Book Chapter New Normal - Yoga

New Normal | i
NEW NORMAL: IDEALISM AND

IMPLEMENTATION IN INDONESIA AND
THE PHILIPPINES
Editor
Kadek Aria Prima Dewi PF
New Normal | i
NEW NORMAL: IDEALISM AND
IMPLEMENTATION IN INDONESIA
AND THE PHILIPPINES
Editor : Kadek Aria Prima Dewi PF
Denpasar : Jayapangus Press, 2020
viii + 445 pages; 16 x 23 cm
Copyright © Jayapangus Press, 2020
NEW NORMAL: IDEALISM AND IMPLEMENTATION

IN INDONESIA AND THE PHILIPPINES
Author :
I Ketut Sudarsana, Inero Valbuena Ancho, Abdul Haiy A.
Sali, Gede Agus Siswadi, Gusti Ayu Putu Diah Permata Sari
AR, Ni Made Ayu Susanthi Pradnya Paramitha, I Putu Yoga
Purandina, Ni Luh Putu Anom Pancawati, Ida Ayu Made
Gayatri, Aljon Delmo Galang, I Komang Mertayasa, G.A.
Kristha Adelia Indraningsih, R. Panji Hermoyo, Himmatul
Mursyidah, I Gede Dharman Gunawan, Pranata, Ni Putu
Eka Merliana, Hadianto Ego Gantiano, I Made Yogi
Marantika, L. Virginayoga Hignasari, I Komang Wisnu
Budi Wijaya, Ni Nyoman Sudiani, Ni Kadek Juliantari, I
Putu Yoga Laksana, I Wayan Eka Dian Rahmanu, Ni Made
Ari Dwijayanthi, Dwi Mahendra Putra, I Wayan Wirta, I
Ketut Arta Widana, L. Eka M. Julianingsih P, Reniel S.
Pamplona, I Made Arsa Wiguna, Gilbert S. Arrieta, Ni Putu
Dian Utami Dewi, Puspo Renan Joyo
Editor : Kadek Aria Prima Dewi PF
Publisher : Jayapangus Press
p-ISBN : 978-623-7112-28-0
e-ISBN : 978-623-7112-29-7
First Edition : August 2020
New Normal | ii
PREFACE
Praise God for His grace, and we are still given health so
can finish the Book Chapter New Normal: Idealism and
Implementation in Indonesia and the Philippines.
Whether we realize it or not, the Covid-19 pandemic has
changed various life settings, and people must adapt to
different adaptation patterns to survive during a world
pandemic. One sector of life that is improving the
pandemic is the education sector. Policies for work, study,
and worship at home, automatically change learning
activities carried out at school into "at home" learning
patterns. Learning that starts centered at school shifts to
learning at the learning house with fairly dominant school
interventions. Professional learning also challenges
resource or bold services, with a very diverse school and
family readiness level.
This book is a historical record because it is the authors of
two countries, Indonesia and the Philippines. This book
provides an overview of the journey of various
perspectives of community activities in undergoing new
normal. The education perspective is mostly reviewed
because learning services with diverse resources in each
school and region have experienced significant changes.
As Indonesia and the Philippines are archipelagic
countries with uneven levels of development and regional
development, innovation in learning services during the
new normal period will also vary, adjusting to the
conditions of schools and the carrying capacity of their
respective environments.
The gathering of writings on New Normal: Idealism and
Implementation in Indonesia and the Philippines is
expected to provide benefits to understand the dynamics
of learning that is happening. The community can
New Normal | iii

appropriately adapt as a form of response to various
issues that occur. More than that, this paper's gathering
shows that the synergy and collaboration of academics in
Indonesia and the Philippines are going well so that they
hope to realize a better ASEAN region becomes a
necessity amid various issues that are dividing national
unity and unity.
To all those who have given attention, assistance, and
input expressed their highest gratitude and appreciation.
Hopefully, this book will benefit all readers.
Bali - Indonesia, August 4, 2020

Editor
New Normal | iv
TABLE OF CONTENTS
Learning In New Normal Era:

Idealism And Reality
I Ketut Sudarsana……………………………................................ 1
Old Mind-set, Values and Ethics,

and Stakeholder Partnership and
Accountability: Inputs to School Leadership
in the New Normal
Inero Valbuena Ancho…………………………………………….. 17
Rethinking Distance Education In Covid-19

Pandemic: Perspectives On Education Equity
In The ‘New Normal’
Abdul Haiy A. Sali…………………………………………………… 33
The Application Of Hybrid Learning

In The New Normal Era
At Dharma Wiweka Junior High School
Gede Agus Siswadi…………………………………………………. 56
Storybook Reading Technique

to Support Toddler Literacy Development
in The New Normal Era
Gusti Ayu Putu Diah Permata Sari AR……………………… 67
“I Jaga” Reflecting The Era Of New Normal

From A Balinese Folklore
Ni Made Ayu Susanthi Pradnya Paramitha………………. 80
'New Normal': It's Time to Become More

Independent in Developing Soft Skills and
Character Education in Higher Education Level
(Indonesian Context)
I Putu Yoga Purandina……………………………………………..103
New Normal | v
Study On Strategic Policy New Normal Covid-19:
Economic Recovery For MSMEs
Ni Luh Putu Anom Pancawati…………………………………. 114
Employment And Social Security For Sensoric

Disabilities In Dealing With New Normal Era
Ida Ayu Made Gayatri……………………………………………… 128
Revisiting the Four Linguistic Macro Skills’

Contemporary Nature and Their Possible
New Normal Online Pedagogical Delivery in
Philippine Public Senior High Schools
Aljon Delmo Galang……………………………………………….. 150
Effective Learning Approach In New Normal Era

I Komang Mertayasa,
G.A. Kristha Adelia Indraningsih………………………………..175
What Are The Information And Communication

Technology Abilities That The Indonesian
Language Teachers Candidates
Need Toward A New Normal Era?
R. Panji Hermoyo, Himmatul Mursyidah…………………. 200
The Use Of Ruang Guru Application As Online

Teaching Communication Media In The New
Normal Era
I Gede Dharman Gunawan, Pranata,
Ni Putu Eka Merliana, Hadianto Ego Gantiano,
I Made Yogi Marantika…………………………………………… 214
Impact Analysis of Online Learning Toward

Character Education of Elementary School
Students In The New Normal Era
L. Virginayoga Hignasari,
I Komang Wisnu Budi Wijaya………………………………….. 225
New Normal | vi
The Role of Parents in Early Childhood
Education During the New Normal Life
Ni Nyoman Sudiani……………………………………………………. 245
Verbal and Nonverbal Communication

Creativity In The New Normal Era
Ni Kadek Juliantari…………………………………………………..263
Paradigm Of Bilingualism In New Normal:

The Effect Of Bilinguality On Students’
Vocabulary Achievement
I Putu Yoga Laksana, I Wayan Eka Dian Rahmanu……..275
Kalatattwa and Times New Normal

Ni Made Ari Dwijayanthi, Dwi Mahendra Putra……….. 291
Analysis Of The Students’ Perception

Of The Universitas Hindu Negeri
I Gusti Bagus Sugriwa Denpasar
On The Change Of Online Learning Communication
In New Normal Era
I Wayan Wirta, I Ketut Arta Widana……………………….. 301
Bhakti In New Normal Era

L. Eka M. Julianingsih P………………………………………………
316
An Overview of Philippine Agriculture during

the Transition Phase to the New Normal
Reniel S. Pamplona……………………………………………………. 330
Multimedia Based Learning In New Normal Era
I Made Arsa Wiguna……………………………………………….. 353
The Experiences Of Junior High School

Teachers In Online Teaching And Learning
During Enchanced Community Quarantine:
New Normal | vii

Inputs For The Learning Continuity Plan
For The New Normal In Education
Gilbert S. Arrieta………………………………………………………..
383
Tourism Education In A New Normal Era

Ni Putu Dian Utami Dewi………………………………………… 405
Loka Samgraha : Hindu Philosophical Foundation

of Social Behaviors in Indonesia New Normal Era
Puspo Renan Joyo………………………………………………….. 421
New Normal | viii

