad behavior,
especially the addiction to online games because they are given freedom. This finding is supported
Psychological Students
changes in the behavior of students who are bad
because they are given freedom at home to become
addicts to online games because they are given the
opportunity to access the internet and gadgets freely by
parents. If this element continues, it can hinder the
psychological development of students properly
because many psychological elements are missing from
fulfillment. And the worst thing is that students can
become children who violate the sayariat of religion
because they do not carry out obligations for worship
such as prayer and even the worst, children can become
stressed / depressed.
Students in the Orange zone are at risk of experiencing
psychological, stress and emotional distress due to
limited public facilities. Coupled with the high school
burden, students are limited and not free to play. So the
role of parents and families is important to monitor
their children and often to invite discussions and
provide a correct and good understanding of the
conditions that are happening. Increasing religious
values is very important and becomes the main axis that
must be considered.
Students in areas with yellow zones are more likely to
be relatively safe and students are more slowly
adjusting from a psychological perspective due to the
application of physical distancing which is good for each
individual. The point that needs to be emphasized for
students is how they run health protocols so that the
spread process can be suppressed. But what needs to
be considered as a whole is the condition of the right
environment for children to play which must be
considered so that the level of concern from each
community is reduced and better prevention can be
carried out.
Students who are in the green zone generally have a
very low risk of anxiety, mental disorders and stress
because the policy towards public services and schools
is still running normally. Make the pressure from the
current condition not have an immediate impact. But
there is a need for chatter about the information
obtained by students, it is feared that children will
become stressed and worried excessively by the
circulation of information that is not necessarily clear
about Covid-19. So the role of parents is needed to
maintain and control all information received by
children to be more filtered.
by Kurniasanti's (2019) statement that internet addiction is characterized by individuals having
excessive or less controlled preoccupation, encouragement, or excessive engaging behavior with
online games. Online game addiction can occur as a result of household situations that are out of
control. Parents as primary educators in the household need to carry out their function to try to
educate the minds, attitudes, and knowledge of students (Aji, 2020). The role of parents as
stakeholders needs to work hand in hand to deal with the impact of Covid-19 on the world of
education.

Another impact is that children violate religious law because they leave their religious obligations.
Moral towards the Khaliq is an urgent matter that needs to be given from the basic age to children in
any emergency situation, especially the Covid-19 era (Shaleh Assingkily, 2020). The moral education
efforts for children function so that religious law is maintained. The worst impact of the red zone is
that children can experience stress/depression. The impact found is in line with the findings of
(Grubic, 2020) in a survey of students around the world who reported that 83% of students agreed
that the Covid-9 pandemic exacerbated mental health conditions due to school closures, loss of
routines, and restricted social connections. The findings concluded that students could get stress
because of changing conditions such as in the Covid-19 pandemic era.

The condition of students in the Orange zone area is at risk of experiencing psychological pressure,
stress, and emotional disturbance because of limited public facilities and the burden of high school
so that it limits the freedom to play. This finding is supported by the statement that (Oktaria, 2020)
on average children want to reunite with school friends. The statement tries to find that if the child's
play activities are limited, they will be at risk of experiencing psychological pressure. In this
condition, parents need to educate mentally, attitudes, and knowledge about conditions in the
Covid-19 era (Aji, 2020). Parents also need to teach religious values for the individual and social
arrangements of students during the Covid-19 pandemic (Abdusshomad, 2020). It can be concluded
that children who are at risk of experiencing psychological pressure need an education that is
preventive in nature.

he condition of students in the yellow zone is adjusted slowly to run the health protocol. Information
from the research results from (Zimmermann, 2020) Covid-19 infects children less frequently than
adults because it may be affected less frequently from the main source of transmission, it can also
be asymptomatic or have non-severe symptoms. This statement implies that children can still be
infected with the virus, so they still need to carry out health protocols.

Meanwhile, the condition of students in green zone areas generally has a risk of anxiety, mental
disorders, stress because policies on public services and schools are still running normally. This
situation makes individuals feel anxious, fearful, excessive worry, and has an impact on other
psychosomatics (Nurkholis, 2020). The risk of anxiety can also occur because the circulating
information is not controlled, resulting in confused perceptions. Therefore there needs to be a role
for parents to control the information received by children.

5. Conclusion
It can be concluded from this study as a basis for further research to measure the impact of zoning
policies experienced by students. Field data is needed that supports the condition of students facing
the Covid-19 pandemic zoning so that policy maker, especially the education sector, provide
prevention and alleviation activities faced by students. In particular, as a school teacher, you must
understand the conditions experienced by all students in Indonesia, especially in dealing with the
Covid-19 pandemic so that the learning process can run well without sacrificing the psychological
health of students.

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