Learning In New Normal Era:
Idealism And Reality
I Ketut Sudarsana
Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
A. Introduction
The Covid-19 pandemic has made many changes in
today’s life, including the education world. Like it or not,
all parties starting from the teacher, parents, and students
must be prepared to live a new life (new normal) through
a learning approach using information technology and
electronic media, thus the teaching process can run well.
In other contexts, all parties are expected to be able to
carry out their new roles optimally in the teaching-
learning process during this pandemic (Wijoyo &
Indrawan, 2020).
The new normal era becomes the latest hot topic to be
discussed, considering that the COVID-19 pandemic
outbreak which continues to have an impact on almost
every line of life, including the career world itself. This
explanation leads to the emergence of several careers that
would get the effects of the COVID-19 pandemic outbreak.
Refers to the Lexico site of 2020, one of the sites on
Oxford explains that the new normal is a situation that
previously unusual or familiar to humans, then becomes
the standard, expectations, or habits that must be done.
For example, humans being ‘forced’ to switch to work and
study through the network, or the use of masks and other
activities based online. Work begins to be replaced by
technology or artificial intelligence (AI) itself (Rahman &
Bhakti, 2020).
I Ketut Sudarsana | 1
The students’ success in the learning process in the new
normal era cannot be measured only from the learning
outcomes achieved in the form of assignments, however
how students can get used to learning independently.
Therefore, the dehumanization of education has
happened as a result of educational flow interventions
that prioritizes education and behavioral outcomes that
have been observed in the context of the cognitive
domain, thus the affective dimension is neglected
concerns the transformation of values and moral
development, which becomes an important foundation in
human social relations in the context of relationships
between people, even society and nation life. Nowadays,
teachers and parents are required to familiarize
themselves with technology to find information and
communicate when students have to study from home.
Government policies are good to be implemented because
teachers become more creative and able to innovate in
designing meaningful learning for children with the
existence of online learning (Wijoyo & Indrawan, 2020).
Sanjaya (2006) explains that the process of attitude
formation is through habituation patterns. This way of
learning attitude becomes the basis for understanding
certain attitudes towards an object. Furthermore, the
modeling process is the attitude formation through the
process of assimilation or imitation. The example
delivered by Witson in his research on how to give a good
example is not fully done by teachers because they can
sometimes explain but they cannot do it.
Although the change in learning paradigm from
conventional to online is not difficult, it will take a long
time. Because it is closely related to the change in the
paradigm of academic culture (Astini, 2020). According to
Bulantika, Lacksana, Majdi & Mafirja (2020), adolescence
or students in schools should be able to explore their
skills for the bright future. To get these skills, students
must have high productivity in learning. Productivity is
one of the key factors in increasing students’ knowledge
and abilities optimally. Productive in learning is a
responsibility and must be done from various parties,
both internal and external parties. Schools provide tools,
facilities, and infrastructures that can support students in
learning at school, while students are obliged to show a
learning ethic, cares, good discipline, and take an
initiative to always improve learning outcomes. Learning
productivity is one of the key factors for students’
development and success. Productivity concerns the
problem of the final result, namely how much the final
result obtained in the learning process (Singh, 2016).
The maximal learning process although it through online
learning will have a significant impact on the development
of student character. Moral values must be introduced to
students because it aims to instill attitude values. This can
be said as education that can teach students how to behave
in social life. Students can distinguish good or bad attitudes.
Therefore, moral values are very important to be taught to
students from an early age (Fauziyyah & Markhamah, 2020).
Ethics are human behavior seen from good and bad of the
teaching related to commands and prohibitions. Ethics
provides direction on how humans should live well.
Education is an important thing in efforts to shape, direct,
and realize human beings with noble and ethical character
(Ratih, et al, 2020). The use of good and effective language in
delivering assignments online is required, thus students and
their parents can understand it. Discussing the impact is
certainly cannot be separated from the positive and negative
of each of these languages. The positive impact is to build
the existence and treasury of the language itself, while the
negative will reduce and suppress the existence of the
language itself (Suweta, 2020).
B. Discussion
Barizi & Idris (2009) in his book entitled “Menjadi Guru
Unggul” explains a method is a way to achieve the goal.
There are various ways, as well as methods. Learning
methods are the way the teacher organizes learning and
the way students learn. Besides, the method is closely
related to the approach used. For example, the teacher
uses the expository teaching approach, then the method
used is a lecture because there is no good method to be
used for certain lessons by certain teachers.
Related to the description above, it is mentioned that way
is a method or a particular strategy, which is a tool to
achieve educational success or success in the field of
learning. A teacher will be considered successful in the
teaching and learning process if the learning process can
be carried out appropriately and if the teacher can create
students who have the ability, can develop their potential,
minimize the difference in students’ intelligence. In the
end, complete learning can be achieved, thus clever
students will achieve all learning objectives. While less
clever students can achieve some learning objectives or
do not achieve learning objectives at all (Yamin, 2008).
Success is the goal of the teacher in implementing
education, thus the teacher with his efforts in preparing
teaching programs well and systematically. However, the
desired successes sometimes face failures or obstacles.
This is due to various factors as its supporters. Djamarah
and Zain, (2006) state that evaluation is extensive data
collection activity and the teacher’s strategy, especially
Hindu teachers to implement behavior in students. Thus,
its implementation can shape student behavior gradually.
The evaluation implementation is directed to the
evaluation of the process namely, the evaluation to assess
how the implementation of the teaching and learning
process that has been carried out to achieve the
objectives, whether in the process encountered obstacles
and how the cooperation of each teaching component that
has been programmed in a lesson (Winkel & Hastuti,
2005).
The purpose of evaluating to students is to find out the
lesson material delivered has been mastered or not by the
students, and whether the teaching activities that have
been carried out as expected or not? If the results of the
student evaluation are called lacking, then remedial and
enrichment are required. Therefore, evaluations
conducted by teachers also affect the success of the
teaching and learning process. There are two obstacles
faced in implementing the strategy.
1. Internal Factors
Internal factors are factors that come from students.
Concerning the learning process, these internal factors
are very dominant in influencing someone’s success.
Because these internal factors come from self-awareness
and self-will. Internal factors that cause difficulties in
learning are boredom, decreased learning enthusiasm,
difficulty in receiving lessons, to manage study time,
difficulty to concentrate, unable to analyze questions,
difficulty to understand textbooks and tasks, and do not
have enough skills to learn. Besides, other internal factors
also affect the learning process of children in school,
namely the low basic potential of students, lack of talents,
motivation, personal circumstances, body condition,
heredity, but the most influenced by personal
circumstances is the economy/economic conditions.
Related to the learning difficulty factors described above,
the factors that influence the difficulty of grade V students
in receiving lessons can be seen as follows.
a. Teacher Factors
School as a place of learning for students and a place to
give lessons by an educator (teacher). Thus, the teacher
plays a very important role in providing knowledge
(cognitive), behavior (affective), and psychomotor
(skills). The success and deterioration of an education
found in schools, one of them have an impact on teacher
factors.
If the teacher truly understands the essence of a teaching
process, thus bad stigmas or sentences related to the
tasks of a teacher that sometimes deviates from the actual
task will not appear. Even teaching can be something fun,
exciting, and can be the pioneer to produce a process
called creativity, and bring up other new innovative
things that fit the needs of the times.
A teacher must be proud to be an educator because a
teacher can convey the truth through the knowledge he
provides (although sometimes a teacher is forgotten by
society, even by the state). A task that is not easy from
Him. Teachers are trusted by parents to educate their
children. A teacher is believed can “bewitch” children
from those who cannot read well become proficient in
reading, from those who cannot write well become
proficient in writing, from those who cannot count well
become proficient in counting, from quiet become
cheerful, from naughty become well-behaved, from
coward become brave, and from less confidence to be
confident.
Teachers can awaken the latent potential of each child
(whose parents themselves are not able to make
imitations), able to awaken the latent talents of students,
and some other beliefs. Teachers have produced a lot of
great and influential people and produced a lot of heroes
recorded in history. Teachers play an important role in
the process of change. Teachers can control civilization as
they desired. By using ink and his knowledge brush,
teachers can write and describe the world they wanted.
Teachers have the freedom and authority to make
changes to students. Teachers are always in every era.
People are willing to spend dozens or even decades with
teachers, just to listen and learn from them. People are
willing to sacrifice their material and age with teachers in
a quite simple room, just to get advice and teachings in
the household. By looking at the explanation above, not all
teachers can interpret it with sincerity. It is evidenced by
the number of teachers affected by some cases, both
related to crime, fraud, rape, and others.
b. Student Factors
Students are people who deliberately come to school to
be educated and become smart people in the future, then
the teacher as the bearer of responsibility for educating
them at school. Teachers’ responsibility does not only on
a child but also in considerable amounts. Their
personalities are varied, where there are creative,
reserved, likes to play, and so on. Their intellectuals also
vary in their intelligence. Therefore, children's differences
in biological, intellectual, and psychological aspects affect
the learning process.
Students greatly influence the teacher in delivering
lessons. Thus, many factors influence students to improve
their achievement and many difficulties that students face
in learning effectively for various reasons. The focus of
students’ readiness in facing changes in the order of
lifestyle causes guidance and counseling services to
become essential. It because in doing adaptations,
students will often be faced with difficulties or obstacles
that require professional help from someone. In
responding to this event, effective guidance and
counseling services are required in maximizing students’
adaptation abilities (Saputra & Muharammah, 2020)
As stated before about the factors that cause learning
difficulties or constraints, there are differences of opinion
from some experts. However, in terms of differences, it
can be divided into two major parts, namely first, it
sourced from within the learners themselves called
internal factors, and second, it sourced from outside the
learners themselves called external factors (Dalyono,
2001).
Syah (2003) states that in outline, the factors that cause
learning difficulties consist of 1) Internal students
themselves, namely things or circumstances that arise
from within students themselves include interference or
lack of students’ psychophysical abilities, namely (1)
cognitive (ranah cipta), such as the low
intellectual/intelligence capacity of students, (2) affective
(ranah rasa), such as emotional and attitude instability,
and (3) psychomotor (ranah karsa), such as the
disruption on the sense of sight and hearing (eyes and
ears). 2) External factors, namely things or circumstances
from outside the student, namely (1) family environment,
for example, the disharmony of the relationship between
father and mother, and the low economic life of the
family, (2) neighborhoods/communities, for example,
slum areas and naughty peer groups, and (3) the school
environment, for example, poor conditions and location of
school buildings such as close to markets, teachers’
conditions, and low-quality learning tools.
Based on this case, it can be stated that the success in the
implementation of online learning can happen if teachers
can deliver the lesson material well, thus the child’s
enthusiasm for learning is more dominant. Besides, there
are still parents of students who do not understand yet
their duties related to their children’s education at school,
where they assume that only the school has the
responsibility for their children’s education.
c. Teaching Factors
The strategies used by teachers when teaching are
compiling a syllabus, annual program, a semester
program, making lesson plans, and making learning
evaluations. If the strategies do not well arranged, it will
affect the success of students in the teaching and learning
process in the classroom. The teacher strategy applied is
the pattern of the teacher-students-teacher, which means
that teacher delivers lessons and questions to students,
and students answer it. If one student answers and the
teacher justifies it, thus feedback arises from the students
themselves. If the method of implementing teaching
strategies in class to students by the teacher is wrong,
then the teaching strategies implemented are not suitable
and commonly referred to as an obstacle for teachers in
implementing strategies to shape students to have noble
behavior. Therefore, to make teaching strategies are not
considered as obstacles in shaping students’ behavior, then the
teacher’s ability to deliver lessons to students is required.
2. External Factors
The causes of learning difficulties that come from outside
oneself are called external factors, which can be classified
as causes that come from the family and community
environment. The external factors that will be described
below are family and community environment.
a. Family Environment
Family is the spearhead for a child to be a person of good
character. Titib (2006) states that the role of parents is
greatly influential in children’s education. An Indian
spiritual figure also said that to see the quality of the
nation, it can be seen from the quality of a mother from
that country. Thus, the most dominant in shaping
behavior in the family is a mother’s way to make her child
as qualified and well-behaved humans. Therefore, a
mother is the most important role model for the future of
her children. On the other hand, environmental factors
are also important things. Therefore, children should
always be trained by their parents every day, such as
always praying before enjoying food, traveling, and
reflexes to say His name when faced with a problem.
Parents must pay attention to the child’s development,
including the types of games that children play because it
will affect the child’s character (Hidaya & Aisna, 2020).
Related to the explanation above, the impact can be felt in
an incomplete family. In the family, a husband and wife
should be able to realize prosperity, well-being, and
happiness, namely by developing deep love with family,
not following excessive sexual desires, always be happy,
and pay attention to the welfare of parents (including
parents-in-law). They should also have courage, patient,
and confidence, which can make their house like heaven
by planting beautiful flowers and maintain cleanliness,
develop a noble life, and live comfortably and peacefully.
Every parents, husband and wife, or father and mother
always expect the presence of children as evidence of
their love. However, the relationship between parents
and children is not an ownership relationship, yet a
maintenance relationship. The relationship or interaction
between parents and children is always marked by words
and deeds. However, the behavior of parents sometimes
makes children depressed, stressed, and even depressed
(Arsini & Sutriyanti, 2020). In Atharva Veda IV.78.2 states:
Abhi vardhatam payasa
Abhi rastrena vardhatam
Rayyabsahasra varcasa
Imau stam anupaksitau
Translation
May the couple be prospered along with national
progress and prosper.
May they have great wealth and unlimited that
increase (grow) forever (Titib, 1996)
Based on the description above, a married couple cannot
be separated from harmony, affection, and abundant
wealth. On the other hand, the poverty that always faced
by a married couple gradually becomes a dispute which
eventually leads to divorce. Yet it should be kept in mind
that abundant wealth does not always lead to happiness.
Wealth will be more meaningful and useful if it is donated
to people who need it.
According to Sutriyanti (2016), the family is the first and
main education route for children because it is the first
time for them to receive education and teaching from
their parents. Starting from learning to talk, getting to
know body parts, family members, colors, instilling
discipline while eating, sleeping, and so on. The family
also a unique and dynamic place and function, which has
a social role, education as well as a religious role. At first,
a child will get guidance from his family before getting to
know the wider community and getting guidance from the
school. A child for the first time gets instilling and
character formation from both parents. As well as in its
entirety live of children are spent more in the family
environment. Based on the description above, a peaceful
family factor leads to success in education, whereas a
broken family factor leads to the deterioration of education.
b. Community Environment
Children are part of community members, which will
always be influenced by the community environment. The
atmosphere and norms in the surrounding community
will affect both directly and indirectly on a child’s efforts
to improve his behavior from good to bad. Humans as one
of living things, at least are obliged to carry out their
functions and duties in creating a harmonious life. To
make the wheel of life continues to rotate in harmony,
then humans have a central role to control it. If humans
do not preserve it, where their life is full of greed, even
they ignore the principles of Dharma, then do not expect
the harmony of life happen between humans and nature
(Yusuf & Azisi, 2020).
The community in this case is the community outside the
school environment, both parents of students and
institutions that participate in education development
issues as stated by Gunarsa. If the community around the
child considers the school is an important thing, then it
will affect the child’s desire to get a better achievement
(Gunarsa, 1986).
Collaboration between schools, families, and communities
is required because education does not only become an
individual responsibility but also a school, family, and
community. Therefore, the community should participate
in providing the facilities required in education, providing
a safe atmosphere for all parties, and the community is
ready to accept school graduates to be fostered in the
community. Based on the explanation above, the positive
contribution that can be given in this research is how
teachers can provide mental and spiritual guidance to
students and instill morality, thus they become children
who have noble, honest, disciplined, and respectful
personality towards others. Related to the writer’s
observation, the relationship between school and some
community members has been quite good even though
there are some less communicative issues, for example,
miscommunication causes obstacles that can be felt.
C. Conclusions
The teacher teaching strategy is the implementation of a
teacher based on a habituation model which is expected
to make children become students who have noble ethics.
The success of teaching uses a variety of patterns, such as
the relationship between students and teachers, the
relationship between teachers and teachers as role
models, and the relationship between students and
students.
The obstacles faced by teachers in implementing teaching
strategies are internal and external factors. (1) Internal
factors include teacher factors, in which the teacher can
only inform about matters related to discipline but the
teacher has not been fully able to implement it, while
student factors, in which the lack of students' interest in
learning because they prefer to play and watch television.
Administration in certain cases cannot be run until
complete and has not been touched by a teacher.
Teaching in the education field is still weak because it
only uses the lecture method, whereas the government
expects to use multi-methods. (2) External factors are the
family environment where some educations are still low
and they do not fully understand with the awareness of
schools’ existence, thus there are parents of students who
still ride motorbikes until the schoolyard. School
environment factors are still inadequate and other causes
are economic factors.
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Old Mind-set, Values and Ethics,
and Stakeholder Partnership and
Accountability: Inputs to School
Leadership in the New Normal
Inero Valbuena Ancho

Graduate Teacher Education Faculty
College of Graduate Studies and Teacher Education
Research. Philippine Normal University
Taft Ave., Manila, Philippines
A. Introduction
It is without a doubt that the COVID-19 pandemic has
surprised the world in numerous ways. The society has
faced drastic shifts in its usual way of life even in the
simplest form: social distancing, mask wearing, frequent
hand washing, among others. The race towards the
development of COVID-19 vaccine may be underway, and
as of press time, we are still banking on what has been
known in the past, and what we are currently
experiencing in the present in visualizing the “new
normal”. As Berwick (2020) puts it, the pandemic’s
significance remains undefined, as “new normal” surfaces
and starts to transpose ways and processes we previously
held.
Cutting-edge technological breakthroughs have made our
usual transactions more responsive to the need of
contemporary times. The usual face to face meetings are
now held through online applications, food delivery
services are on the rise instead of the usual dine-in
experience. To combat the transmission of COVID19,
technology is used in unison with medical interventions,
Inero Valbuena Ancho | 17

along with consideration given to “local, depending on the
local governance, socio-economic and cultural context”
(Shaw, et al., 2020). True enough, the restrictions brought
about by the pandemic have introduced innovations and
opportunities, or probably giving much attention to
things we used to ignore before. Chick et al. (2020) noted
how the current health crisis necessitates “flexibility” in
the part of students and teachers, including those learning
modalities that need to be revisited.
What’s new in the “new normal”? What made us dub it as
“new”?
According to Mukherjee, et al. (2020), the current health
crisis brings effects that are “beyond measures”. Since the
advent of the pandemic, education institutions around the
world have been aggressive in response to the challenges
of home quarantine, infrastructure limitations for
learning, and even internet connectivity. Bayman &
Fenichel (2020) as schools close, virus spread could be
reduced, along with surge of new cases. Embracing digital
technology in relation to teaching and learning has been
the talk of the town in the early months of 2020. Schools
are expected to offer provision so it becomes central to
“development, learning, and achievement of the children
and youth for whom they are responsible” (Crepeau-
Hobson, 2020).
Whether offered as a temporary or permanent solution,
virtual learning is now posed as a solution so teaching
and learning will still pursue amidst lockdown and
restricted physical interaction. It is also crucial to note
how some institutions have struggled and faced
resistance from students, teachers, parents and other
stakeholders as new forms of teaching and learning are
introduced. The success of organization initiatives can be
greatly attributed to leadership mind-set that create,

implement, enhance, and strengthen proactive notions in
relation to our experiences before, during and even after
the pandemic. According to Stern (2013), “crises are
poignant reminders” of the significance of critical
leadership role in strengthening communities in the midst
of the challenge.
This chapter argues particular inputs to school leadership
in time of pandemic. It goes beyond the usual notes on
online learning and remote teaching, but rather it
provides an emphasis on organizational development
perspectives leading to leadership reflection and analysis:
how do we lead, why do we lead? According to Schoeffel &
Ho (2020), the school’s game plan in time of COVID19
may pertain to a sustainable “home-supported learning”,
incorporating “return to school approach”.
There is a serious need to accept and realize that a
different form of leadership attributes and skills are
prerequisites in the current pandemic. The current
situation has called us to be critical of how we see the
coming months and how we visualize the future of
schooling. School leadership in time of pandemic exposes
us to plan, implement, and forecast in a period that is very
unpredictable. In the midst of a crisis, six divergent
leadership tasks surface: “preparing, sense-making,
decision-making, meaning-making, terminating and
learning” (Brennan & Stern, 2017).
Technology will always be a consistent part of school
organization’s vocabulary, especially in the education
sector. However, as things would always zero-in to
computers, connectivity, and e-learning, it is also
imperative to note that there are exceptions to this rule,
especially in a country like the Philippines which is
frequently bombarded by sky-rocketing charges for
mobile data, yet being served by struggling internet

connectivity which puts snail-mail delivery service to
shame. This issue has been affirmed by Pastor (2020)
revealing issues about concerns on internet access in the
country.
For one to assume that our 2020 academic experience is
all about successfully delivering online learning and
remote teaching, a serious critical reflection is needed.
Esposito & Principi (2020) even identified the
repercussion of closing schools, noting it could prime
serious problems in the medical, economic, and social
aspects. Online learning and remote teaching are just the
tip of the iceberg especially when those clearly left behind
are the marginalized and the poorest of the poor in our
community. While the pre-pandemic narrative has already
showcased a divide among social classes and rich-poor
dichotomy, access to internet has heightened this divide as it
echoes another struggle: access to equitable education.
B. Discussion
1. Old mind-set out, new normal in
It is important to recognize the bureaucracy of the
education system in dealing with the current ordeal. The
next crucial thing to examine is how our school leaders
learn from past experiences and use this to facilitate ideas
and processes in the midst of the pandemic. Do we stick
to the old ways of deciding over a particular issue which
would go through bureaucratic systems? Do we still
advocate the “we used to do it like this, we should do it
like this” show? If yes, then what makes it “new” if our
thinking is still old? As Sakellarides. (2020) puts it: “s
mindset change, from threat to ingenuinty,” reminding
ourselves that we are in the middle of the pandemic is one
step towards acting like we are really in the middle of a
pandemic.

New normal calls for aggressive and out-of-the-box
leadership pathways. As Rogers & Bolinsky (2010) stated,
the definition and measure of today’s leadership could be
weighed via global mindset. It may be true that none of
us have faced this kind of pandemic before, but a pro-
active and future-leaning perspective will surely go a long
way. Let the old mind-set be the guide in practically
weighing how issues could be resolved instead of
worsening and prolonging wastage because of traditional
and old ways of dealing with problems and challenges.
Opinions from Liguori & Winkler (2020) call for a “higher
levels of preparedness” in order to accelerate fine-tuning
various modalities suitable to experiences, conditions,
and perspectives. The lessons of the past should ignite
our passion to deliver sound, efficient, and effective
education services to our stakeholders. If a traditional
process would take weeks to resolve because of
numerous channels that it had to go through,
organizational leaders in the new normal must find ways
to expedite this practice so time and effort could be
diverted to similar or more pressing issues that we face.
The current pandemic reveals school leaders who are
able to juggle and come up with a good balance of theory,
practice, and sixth-sense. These school leaders are well-
informed of the rationale behind things: how learning
takes place, how teachers are motivated, how school
affairs are managed. They are able to justify the
occurrence of things in and out of school and why
stakeholders act the way they do. Servant leadership and
integrity breed beneficial returns on the principal
performance (Malingkas, et al., 2018). However, these
alone cannot suffice visualizing the entire school
leadership spectrum: theories are as good as an ideal
picture. This is where practice comes in.

Sound leadership decisions made in or about schools are
grounded on firm and actual practical experience of the
school leader. School leadership in practice puts
theoretical know-how into test. How a school performs a
particular tasks, either instructional or academic echoes
the depth and breadth of one’s own experience, as guided
by theories. According to Cerutti, et al. (2020); “the
strategic leader knows and takes care of every talent within
work teams and is responsible for helping people
understand the organizational strategy and how their work
contributes to business results.” Every single action is
rooted on the concept of rationality, logic, and other
principles he or she may be subscribed to. Practice, not
grounded on theory is simply a hit or miss drill. Theory
without practice is an opportunity refused to be taken.
And we are now in the middle of a pandemic. School
parents are worried about the learning continuity of their
children, teachers are anxious about delivering quality
instruction by employing various modalities. Will a school
leader’s theory and practice under his belt be enough to
be affirmative in the quest? This is where sixth sense
comes in.
With strong theoretical foundations at hand, backed up by
solid and firm practice, the school needs a leader who is
able to navigate his own way in this pandemic scenario
and eventually position him as a game changer will lead
to beneficial results and positive gains. The school
leader’s sixth sense will determine how to gauge actions
that provide solutions to pressing issues against actions
and process that are deemed out-of-date, old fashioned
and invalid given the present condition. School leaders
overcome challenges by being “active problem solvers”,
initiative-drivers, and being bold to “do the heavy lifting”
(Fiarman, 2017)

New normal does not become ‘new’ if we still subscribe to
old mind-set and traditional way of thinking that fails to
challenge our current situation. It is called new normal
because school leaders are expected to offer enhanced,
aggressive, and authentic solutions to seemingly new
challenges that we face. The moment school leaders
undress their styles with the old practices and way of
thinking, he is embracing the opportunity to redress the
brand of leadership with a more responsive, appropriate,
and innovative lens to view the new normal.
2. School leadership towards values and ethics in

teaching and learning
While the pandemic creates a niche to test previously
held beliefs and ideas with uncertainty in mind, it is also
without a doubt that it offers a stage to strengthen
current applicable practices, even introduce innovation.
Teaching and learning in these trying times obviously
yields complaints, backlash, and criticism. From possible
stakeholder disapproval due to flawed policy and
planning in the new normal, this could be taken as a
golden opportunity to harness one delicate aspect that
needs retrospection whether or not the society is plague
by pandemic: values and ethics.
As teachers deliver their lessons online and students
focus their attention in the computer screen, the
experience deviates teaching and learning from being
‘humane’ and ‘warm’. It would literally feel working with
machines, as if fulfilling a very routinary and mechanical
task. Restoring moral values could happen once moral
standards are advanced (Dev, 2017). In a world filled with
doubt, anxiety, and fear, teaching and learning could be
utilized as a weapon in empowering individuals to be
agents of transformation in building resilient

communities who teach and learn as one, who heal and
recover as one.
The prerequisite to setting a foot forward towards
inculcating values and ethics in the teaching and learning
process is the ability to match student needs and what
teachers can offer, to align teachers’ criterion to
successful instruction and what is provided to them. Mohr
& Mohr (2017) stated that to effectively address the
academic needs of students, a generational understanding
should be in place. A community who realizes,
understands, and accepts a particular need is a
community one step away to fulfilling these needs.
Why values and ethics at this very critical period?
The challenges of the new normal are won by teachers
who go the extra mile beyond the call of duty. Teachers
imbued with values and ethics are individuals who at the
forefront who champion essential ideals that are of great
importance to the society especially in the time of COVID
19 pandemic. These teachers are equipped with moral
compass that directs them to harness their craft despite
the challenges that they face. A school leader should be
someone who can demonstrate how values and ethics are
reflected in daily tasks in and out of school.
As school leader performs the prime duty of protecting
and advancing the welfare of students in school
(Buckmaster, 2016), he is transformed into the archetype
of an individual who sets an example to realize
organizational goals by being futuristic, competitive, and
results-oriented. If we want our teachers to deliver their
best performance in terms of instruction, lesson planning,
and commitment, the school leader should be the first one
to emulate these characteristics. One cannot just go and
expect teachers to work harder and take serious
challenges just because we are in the middle of a

pandemic: school leaders need to do it first, they need to
show how to do it first. School leaders lead by example
first, then teachers will follow.
The advent of online learning can also serve as a platform
not just for academic discourse but also for revitalizing
values, ethics, and moral character. As students spend
time at the comforts of their home following distance
learning protocols, the curriculum could facilitate
campaigns to advance values education and ethical
conduct. According to Almanthari, et al., (2020), as
students learn online, they tend to acquire lessons that
could provide them with the skills they need in life.
Teachers could design lessons that highlight learning
outcomes facilitated through authentic life applications.
As technology gets in its way in the streams of teaching
and learning, it is crucial to note that this fact poses
challenges in the context of education and technology in
the contemporary times. Education central to values and
ethics must first recognize that students and teachers
make up a globalized community as the population sees
connection and engagement via online means. According
to Yoon (2020), the COVID19 pandemic can serve an
opportunity to “deepening their understanding about the
interconnected world as global citizens.”
The concept of respect of oneself and of others could be
streamlined as students attend to their online and offline
duties. Online and social media etiquette could be tapped
for every online learning session so teachers and students
alike could have a responsible and respectful online
learning experience. These rules and protocol could help
transform engagement less of issues and fun (Wiederhold,
2020). Teaching digital citizenship and being vigilant
amidst the spread of fake news and the challenges of the
presence of online communities. Once these are

integrated in the instructional practice and learning
habits, schools in the form of online classrooms could be a
safe and secured space.
3. Genuine stakeholder partnership and

accountability
When was the last time our community leaders have
entered our school premises? Probably during a school-
based program when the presence local or community
officials was required, especially for documentation
purposes. Or during the preparation for school opening
when schools literally partner with communities and
stakeholders for logistics and support. During pre-
pandemic era, stakeholder partnership has been an on-off
relationship that requires activation each time there is a
need that should be fulfilled.
As part of the ecosystem, the individuals of the local
community are hidden treasures waiting to be found. Our
community peace-keepers, small-scale business people,
and those that surround our school fences are waiting to
be tapped and would be glad to be of help, simply because
their child, or any family member is a member of the
school community and they see it as one way of
contributing to the school that educates their children.
Wang, et al. (2020) noted that with the currently
implemented quarantine, parents are the “closest and
best resource” for students. However, the challenge still
remains are previous notion of teaching and learning is
limited to students, teachers, and school staff or officials
alone. As opined by Burgess & Sieversten (2020), a child
learning mathematics could be aided by a parent through
counting or linking mathematics in daily life. Engagement
with the community is limited only to what the
community can provide to school, outside academics.

School leadership in time of pandemic is an opportunity
for leaders to maximize this occurrence in forging
legitimate, long-term, and fruitful relationship to those
outside the school gates. As schools brace for the opening
of the new academic year, we have seen calls for
donations and volunteer individuals who could help in
facilitating processes in the new normal in education. We
gradually realize how stakeholders could elevate the
discourse in addressing the challenges of the pandemic.
COVID19 has posed school leaders a challenge: forge
genuine stakeholder partnership and accountability.
Involving local officials in the community to deliver
modules to students could cement their role as significant
members not just of the school community, but of the
society as a whole. Teachers and students will also find it
as a viewpoint in weighing how each other has
contributed to make teaching and learning possible in the
middle of a health crisis. Local and small scale business
people have also done their fair share in terms of their
monetary donations and this surely goes a long way. The
school leader needs to see it as a welcoming act to pave
way for continuity and deepening of a meaningful
partnership. Above all, solid communication lines define
partnership and synchronization among stakeholders
(WHO, 2019).
The school leader must facilitate the transition from the
stakeholder’s commitment to partner and work with the
school system, to assuming accountability. Breeding a
culture of responsible and able individuals who can create
an equitable school system is what we need in the
contemporary time. It goes beyond looking what is
lacking and criticizing what is missing; these committed
individuals are becoming part of a school ecosystem that
is solution-driven, proactive, and result-focused. In a
study by Faherty, et al. (2019), effective stakeholder

communication is one key aspect towards implementing
precautionary measures in schools during a pandemic.
Now, more than ever, is the most appropriate timing to
develop and nourish a linkage that would sustain mutual
gains of the school and its stakeholders. Once the local
community is involved, school-to-school collaboration
may also be eventually initiated; public-private
partnership may be sparked during these trying times.
This pandemic is an opportunity to share and polish
practices as we learn from each other’s ways in terms of
gains and lessons achieved.
C. Conclusions
The catastrophe of the pandemic has created an effect on
our respective lives as it worsens pressing problems that
we have been facing even before the COVID19 era. As
expected, we embrace huge losses in terms of economic,
social, and even education aspects. Various sectors
considered to be at risk face struggle to survive in the
hope of appropriate, efficient, and result-driven measures
in the midst of collapse and demise.
School leaders play a pivotal role in advancing academic
achievement of students while promoting teacher support
and professional development. Our classrooms may have
been transformed depending on physical set-up and
modality, but the challenge still remains: learning never
stops in the midst of a pandemic.
It is crucial to challenge old mind-set to position temporal
demands in terms of planning, decision-making, and
implementing school programs and policies. A school
leader banks on his previous beliefs and old mind-set as
his moral compass, bringing together previously learned
lessons. He lets his past experiences to guide him in
navigating present-day challenges of the pandemic, while

creating a vision for the future of the school. School
leaders also look at the pandemic as a prime time to
highlight values and ethics, especially when teaching and
learning processes are now held in various modalities.
Students and teachers may encounter issues related to
interfacing, behaviour, mind-set, and outlook. A school
leader brings the best in this biggest challenge: a humane
teaching and learning experience primarily employing
digital technology. Lastly, a proactive and genuine
partnership between schools, stakeholders, and linkages
could spark initiatives in taking steps towards success in
the academic experiences of the students. Stakeholders
and linkages working hand in hand in the light of the
pandemic cements crucial path that contributes to efforts
to make teaching and learning a reality despite the health
crisis. Together, these stakeholders will succeed as one.
Nobody knows what the school year 2020 – 2021 will
bring. Things are filled with uncertainties and the
education system is faced with gigantic tasks that need to
be resolved in terms of teaching and learning. School
leaders are at the forefront of this scenario: prepared,
competent, and futuristic. The new normal needs school
leaders who are ready to undress old mind-set while
upholding values and ethics rooted on stakeholders’
genuine participation and partnership.
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Rethinking Distance Education In
Covid-19 Pandemic: Perspectives
On Education Equity In The ‘New
Normal’
Abdul Haiy A. Sali

Research. Philippine Normal University, Taft Avenue,
Manila
A. Introduction
In the midst of pandemic, distance learning is one of the
most feasible pedagogic approaches to sustain education
of mostly COVID-19 affected countries to help mitigate
local transmission of the virus. However, with the
introduction of new learning modalities in the pandemic,
according to Azorin (2020), “there are doubts as to
whether this will allow for the arrival of a pedagogical
renewal movement or whether education will simply
return to square one when the de-escalation phase ends.”
(p. 1).
UNESCO (2002) defines distance education as “any
educational process in which all or most of the teaching is
conducted by someone removed in space and/or time
from the learner, with the effect that all or most of the
communication between teachers and learners is
thorough an artificial medium either electronic or print.”
(p. 22). In addition, according to Moore & Kearsley
(2011), distance education is about “teaching and planned
learning in which teaching normally occurs in a different
place from learning, requiring communication through
Abdul Haiy A. Sali| 33

technologies, as well as special institutional organization”
(p.2). The definitions specify ‘different place from
learning’ and use of ‘technologies’ in the teaching and
learning process. In the context of pandemic, since face-
to-face teaching at schools is neither feasible nor
encouraged, the students have to learn essential concepts
in any possible setting (e.g. at home). Both definitions
describe the separation of learners in time and space
from co-learners, teachers, learning sources, and even
school environment especially the physical classroom setup.
Distance education becomes a viable means to address
the current situation of bringing education at home where
teachers and learners are geographically separated from
each other. However, distance education or distance
learning is not a new concept in the field of education. Its
origin can be traced back since the 1850s from the early
onset of ‘correspondence’ or ‘correspondence study’. In
the advent of technological development, new media
were introduced in education and the used of radio,
television, fax, and computer for distance learning were
unprecedented. The term ‘correspondence’ became
delineated in a way to the ever changing education
landscape in a contemporary education to be more
inclusive in its definition. In 1982, the term distance
education was formalized by the International Council for
Correspondence Education (ICCE), formally named as the
International Council for Distance Education (ICDE),
(Zawacki-Richter, 2017, p. 612).
In this paper, a comprehensive literature review and
analysis of ontological framework on distance education
in the midst of pandemic were initiated. The focus of the
paper is to explore the opportunities and understand the
challenges of technological innovations that shifted the
paradigm of distance education from its inception to the
current practices utilizing the definition of Garrison

(1985) (as cited Zawacki-Richter, 2017) in the three
milestones of technological innovations which are the (1)
print media, (2) telecommunications media/multimedia,
and (3) the personal computer. Particularly, the paper
focuses on the third milestone exploring online education
as an integral part of distance education and how this
modality creates educational opportunities at the same
time education inequity. Also, the paper discusses how
technological innovations are relevant to the continuity of
learning in a COVID-19 pandemic. The author also
employed reflections grounded on Freire’s Critical
Pedagogy particularly on the perspectives of education
equity vis-à-vis distance education in the ‘New Normal’.
B. Discussion
1. A Critical Pedagogy: Education Equity in the ‘New
Normal’
The pandemic affected millions of students and teachers
around the world. The health crisis prompted the world’s
authorities and experts to mitigate the socioeconomic
impact of COVID-19 especially in the education sector. As
the world seeks to find viable solution to end this
pandemic, the education sector on the other hand is
trying to cope with the ‘new normal’ in teaching and
learning. Inevitably, the situation calls for diversified or
differentiated approach to learning such as hybrid,
blended learning or online modality as face-to-face
teaching and learning is not feasible. However, learners
and teachers are faced with marked difficulties and
lingering doubts on how to make the learning experiences
of distance education ‘transformational’ rather than
‘prescriptive’ and ‘emancipative’ rather than ‘restrictive’.
In addressing education in the midst of pandemic, various
educational institutions across the globe are adapting

different modalities in distance education. Despite the
perceived setbacks, the most of these institutions shifted
to synchronous and asynchronous learning using various
learning delivery modalities such as modular, online,
TV/Radio-based Instructions, among others. Remarkably,
digital learning is chosen by most of the educational
institutions as feasible alternative to actual classroom
teaching. The advent of technological innovations in
distance education is unprecedented and online learning
for instance, made learning possible despite geographic
and distance between learners and teacher. In addition,
online education is not a new pedagogical practice in the
21st century. However, despite online learning’s
unquestionable importance in bridging education in the
pandemic, not every learner has access to internet
connection to include availability of gadgets and viable
space for learning. With this kind of scenario, teaching
and learning will not be achieved fully especially with the
vulnerable and marginalized sectors of our society.
Furthermore, collaboration and teacher and student
relationship is imperative for over-all learning.
The ‘New Normal’ in education stems collaboration
among teachers, learners, parents, the community and
other relevant stakeholders to continue learning.
However, in this collaboration, it is imperative to consider
the agency of the child especially how learners adapt to
the new modalities of distance education, alongside the
desires and capability of parents or other adult decision-
makers for the child’s learning (Carter, et al., 2020). It is
also important to take note that with this, the teachers,
among others, are faced with gargantuan task to make
sure learning continuous despite the pandemic. In
addition, not all teachers are armed with profound
knowledge and skills in addressing the emergencies in
distance education. For example, the online grasp is one

of the most essential skills to possess during this
pandemic by the teachers, but it is also considered as the
main challenge for educators and academic institutions
worldwide. While it is urgent in this situation to capitalize
on the ‘collaboration’ among the key stakeholders, it is
also important and necessary to consider the adaptability
of the learners and the capability of the teachers in this
shift of teaching and learning (Mohmmed et al., 2020, p.
72).
In critical pedagogy, teacher and student relationship
should embody the nature of cooperation, collaboration,
and re-creation of knowledge as critical agents in the
society. For instance, digital learning and pedagogical
practices associated with it should reinforce or even build
deeper connection and ensure constant teacher-student
and student-teacher relationship as co-producer of
knowledge. More than the instruction, it is also essential
for the teachers to build further rapport with their
learners especially how this pandemic revealed societal
problem. According to Freire (1970), there is no such
thing as neutral education. For him, education either
brings conformity or freedom.
Teachers and students (leadership and people), co-
intent on reality, are both Subjects, not only in the
task of unveiling that reality, and thereby coming to
know it critically, but in the task of re-creating that
knowledge. As they attain this knowledge of reality
through common reflection and action, they
discover themselves as its permanent re-creators
(Freire, 1970, p. 69)
The current deplorable situation of digital inequity during
the pandemic especially in reaching the gaps on providing
continuity of learning should be re-assessed. The digital
inequity or divide creates a barrier for learners to achieve

inclusive education. Inevitably, the educational system
bounded with one-size-fits-all approach (e.g. online
learning) in addressing education in the pandemic
becomes oppressive to the vulnerable and marginalized.
Furthermore, the inaccessibility and unavailability of
internet connection and gadgets for online learning, for
example, could be the inevitable results of a class-based
society. Freire (1970) radically rejected class-based
society (Macedo, 2005) where interplay between
oppressed and oppressor is prevailing. Therefore, the
challenge of education equity is how to make distance
education more inclusive to the different types of learners
regardless of their socioeconomic status, race, gender,
and religion during pandemic. The concept of digital
divide or digital inequity is not a new concept in
education. Interestingly, UNESCO (2020a) estimated that
about 826 million people do not have access to household
computers or internet-enabled devices in their homes
worldwide. These million individuals around the world
have no internet accessibility and even gadgets for online
learning to start with.
However, the digital inequity or divide during the
pandemic should not hinder teacher and learners to re-
create their knowledge and discern about realities of the
world. Digital learning should be an opportunity to allow
learners and teacher to discover the world around them –
not to create further divide in education inequity.
Furthermore, distance education should support learners
and ensure access to education for everyone. Garrison
(1985) (as cited Zawacki-Richter, 2017) introduced the
three generations of technological innovations that
shifted the paradigm of distance education. These
technological innovations became monumental and their
humungous benefits to education are unquestionable. It
made education available to everyone despite geographic

boundaries, transformed 21st century pedagogy to what it
is today.
Therefore, the educators in all levels of instruction must
ensure that implementing distance education should not
be oppressive ensuring that education is still relevant and
inclusive despite the pandemic. In addition, distance
education should be diversified and consensual—such as
in the development of the learning plan—between
teacher and learners. As Freire (1970) emphasized:
No pedagogy which is truly liberating can remain
distant from the oppressed by treating them as
unfortunates and by presenting for their emulation
models from among the oppressors. The oppressed
must be their own example in the struggle for their
redemption (Freire, 1970, p. 54)
Furthermore, the evidence-based and pragmatic
approaches to distance education should not solely focus
on the learning outcomes but rather how to create
meaningful and transformative learning experiences for
the learners in the pandemic (Aguliera and Nightengale-
Lee, 2020). Distance education should not disregard the
humanness of the learners and consider the flight of the
families affected by the health crisis especially their
pedagogical preparedness to cope with the current situation.
While we offer glimpses into our own approaches
for supporting teachers and families engaging in
ERT during this crisis, we want to be careful not to
frame our work as “best practice,” but instead as our
best attempts at upholding our commitments to
critical pedagogies, humanizing relationships, and
reflective practice during this crisis (Aguliera and
Nightengale-Lee, 2020).

2. Inclusive Education in the Face of Pandemic
Education is a universal right, a fundamental concept
fostering equal opportunities for all learners regardless of
race, ethnicity, cultural group and religious affiliation (Sali
and Marasigan, 2020). Inclusivity of education plays a
pivotal role in the development and growth of education,
perceived as a fundamental philosophy throughout
UNESCO’s programs. In 2015, the world leaders
developed the 17 Sustainable Development Goals (SDGs)
to include specific targets ensuring the access to quality,
inclusive, and relevant education by 2030. The
international covenant is still valid to ensure continuity of
learning in the different countries around the world
despite pandemic.
The current education response prompted the education
sector to shift to distance education facilitated by mostly
technology-aided modality. The essence of inclusivity and
equitable continuation of learning for learners in crisis-
affected and conflict-torn communities of the
marginalized and vulnerable sectors of our society
including displaced people such as refugees should be
reflected. According to UNESCO (2020b) COVID-19
Education Response, “the wholesale adoption of such
strategies without careful consideration to existing
inequalities in education, notably the divides in
connectivity and digital literacy, or language of
instruction, risk being deepened and becoming
entrenched beyond the current crisis.” (p. 3).
Remarkably, distance education became an important
milestone in making education available to everyone.
However, at some point, it still suffers from a lack of
perceived legitimacy (D’Agustino, 2012). At the end of
2019, the data from the Internal Displacement Monitoring
Centre show 50.8 million people were internally

displaced due to conflict and disasters—almost half of
these internally displaced persons (IDPs) are under the
age of 25 (UNESCO, 2020b). The threat of the pandemic
even made their situation worse or exacerbated. A one-
size-fits-all approach to mitigate threat of education
disruptions during pandemic is not suitable. In ensuring
inclusive education, one should consider various options
available in the implementation of distance education in
the face of pandemic.
3. The 4As of Distance Education

According to Brindley et al. (2004), “distance education”
or “distance learning” is “the overarching term for media-
based learning and teaching” (p. 13). The central focus of
distance education should make education available to
everyone by bridging the distance or geographical
separation in the teaching and learning. Aside from digital
technology including online learning, there are different
pedagogical approaches that can be utilized (e.g.
correspondence, media-based including radio and
television). In addressing education in the pandemic,
initial assessment is essential and should be initiated to
understand the situation of every learner including the
teachers. With this measure, providing and adapting
certain modalities in distance education becomes
inclusive.
In guiding the major stakeholders, one should assess and
analyze the 4As of distance education before
implementing distance education measures in this time of
pandemic: (1) accessibility (2) availability (3)
adaptability and (4) acceptability (see Figure 1.0).

EDUCATIO
N EQUITY
IN
DISTANCE
EDUCATIO
N
Figure 1.0 4As of Distance Education
4. Accessibility
The accessibility of distance education to both learners
and teachers as major stakeholders should merit
consideration. There are issues on limited resources and
poor infrastructure and issues that refer to the
sustainable provision of distance education in developing
areas (Zawacki-Richter, 2017) that should be addressed
for accessibility.
According to Huang et al. (2020), maximizing and utilizing
the Open Education Practices (OEP) which is part of
acquiring relevant Open Educational Resources (OER)
“can expand the opportunity of accessing high quality
educational contents by the learners” (p. 58). There are
various advantages using e-learning as part of the
instruction where technology is one important aspect of
distance education. However, how can we make sure that

there is democratization of digital equity for distance
education? How can we make accessibility of online
learning modalities inclusive to all types of learners?
As emphasized, digital equity is imperative for distance
education to be effective and sustainable in long term
depending on needed time for recovery from the
pandemic. While the focus of distance education is to
bridge the gaps when face-to-face teaching is not possible
because of the threat for sustained localized transmission,
issues of accessibility should not foster inequity and
digital divide that would increase the gap of learning
opportunities to the learners especially the marginalized
and vulnerable population in our society. Netolicky
(2020) added that:
The realities of education in a COVID-19 world have
brought equity into even sharper focus as
governments, systems and schools interrogate
access to internet, tablets, laptops, printers, learning
technologies, stationary, parent involvement and
community support. Many of these issues have
always been there, but a light is now shining more
brightly on the inequities between schools, families
and students.
5. Availability
Many developing countries around the world have
difficulties in the availability of different media or
multimedia platform including decent telecommunication
for distance education. In recent years, educational
innovation such as the ‘Open University’ became an
integral part of bringing education available to learners
across the world. In 2008, the term Massive Open Online
Courses (MOOCs) was first introduced by Dave Cormier.
Generally, many MOOCs share a common goal of bringing

large numbers of learners together in a common
environment for a course delivered as a set of online
lessons (Porter, 2014 as cited in Huang et al., 2020).
E-learning became an attestation of a borderless
classroom as feasible modality being part of distance
education facilitated by electronic technology. According
to Guha and Maji (2008), the delivery media in e-learning
can be categorized into the following heads: (1) print (e.g.
textbooks, course book, study guide); (2) Audio (e.g.
streaming audio, audiotapes); (3) Video (e.g. streaming
video, videotape, cable television); and (4) Data (e.g. web
pages, computer based training content, computer files,
and online tests. The E-learning is imperative to the
contemporary education. As discussed by Guha and Maji
(2008):
It aims at increasing the knowledge, skills and
productive capabilities of the learners in a global
situation. E-learning is important not only for
economic reasons but it has significant social
benefits as well. By broadening access to high-
quality education and training opportunities to the
various segments of society, it has a potential to
reduce the economic disparities caused by denial of
education to the economically deprived sector of the
population offering them better work opportunities
and income growth at all levels.
However, e-learning as a contributory factor for
significant social benefits and reducing the economic
disparities for deprived sector of the population should
be analyzed in multifaceted ways and perspectives. This
may not be applicable to learners in conflict-affected and
displacement contexts including intersecting inequalities
for girls and women and those with disabilities (UNESCO,
2020b). Furthermore, needs assessment and education

planning delivery are pivotal to ensure education equity
during the pandemic.
This can be contextualized and enhanced through
conducting or using education needs assessment of
the most vulnerable populations. Any assessments
should be coordinated and collaborative, this will
likely involve coordination mechanisms such as the
Education Cluster and/or Local Education Groups.
[…] In light of COVID-19 particular attention should
be paid to access to technologies, connectivity,
digital literacy and the hidden costs of distance
learning. Finally, it is vital to stress that nuance is
needed and education planning delivery for
vulnerable learners in this context should be context
and language specific and not be assumed to be
benign and risk-free. (UNESCO, 2020b).
6. Adaptability
The COVID-19 pandemic prompted the government to
respond to the entire gamut of education sector especially
the implementing schools to adapt to the ‘New Normal’ of
education. The drastic changes were inevitable and the
only way to ensure the continuity of education is through
adapting and diversifying distance education modalities
that will benefit the teacher and the learners.
The disruption of “regular learning threatens to
exacerbate the existing global shortage of qualified
teachers in the future” (p. 1). According to Darling-
Hammond (2006), teacher qualities are determinant of
student achievement. However, the pandemic urged
teachers to adapt to the current situation and required to
learn the different modalities of distance education
without sufficient guidance, training, support and
resources (UNESCO, 2020c). School leadership plays a

vital role in the preparedness of teachers in adapting
innovative pedagogical practices in a remote learning set-
up. It is also essential to the over-all sustainability and
quick response to make sure every learner will have equal
access to education in various forms and modalities in
distance education.
Furthermore, most learners especially those from the
low-income family and marginalized sector continuously
struggle to meet both ends of adapting to remote learning.
The distance education should somehow mitigate and not
burden the learners and their families in the educative
process. For instance, interaction between teacher and
learner in the online environment should consider certain
skills for effective teaching and learning process. As
discussed by D’Agustino (2020):
Learner technology skills will be an important
consideration when adapting course content. While
it is advisable to vary the modes of delivery (video,
audio, text), it is also to important to avoid erecting
technological barriers to accessing the content.
Instructors should be mindful of the technology
requirements (software, hardware and expertise)
that will be required of learners to participate in the
course. Learner technology skills may limit an
instructor’s ability to include more advanced and
complex interfaces (virtual environments,
simulations and games) in some cases. Also,
technology guides that will provide support (for
installing required plug-ins, for example) should be
provided for students.
According to Hall et al. (2020), the progression to
designing ‘well-structured, evidence informed online
learning experiences’ in preparation for normalised,
blended/ hybrid learning situation in schools and

universities is a good practice. Certainly, school
leadership is essential to the over-all sustainability and
quick response to the make sure every learner will have
equal access to education in various forms and modalities
in distance education. A holistic approach includes the
eventualities and uncertainties of education in the ‘New
Normal’ should also prioritize the social and emotional
support of the learners and fundamental human needs of
the teacher. Moreover, for Netolicky (2020):
Schools are meaningfully continuing the education
of their students in ways appropriate to current
circumstances but with fundamental human needs,
compassion and kindness at the forefront. At this
time more than ever, we must consider humans
before outcomes, students before results and well-
being before learning.
The adaptability in distance education is multifaceted and
encompassing not just in teaching and learning. Aside
from considering the significance of learner’s agency, the
desires and capability of parents or other adult decision-
makers for the child’s learning (Carter et al., 2020) as part
of the instructional process is unparalleled. In this time of
crisis, it is tantamount to include the parents and
guardians in the planning phase of learning.
Lastly, COVID-19 unfastened doors on schools and
education institutions to forge meaning partnerships with
different government agencies, private sectors, non-
governmental organizations (NGOs) and “community-
based intergenerational learning that involves families,
teachers and principals through multidirectional sharing
and learning from one another” (UNESCO, 2020d, p. 4).
Adaptability in the ‘New Normal’ of education in the
grassroots depends on the relationships build with other

equally important stakeholders in the community. As
stated by Stone-Johnson and Weiner (2020):
The deep relationships principals have with their
communities provide an opportunity to control the
terms of what schoolwork looks like: grading
policies, school communication, teacher support
and parent engagement should be indicators of
professionalism and determined by principals’
knowledge of their school. Finally, this moment,
perhaps more than any other, allows the norm of
service to shine through. Principals, who we found
define themselves as educators first and foremost,
can define what is best for kids in the pandemic.
7. Acceptability
The COVID-19 pandemic inevitably created a space for
pedagogical explorations and innovations to better suit
educational needs during this crisis. These innovations
should be relevant and inclusive. Hence, the key for
acceptability of distance education during pandemic is
contextualization.
In the context of online learning as an alternative to face-
to-face teaching, UNESCO (2020e) estimated about 826
million people worldwide do not have access to
household computers or internet-enabled devices in their
homes. In addition, 706 million have reportedly no
internet connectivity while 56 million students are
deprived of mobile networking connectivity. However,
some countries attempt to provide internet connectivity
including purchasing gadgets for the learners.
The essential question is: How can we assure continuity
of education for all learners despite the digital divide and
inequity across the world? To consider, a significant

number of educators “have not taught online are at a loss
of online teaching strategies that reflect their professional
practices and identities” (Zhu et al., 2020, p. 1). Certainly,
the teachers are given the chance to “restructure their
teaching and modify student assessments and adjust
reporting requirements” (Sahlberg, 2020). In addition,
learners are given more autonomy to direct their own
learning and maximize the situation for discovery
learning with the help of scaffolding from significant
others. Furthermore, in this pandemic, contextualizing
approach in distance learning highly depends on the
parents’ acceptance especially in parents with children in
basic education. With this, it is necessary for parents to be
part of the educative process not just as a support system
but as change agents. Zainuddin et al. (2020) and
Sahlberg (2020) further supported that:
Teachers, school authorities and parents are urged
to engage in institutionalized dialogues to address
the learning needs of each individual child. On the
home front, parents are becoming increasingly
engaged in their children’s home study
programmes, while getting involved in the
challenges of changing systems. Home based
learning allows parents the latitude to make
decisions that impact home based instruction, such
as homework and discipline. (Zainuddin et al.,
2020).
Even when teachers had freedom to restructure
their teaching, modify student assessments and
adjust reporting requirements, learning from home
was based on similar pedagogical logic than what it
was at school. Students were expected to learn in
the same pace and in the same ways regardless of
where they were. The parents’ role was to make
sure that their children stayed on schedule and that

they completed assigned tasks and homework on
time. (Sahlberg, 2020)
There are few alternative pedagogical approaches aside
from solely depending on online learning that are worth
mentioning allowing contextualization of distance
education in the time of pandemic. To name a few, the
following are possible alternative pedagogical approaches
that could be explored and contextualized: (1) home-
based instruction; (2) self-directed learning; (3) blended
learning; (4) reflective learning; and (5) community-
based intergenerational learning. In the face of pandemic,
searching for an overnight solution to a problem that calls
gargantuan task to make sure learning is not disrupted is
overwhelming for everyone affected. Acceptability entails
consultation from, engagement and involvement in the
implementation of all major stakeholders as an essential
factor in the sustainability of the desired pedagogic
approaches employed under distance education during
pandemic. Campbell (2020) emphasized that:
The experience of this pandemic has made clear that
teachers, school leaders and education systems are
key to building better societies. But they require
broader support. Concerns of equity and access
must be part of a wider public policy agenda
focussed on eliminating inequality, amplifying the
voices of our often marginalized or forgotten
community members and ensuring education is the
vehicle through which we empower, champion and
lead our communities. In doing so, out of a global
emergency could come a renewed sense of
humanity and belief in the unparalleled power of
education.

C. Conclusion
In the COVID-19 pandemic, distance education became a
viable option to address the current situation of bridging
education where teachers and learners are geographically
separated. Furthermore, the health crisis prompted
schools to adapt and implement evidence-based and
pragmatic approaches to emergency remote teaching.
However, in adapting different learning modalities and
pedagogical framework in pandemic, one should not
solely focus on the learning outcomes but rather how to
create meaningful and transformative learning
experiences of the learners. The consensual
implementation of major stakeholders, especially
between the learners and the teacher, in addressing
education in the time of pandemic should anchor their
thrusts on the 4As of distance education in enacting
various modalities of which these factors should be
considered: (1) accessibility (2) availability (3)
adaptability and (4) acceptability. In addition,
contextualization or diversifications of instruction are
essential factors in the sustainability and equity of
education for all learners in the midst of global health
crisis. Lastly, distance education in pandemic should not
disregard the humanness of the learners; cooperation and
collaborative learning is still encouraged especially
anchored with critical theory and reflective practices.
After all, the focus of distance education is to bridge the
gaps in education and not to further exacerbates inequity
among the vulnerable and marginalized sectors in the
society.

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The Application Of Hybrid Learning
In The New Normal Era At Dharma
Wiweka Junior High School
Gede Agus Siswadi

A. Introduction
Into the 21st century the world is growing rapidly,
technology is developing massively. This development
touches and influences various aspects of human life,
from the economic, legal, transportation, to the
educational aspects. The development of information and
communication technology in the Industrial 4.0 era has
had a great influence on the teaching and learning
process. Easy access to technology has been used by
teachers to improve the quality of education. Information
technology can be accepted as a medium to do the
education process, including helping the teaching and
learning process, which also involves searching for
references and sources of information.
Education has progressed currently with the presence of
concepts or methods of modern learning, with a variety of
approaches typical of each of these methods obviously.
Some of them are cooperative learning, inquiry learning,
discovery leaning, e-learning, to learning methods that
combine both hybrid learning.
Indeed the learning method is essentially aimed at
helping students in the process of absorbing new
information or gaining new knowledge for themselves,
but there is no absolute or most effective method because
Gede Agus Siswadi | 56

each method have to have its own weaknesses. Therefore,
there was a thought that each of these methods must be
combined so that each method can complement each
others to bring out the blended / hybrid learning method.
Since be appointed the corona virus as a non-natural
disaster with the issuance of Presidential Decree (Kepres)
No. 12 of 2020 concerning Determination of Non-Disaster
Spread of Corona Virus Disease 2019 (Covid-19) as a
National Disaster and Circular of Minister of Education
and Culture No. 4 of 2020 concerning the Implementation
of Education in Emergencies Corona Virus Disease (Covid-
19) causes for learning to be held at home. Thus the
learning process needed to always motivate student
learning must be created, so that students do not tend to
get bored with the learning carried out.
Uncertainties of educational institutions / schools to
apply online learning processes as a main obstacle, even
though the government has provided alternative
solutions of assessment policies students as a condition
for moving up to the next grade or graduating is
determined from educational institutions during
emergency situations currently. The transition to this way
of learning forces various parties to follow the path that
could be implemented so that the learning process can
take place, and the choice is the use of technology as a
medium of online learning. Learning in new normal now
is actually forcing to train educators and students more to
use a technology approach. So in this case the teacher or
educator in the institution of education doesn’t use old
media and tend to be conventional.
Dharma Wiweka Junior High School is a private school in
the city of Denpasar, Bali. In this new normal era, Dharma
Wiweka Junior High School applies a learning system that
combines online learning and conventional learning, with

observe health protocol. That learning terms is hybrid
learning by implement of online learning or using the
internet/ in the network (online), and not using the
internet/ outside the network (offline). This paper will
attempt to explain the hybrid learning strategies in the
Dharma Wiweka Junior High School.
B. Discussion
1. Hybrid Learning Strategy
Hybrid learning is a term of mention for a Blended /
hybrid Learning strategy that narrow of meaning, where
the etymology of Blended / hybrid Learning consists of
two words namely Blended / hybrid and Learning. The
word blend means "mixture, together to improve quality
so that it gets better" or the formula of a combination of
harmony or combination. While learning has a general
meaning that is learning, thereby meaningful learning
patterns that contain elements of mixing, or merging
between one pattern with another pattern, (Chapman,
2007).
In "hybrid" classes, a significant amount of the course
learning activity has been moved online, making it
possible to reduce the amount of time spent in the
classroom. Traditional face-to-face instruction is reduced
but not eliminated (Curtin J. Bonk, 2006). From this
definition we can understand that hybrid learning is a
combination of online learning with face-to-face in class.
Traditional face-to-face learning is reduced but not
eliminated altogether. The combination of the two
methods is intended to extract the best components from
the combined method. Hybrid learning is designed to
integrate online and face-to-face learning activities so that
one another can strengthen, complement, and support

each others and does not treat online methods as
duplication of classroom learning or added-on.
So that the learning process can be accomplished
properly that be needed a strategy, it is entended that
learning process does not come out of the planned
corridors, so that the learning objectives can be achieved
properly and optimally. Therefore, the strategy is very
vital position in a learning process, because if the teacher
can not choose or use the learning strategy appropriately
then it can be that the learning objectives will actually be
difficult to achieve and students will become bored in
learning. The learning strategy itself has many definitions,
in five areas of learning technology consisting of areas of
design, development, utilization, management and
assessments, learning strategies are included in the
design area together with the learning system design,
message design and learner characteristics. The learning
strategy itself is a specification for selecting and sorting
learning events or learning activities in a lesson (Seels,
2003)
The learning model and learning strategies needed to
apply it differ depending on the learning situation, the
nature of the material and the type of learning desired.
Theories about learning strategies include learning
situations, such as inductive learning, as well as
components of the learning / teaching process, such as
motivation and elaboration. According to the above
understanding, we can conclude that the learning strategy
is an attempt to sort out teaching materials / information
and organize the delivery process to students. Meanwhile,
according to Kemp, a learning strategy is a learning
activity that must be done by teachers and students so
that learning objectives can be achieved effectively and
efficiently, in a learning strategy spelled out the sequence
and learning methods to achieve certain goals. This

description provides guidance or guidance on how to
design specific learning sequences, and these learning
sequences can be generalized to several related delivery
strategies, (Chapman, 2007).
From the definitions above we can draw the conclusion
that in fact the strategy in a learning process has a very
important role in achieving a learning goal, because the
learning strategy is a combination of sequence of
activities, ways of organizing subject matter and students,
equipment and materials as well as time used in a
learning process to achieve instructional goals that have
been systematically determined.
According to Sumertayasa, in the new normal era the
learning system in Denpasar Dharma Junior High School
has used learning that combines conventional media and
online media or with the term online learning (in
network) and offline learning (outside the network).
Learning is carried out with students first accessing the
Google Classroom application and communication with
teachers and homeroom teachers from their respective
homes through the WhatsApp Group (Sumertayasa,
interview 23 July 2020).
2. Online Learning Strategies/Daring (In Networks)

Online learning system (in the network) is a learning
system without face to face directly between teachers and
students but is done online using the internet network.
The teacher must ensure that teaching and learning
activities continue, even if students are at home. The
solution, teachers are required to be able to design
learning media as innovation by utilizing online media.
This is in accordance with the Minister of Education and
Culture of the Republic of Indonesia concerning Circular
Letter Number 4 of 2020 concerning the Implementation

of Education Policy in the Emergency Spread of Corona
Virus Disease (COVID-19).
The learning system is implemented through a personal
computer (PC) or laptop connected to the internet
network connection. Teachers can do learning together at
the same time using groups on social media such as
WhatsApp (WA), Telegram, Instagram, Zoom applications
or other media as learning media. Thus, the teacher can
ensure students take part in the learning at the same time,
even in different places.
The first role of educator in organizing online learning is
to develop learning content. To do this, educators, must
think that the learning content will be delivered online.
This assumption is crucial in developing content for
online learning. Then, educators also need to determine
the components of the learning content, consider and pay
attention to existing learning content, and finally develop it.
The assumption that the learning content is delivered
online is important in developing content for online
learning. With this assumption, educators must be aware
that the purpose of distance learning is to replace the
face-to-face learning experience in the classroom. In
addition, in contrast to face-to-face learning, facilitation of
educators to their students will be centered on online
software and applications. Students in this learning
system are also assumed to be independent or not too
dependent on the direct assistance of educators.
After paying attention to the assumptions of distance
learning, educators are ready to develop their learning
content. The components in learning content that need to
be developed are teaching materials, assessments, and
information about online classroom management. The
teaching material referred to here is the learning content
used by students to achieve the stated learning goals.

Figure 1
Students listening to the material through a cellphone
Source: Personal Documentation, 2020
According to Sumertayasa (interview, 23 July 2020)
explained that in the new normal era online learning in
Dharma Wiweka Middle School was carried out using the
google classroom application, by creating group classes
and in classrooms children were scheduled to receive
learning material that was made innovatively by the
teacher who teaches. In the process of teaching and
learning, the teacher has prepared material in the form of
videos that are uploaded directly on YouTube, after that
the children access the links that have been given by the
teaching teacher. In the video content in the form of
teaching materials consist of an opening which contains
greetings to students and motivation to learn, then
contains the contents of the material, as well as the
closing which ends with the assignment.
3. Offline Learning Strategy/Luring (Outside the

Network)
Offline (outside the network) is a learning system that is
not connected to the internet (offline). In this study,

students occasionally come to school with schedules that
have been made and follow health protocols such as
coming in an orderly manner, not crowding, wearing
masks, and always washing their hands or preparing a
hands-on monitor (Sumertayasa, interview 23 July 2020).
Figure 2
Application of Health Protocol
Source: Personal Documentation, 2020
After online learning is carried out, students are
scheduled to come to school to take part in offline
learning (outside the network). This implementation is
carried out by following the steps and health protocols
with the aim of accelerating the termination of the spread
of Covid-19. Some teachers are tasked with checking the
health of students starting from measuring body
temperature, having to use masks, and providing
handsanitizers and soap for washing hands. After the
implementation of the health protocol has been
implemented, students enter the classroom while still not
crowding, then accompanied by the homeroom teacher to
provide evaluation of learning and scheduled material.

4. Assessment System in Hybrid Learning
a. Assessment of the Cognitive Aspects
Cognitive is a subject related to cognition, with the
ultimate goal being knowledge gained through
experiments, research, discoveries, and observations. The
knowledge obtained must be in accordance with the facts
(factual) and experience that has been done (empirical),
so that the truth can be proven. Cognitive is closely
related to mind, memory, reason, intellectual, ability to
count, logic, exact, scientific, numerical, and academic.
The education system in Indonesia has placed cognitive as
an important aspect for students. This is evident in the
school curriculum that places cognitive as something that
must be mastered. Parents will do anything to encourage
their children to become intelligent humans, so they can
excel academically. Children are required to have strong
abilities in terms of logic and language / verbal.
Cognitive assessment in the new normal era at Dharma
Wiweka Junior High School was carried out in the form of
tests. From the material that has been submitted online
will be re-evaluated in the format of students' cognitive
assessment, the test is in the form of items that have been
prepared by the teaching teacher. Students will carry out
tests through offline, in the sense that students come to
school with a health protocol and are scheduled.
b. Assessment of the Affective Aspects
Affective has a different scope with cognitive, because it is
more related to psychic, mental, and taste. In more detail,
this intelligence includes attitude (enjoying, respecting),
appreciation (reward, punishment), value (moral, social),
and emotion (sad, happy). Formation of self-character
and attitudes suitable taught since childhood. This can be
done by parents at home or teachers at school.

Accompanied by the development of cognitive
intelligence, children also need to be trained to develop
affective. Children are not only encouraged to be smart,
but also active, behave well, have good morals, and so on.
The assessment of affective aspects is carried out by
looking at the daily attitudes of students, starting from
their physical or psychological attitude. In this case the
teacher assesses the attitude of learning such as
timeliness to fill in the attendance list given before
learning, timeliness in working and collecting
assignments, and the attitude of students in dressing
when learning through offline at school.
c. Assessment of the Psychomotor Aspects
Psychomotor is related to actions and skills, such as
running, jumping, painting, and so on. In the world of
education, psychomotor is contained in subjects of
practice. Psychomotor has a correlation with learning
outcomes achieved through muscle and physical
manipulation. Assessment of the psychomotor aspects is
carried out by giving assignments that are training
students' innovative skills related to learning material.
This skill is implemented in online or offline learning
C. Conclusion
Hybrid Learning is a combination of online learning with
face to face in class. Traditional face-to-face learning is
reduced but not eliminated altogether. The combination
of the two methods is intended to extract the best
components from the combined method. Hybrid learning
is designed to integrate online and face-to-face learning
activities. Learning in the new normal era carried out at
SMP Dharma Wiweka is by online learning (in the
network) and offline learning (outside the network).

Learning is carried out with students first access the
Google Classroom application and communication with
the teacher and homeroom teacher from their respective
homes through WhatsApp Group. And carry out
assessments of cognitive, affective and psychomotor
aspects.
References
Chapman, G. H. (2007). Differentiated Instructional
Strategis. California: Corwin Press.
Curtin J. Bonk, C. R. (2006). The Handbook of
Blended/hybrid learning. USA: Pfeiffer.
Keputusan Presiden (Kepres) No. 12 Tahun 2020 tentang
Penetapan Bencana Nonalam Penyebaran Corona Virus
Disease 2019 (Covid-19) sebagai Bencana Nasional
Seels, B. B. (2003). Teknologi Pembelajaran. Jakarta:
Percetakan UNJ.
Surat Edaran Menteri Pendidikan dan Kebudayaan
Republik Indonesia Nomor 4 Tahun 2020 tentang
Pelaksanaan Kebijakan Pendidikan dalam Masa Darurat
Penyebaran Corona Virus Disease (COVID-19).

Storybook Reading Technique to
Support Toddler Literacy
Development in The New Normal Era
Gusti Ayu Putu Diah Permata Sari AR

STAH Negeri Mpu Kuturan Singaraja
A. Introduction
English is one of important aspects which must be
introduced for the students since early childhood. This
situation is certainly motivating the Government and
Educational Institution to develop English as lesson in
school area. English lesson can be taught starting from
elementary school levels until high school levels. Especially
in primary school, English is not compulsory subject but
rather a local curriculum since 1994 (Artini, 2017). English
lesson depends on the actual need of community where the
school is located. Thus, the teacher is expected to develop
four essential skills including speaking, reading, listening,
and writing which improve the culture identity of regions.
Those skills can be taught by some teaching techniques and
strategies which are appropriate with students’ levels and
the condition of schools area.
Furthermore, the children who can start learning English
Lesson at the early age will be able to communicate fluently
by using English since they have introduced to get
knowledge about English very soon. This process will
possibly make the children have many vocabularies used to
speak English. To do so, English literacy can be alternative to
introduce English for the kindergarten students. English
Gusti Ayu Putu Diah Permata Sari AR | 67

literacy is defined as the ability to read and write in English
and also using appropriate expressions in English, especially
in written form. In this case, English literacy can be
introduced through some activities which are appropriate
for kindergarten students. As we know that, the
kindergarten students are categorized as toddler level. Thus,
the teacher should be aware to create fun activity for
students during the English literacy session.
Nowadays, the education system and mechanism has
changed because of the Corona Virus Pandemic. This
condition has lasted more than 6 months and killed many
people around the world. Reflecting to this situation,
Indonesia Ministry of Education takes decision to create the
regulation of learning from home. This regulation applies in
primary school until university. In this case, all the students
are instructed to learn from home through some
applications such as zoom, Cisco Webex Meeting, Google
Meet, etc. The teacher or lecturer must monitor the student
activity by using those applications. In addition, teacher or
lecturer can share the material, send the assignment, or even
make some discussions with their student. The assessment
is also done through the application. Thus, the students are
able to get their report card in the end of semester.
Generally, learning from home agenda is still ongoing in the
normal era. In this case, parents have important role to
support the successful teaching and learning process.
Specifically, teacher in kindergarten area can involve
students’ parents to support the English literacy session. In
this case, teacher and students’ parents would be able to
implement story book reading technique during literacy
session. The implementation of this technique is quite easy
to be applied by parents in the new normal era. In this case,
parents can use English story book which can be found in
book store or downloaded from the internet. This learning

material would be useful for successful literacy session.
Thus, the children able to increase their English Literacy
skill in this situation
B. Discussion
Corona virus pandemic has affected educational system
around the world. The face-to-face classes system has been
postponed until undetermined time. Reflecting to this
situation, the Educational Government has set up policy to
implement online learning system. The online learning
system has several benefits for students. According to
Nguyen (2015), online learning will be able to provide a
world class education to anyone, anywhere, and anytime as
long as they have access to the Internet. In this case, online
learning gives opportunity for students to learn
independently during the learning process. They can explore
and searching material related with the topic in teaching and
learning process. In addition, the students also could build
an access to meet a lot of people without limited space and
time. Thus, the students can share the information and
knowledge through online learning.
Moreover, online learning allows the students to work at a
time and a place that is compatible with their learning needs
(Gilbert, 2015). In other words, the students are able to
focus on finding some resources which are suitable for their
lesson. But, in some situations, the students cannot have
chance to play during online learning. This usually happens
in online discussion which has limited time. As example, the
teacher gives topic and several questions during discussion
session. In this situation, the students should participate by
answering the question and giving some opinion or
argument. Besides, the time allotment must be considered
by the students. This will be an assessment for the students
in teaching and learning process.

Furthermore, the online learning has been applied along this
new normal era. In the kindergarten institution, the teacher
can implement the online learning through fun activities.
This based on the students characteristic as toddler. Toddler
is defined as children who range 1-4 years old. In this period,
toddler may be introduced by literacy session. Toddler may
choose their parents, siblings, friends, neighborhood, and
teacher as role model to build their literacy level. Actually,
these activities make social relationship among toddler and
component writers and readers. In developing literacy level,
there are differences in the ways of reading and writing
based on their communities. This means that, children
encounter differing resources and differing kinds and degree
of support for early literacy development. For example,
some children observe their parents’ writing and reading
frequently, others only occasionally. Those phenomena will
make the differences of literacy level between one children’
with another one.
The kindergarten teachers are able to involve parents to
support the successful toddler literacy level. The children who
actively make social interaction with their parents will be
successful in the next literacy steps. This is connected with
socio-cultural theory from Vygotsky (1978) which explains that
socio-cultural perspective interaction emphasizes the
development guided by the interaction of adults with children
in the cultural context that determines how, where and when
this interaction takes place. In this case, automatically the
children will develop their literacy skill especially in social and
individual levels in the interaction process. Social skill can be
seen from process whereby interaction and communication
occurs from parents to child. Meanwhile, individual skills can
be possessed when the child processes the information
conveyed to them in cognition, which enables them to develop
their literacy ability.

The development of toddler literacy level can be improved
through some literacy activities included make-believe play,
drawing, and writing. Those activities can be viewed as
different moment in an essentially unified process of
development of written language (Vygotsky, 1978). This is
also supported by Dyson (as cited in Mclane&Mcnamee,
1990) stated that drawing, play, and talking are symbolic
activities as a process of beginning of literacy. In addition,
Brooker (as cited in Sari AR, 2017) agreed that playing is
used as literacy activity for young leaner. Between ages of 1
and 5, children learn to use symbols to create and
communicate meaning. This means that, toddler may try
using symbols to express and create their idea, feeling and
experiences.
Besides, the teacher may use story during the literacy
session. Through story, children will get interested to follow
the classroom meeting. According to Siahaan (2012), stories
help the children to develop the ability to understand
spoken language and engage in thinking skills. The children
also unconsciously learn new vocabulary through story. It
results to story written by using simple words and sentence.
The language used in story is easy to understand. Thus, the
children can understand the plot of the story quickly.
Moreover, there are also some moral values which affect to
build positive attitude in the real life. In other words, the
character in the story will be reflection of good behavior.
Nowadays, teachers can introduce English Literacy to
toddler. Teacher can use story as English learning material
to support literacy session with storybook reading
technique. According toRoskos, Christiem and Richgels(as
cited in Sari AR, 2017), storybook reading technique is one
of early literacy teaching technique to support English
Literacy session. Story book reading technique was effective
to improve children vocabulary. This was connected with

the research conducted by Cuningham (as cited in Siahaan,
2012) which explained reading aloud positively affect
students’ vocabulary acquisition and comprehension. By
reading a story, the students will get the new vocabularies.
The children who have got a lot of vocabulary will easily
interpret and express the new ideas to others.
In addition, Shed and Duke (as cited in Siahaan, 2012) stated
that there are some steps in implementing storybook
technique. First, the teacher should sit or stand quite close to
the students so that all of them can see the book. This
situation also makes intimate relationship among teacher
and students. Second, the teacher should minimize
distractions so each student can focus during the read-aloud.
The teacher can give warning and punishment if there is
student disturbing another one. Third, the teacher should
plan ways to alter her tone of voice. In this case, the teachers
were expected to have skill in delivering story based on the
character in the story. The intonations and inflections made
the students interesting to listens the story. In addition, it
can help the student to know every character in the story.
The teacher can stimulate the students by making the
conversation during the literacy session. This situation
motivates the student to improve their language skill by
participating in the conversation.
The implementation of storybook reading technique is quite
easy to implement. In the new normal era, the teacher can
involve parents’ participation to support toddler literacy
development. In this case, the effective reader use the
strategies to which showed in the cycle below:

Cycle 1 : Strategies in effective reading
Based on the cycle above, there are three steps for effective
reading included before reading, during reading, and after
reading. Those cycles can be implemented by using
storybook reading technique. In the phase of before reading
stage, parents can select the reading material for toddlers.
The material should be interesting and can attract the
children attention during literacy session. According to
Hopkins as cited in Maximo (2019) suggest that teacher and
adult may able to use the books but it must include familiar
characters. Actually, kids love to see familiar faces and
famous character such as Cinderella, Snow White, etc. In
addition, parents may give opportunity to their children in
choosing their storybook. Parents only need to put down the
story book in front of their children and give a chance for
their children to choose the storybook.
After that, parents are able to introduce the title of the story
book to their children. This makes the children can imagine
about the story. Then, parents show the story book cover
and mention the author. There are many famous authors
which has released the book story. In this case, parents
should be aware to choose the story book based on the
children ages. Besides, parents can ask their children about
illustration displayed in story book covers. It would help the
children to speak independently in sharing their opinion and
ideas in literacy session.

Meanwhile in during reading activity, parents allow the
children to read independently. In addition, parents can ask
their child to read aloud. Parents can observe the
pronunciation and intonation in this activity. When the
children have some mistakes or even difficult to say some
words or sentence, parents give example how to spell those
words or sentence in the right way. Besides, giving praise is
also effective to support children literacy development. In
other word, praise is very useful to increase children
motivation. Besides, Bear as cited in Ferguson (2013) stated
that we need to use praise more strategically to develop the
social, emotional and behavioral competencies of self-
discipline. So that in the absence of praise students can be
categorized as acts in a socially and morally responsible
manner. In this case, praise can be used as reflection of good
behavior for children in process of learning. Thus, the
children have responsibility to learn optimally in teaching
and learning process.
Parents can give some praise for their children during
literacy session. Parents generally use words as praise
includes “well done, good girl, clever boy, marvelous,
fantastic, super, brilliant, ace or cool, etc”. In addition, Crow
and Small (2011) stated that the educator may give reward
for student reading performance such as bookmark, book of
their choice, customized booklist, more time to read, etc.
Those praises and reward adjusted with the children
conditions. Moreover, parents can implement pause strategy
to check the students understanding during literacy session.
In this case, parents give some question that related with the
story. When the children can answer the questions fluently,
it means that the children have good understanding on the
story. However, sometimes some children get difficulties to
answer the question. In this case, parents can repeat the

story in front of their children. Through repetition, the
children have more knowledge about the plot of the story.
The last, parents may do some activities in after reading
activity. In this activity, parents may give some question to
the children. This is used to check children comprehension
about the story. According to Department of Education and
Training Queensland Government, there were some
question examples as guidelines in after reading activity. The
following questions showed below:
That was very interesting where it said that the bear went to
sleep for all of the winter months.
What did you think about that?
Was there a character you liked the most?

The character I liked the most was ______________.
Why was __________________your favorite?
Was there any part of the book that you liked especially?
Why?
This reminds me of another book we read last week. Does it

remind you of another book?
Yes, they were both about____________
Do you know anyone like that?
Have you ever felt like that?
Besides, parents can give suggestion about the children

spelling and pronunciation during literacy session. Parents
may give some examples how to spell and pronounce words
or sentence in good way. In addition, drilling technique can

be implemented in teaching pronunciation. The aims of this
technique are to help the learner speak with better
pronunciation and help memorizing new items (letter, word,
sentence, etc). There are some pronunciation component
will be taught by using this technique namely word stress,
sentence stress, and intonation.
According to Larsen-Freeman (as cited in Dwiningrum,
2016) pointed out that there are some types of drilling
technique namely backward build-up drill, repetition drill,
chain drill, single slot- repetition drill, multiple-slot
repetition drill, transformational drill, question and answer
drill. Those types of drilling technique implemented based
on problems that face by the children in pronunciation.
Nevertheless, repetition drill most often used by parents in
teaching their children especially toddler. The children
merely repeat what their parents said previously. By
repeating letter, word or sentence correctly in lots of time,
the children would be mastered in developing their English
skill. Here some example the combination of implementation
of repetition drill technique with storybook reading
technique
Children : He /wänt/ to the forest
Parents : You make mistakes dear. The correct
sentence is “He/went/ to the forest”. Please,
repeat after me “He /went/ to the forest”
Children : “He /went/ to the forest”
Parents : Good job
Based on example above, the repetition drill gives positive
effect to the children’ learning progress. Children are able to
know the wrong pronunciation in spelling the word or
sentence. When the children made some mistakes, parent
must give their support as the part of developing the
language skill. Parents are expected to pay attention for

children’s language development during the literacy session.
Parents can write some notes and report the children
language development to their teacher. It would help the
teacher to prepare the learning material and learning
activity which is suitable with children level.
Besides, it is highly recommended to establish positive
comparisons about characters to children. Parents can
classify between good character and bad character in the
story in front of their children. After that, parents ask their
children to share their opinion about the character in the
story. In this session, parents can observe the children
language development and build the children positive
attitude toward the story. In addition, parents can also know
the children favorite characters in the story during this
activity. So, it can be used as references in providing another
storybook with the same characters.
C. Conclusion
Corona Virus Pandemic has changed all the sector includes
Educational System. Kindergarten as part of National
Educational Systems should involve student parents to
support learning from home agenda recommended by the
government. The learning from home agenda still exists until
the new normal era. There are many strategies, technique,
and learning material which develop by some educational
activist to support teaching and learning process for
kindergarten students. On the other hand, parents have
important role to create good learning environment at home.
Parents can improve children literacy development through
story book reading technique.
Storybook reading technique is one of early literacy teaching
technique to support toddler literacy development. This
technique is suitable to implement by parents. In

implementing this technique, there are some activities to
optimize the result. Those activities are divided into three
stages includes before reading activity, during reading
activity, and after reading activity. Those activities have the
important aspect to support toddler literacy development.
References
Artini, L.P. (2017). Rich Language Learning Environment and
Young Learner’s Literacy Skill in English. Lingua Cultura,
11(1), 19-24. Retrieved on June, 27th, at
https://journal.binus.ac.id/index.php/Lingua/article/view/
1587
Crow,S.,& Small.R.V. (2011). Developing the Motivation
within: Using Praise and Rewards Effectively. Retrieved on
July, 11th 2020, at
https://www.researchgate.net/publication/234645804_Dev
eloping_the_Motivation_within_Using_Praise_and_Rewards_E
ffectively
Dwiningrum, N.(2016). The Teaching Pronunciation To
Young Children (A Case Study at The Sixth Grade Students of
SDN 06 Ciputat). Thesis, Syarif Hidayatullah State Islamic
University Jakarta. Retrieved on July, 11th 2020, at
https://pdfs.semanticscholar.org/d2dd/2db302c9d3ff01c8
83a22a38330dfebf18e5.pdf
Ferguson, M. (2013). Praise: What Does the Literature Say?
What Are the Implications for Teachers?. Kiraranga, 14 (2),
35-39
Gilbert, B. (2015). Online Learning Revealing the Benefits
and Challenges. M.S Special Education Degree, St. John Fisher
College. Retrieved on July, 15th 2020, at
https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1304
&context=education_ETD_masters

Maximo, M. (2019). Storybook reading strategies to enhance
English skills with preschool children in Honduras. Revista
de Investigación Educativa, 46-68
McLane,J.B., & McNamee,G.D. (1990). Early Literacy.
Cambridge, Massachusetts: Havard University Press
Nguyen,T. (2015). The Effectiveness of Online Learning:
Beyond No Significant Difference and Future Horizons.
MERLOT Journal of Online Learning and Teaching, 11 (2),
309-319, June 2015
Sari AR, G.A.P.D.P. (2017). A Study on Literacy Development
and It’s Teaching Technique at Bilingual Kindergarten.
Thesis, Universitas Pendidikan Ganesha
Siahaan, S.D. (2012). Using Story Reading Technique to
Improve EFL Young Learner’s Vocabulary. Journal of English
Language Teaching, 2(3), 208-222, October 2012
Vygotsky, L. S. (1978). Mind in society. (M. Cole, V. John-
Steiner, S. Scribner, & E. Souberman, Eds. & Trans.).
Cambridge: MA, Harvard University Press.

“I Jaga” Reflecting The Era Of New
Normal From A Balinese Folklore
Ni Made Ayu Susanthi Pradnya Paramitha

A. Introduction
New normal is a sheet of a new chapter about the story of
humanity in dealing with the Covid-19 pandemic. This is
the chapter where humans are finally led to live
peacefully side by side with viruses that can lurk
anywhere, by following various solutions that continue to
be adapted to a very dynamic situation. This is in
accordance with the call of the government which invites
all of the people to make peace and adapt to this new
lifestyle, so that they can survive in the midst of Covid-19
pandemic that has swept almost all regions of the world
(Biro Komunikasi dan Pelayanan Masyarakat, 2020).
Referring to (Kementerian Kesehatan RI, 2020) the
government has gradually begun to implement new life
habits, so that the community can be productive again but
still safe from Covid-19. The implementation of new
normal certainly does not mean an exaggerated euphoria
of freedom to conduct activities as freely as possible, but
rather emphasizes the readiness of humans to start a new
chapter in the era of their lives. Going back to work,
moving the wheels of the economy, and filling this
country up with glorious achievements by returning to
normal activity are the hopes of all people. It is clearly
seen that a productivity is an important aspect in
maintaining the resilience of the nation and the country
Ni Made Ayu Susanthi Pradnya Paramitha | 80

where in this time must be followed by the
implementation of strict and disciplined health protocols.
Family environment is the place for the first and foremost
socialization for the society to carry out this new normal
life. Every effort in relation with the adjustment to the
new normal is something that should be done cautiously
and it should start from the smallest environment, the
family. Therefore, commitment in the family will
determine the success of the implementation of this new
normal. Achmad Yurianto, spokesperson for Covid-19
handling, stated that the family has an important role to
provide education to family members about new habits in
dealing with new normal (Kementerian Kesehatan RI,
2020). If the immediate environment already has the
stability to apply new normal life patterns, then
consciousness will grow by itself in every human being.
This is certainly an important aspect for the successful
implementation of new normal. Desires and intentions
that arise from a person will make it easier to achieve
these new normal ideals. The awareness of every family
member must be fostered as early as possible. Parents
must be able to become role models for their children.
Aside from being a role model, parent and child
communication also has a very important role.
Understanding, explanation, risk, and the purpose of
applying a lifestyle that is not the same as before must be
communicated to the child carefully. The approach to the
psychological aspects is one way to foster awareness. This
can be done by telling stories or in Balinese is known as
mesatua.
Such activities have actually been carried out since
ancient times. Mesatua is usually done at night before the
child sleeps. However, mesatua is not just an ordinary
bedtime, folklore, it is loaded with moral messages and

positive values concerning the movement of all aspects of
human life. Tim Penyusun in (Trisdyani & Suadnyana,
2019) stated that satua Bali or Balinese folklore is a type
of Balinese literature that is conveyed orally. It contains
noble values, especially concerning the value of education
such as religious values, cultural values, ethical or moral
values, as well as the value of tattwa or philosophy.
Besides, satua is basically a tool to educate polite
behavior of children in the past. One is believed to be a
powerful media to transfer values to the character and
the personality of the child (Suwija, 2012).
Although satua Bali is said as the old legacy, it is still
relevant to be used in modern times like today, because
satua Bali, as part of Balinese literature or which convey
the characteristic of literature, is a reflection of life which
mostly presents social reality (Adhi Dwipayana & Sidi
Artajaya, 2018). Based on this description and by utilizing
the hermeneutic approach, one of the satua Bali that is
relevant to human life in the new normal era is written in
the storybook by I Nengah Tinggen entitled I Jaga.
Lubis in (Baiduri, 2015) described that hermeneutics,
which have been used since the Middle Ages have the
principle of explaining, interpreting, and translating the
meanings contained in sacred books, documents,
jurisprudence, and ancient texts. Then in its subsequent
developments, in addition to interpreting the scriptures,
also used as a method of interpreting texts in the broadest
sense such as signs, symbols, religious rituals, works of
art, literature, history, psychology, anthropology, and
others. Hermeneutics is the science or theory of
interpreting texts. As a science, interpretation plays an
important role in studying literary works. Paul Ricoeur
also stressed how important it is to pay attention to the
symbols that exist in a society that will always need
interpretation. Those symbols should be translated to

ensure that humans find their true meaning (Simega,
2013). Hermeutics the theory and methodology that is
used to interpret the meaning and the message as
objectively as possible in accordance with the desired
text, where the text itself is not limited to written
autonomous facts, but is always related to context. There
is no absolute truth in the interpretation of discourse.
Interpretation or meaning is temporal because of the
context (Saidi, 2008).
Hermeutics is also known as a method or way to find the
meaning of a symbol in the form of text by the way of
interpretation. Therefore, the ability of interpreters to
interpret past events which of course are not experienced
which must be led to the present becomes the main thing
in hermeneutics. This is in line with what is said by Carl
Braathen, that hermeneutics is a science that is able to
reflect a word or event in the past that can finally be
understood and become meaningful in the present
(Simega, 2013). Thus, interpretation will be applied to
explore the reflection that is implied in the story of “I
Jaga”, which might be related to patterns of life in the
today’s new normal era.
B. DISCUSSION
1. Satua I Jaga
In a village lived an innocent person who had a son
named I Jaga. Even though he goes to school, I Jaga is a
senseless and lazy child. His father died when he finished
school. Since then, his laziness even increasing. He doesn’t
like to work, day-to-day he just wandering around, having
fun, sleeping, and just eat. His mother got tired of seeing
his son’s attitude that never changes.

One day he played into the fields with his friends to look
for crickets, and he had just returned home late night.
When he got home he just ate and slept right away.
Sometime after he fell asleep, he dreamed of being visited
by a very large cricket. Right after the cricket approached
I Jaga, then he said, “Hey Jaga, why are you so lazy? You
don't want to work even once. You’re just wandering
around and eating. And not the slightest feel sorry for
your actions parents, such as your mother. Until she
getting lean as it is now because think about a child like
you. I Jaga then answer, “Hey Cricket, even though you say
that to me, i'm fine, i’m not gonna think about it. I really
don't like working, I just like eating, sleeping, and playing
around. The cricket again said, "Well if that's what you
want, now come to my house, in the hole in the southeast,
i'll give you a gold and money as a gift. Hearing the words
of the Cricket who will give him gold and money, I Jaga
rushing to his feet and follow Cricket to his home. When
he got there, he didn't realize that his mouth was open
and wonder, shows how amazed he was to see all the
creatures that were busy working, none were silent.
Getting inside he was greeted by sparkle of light. After
approaching he realized that the glow of the light came
from objects made of gold. There is a lot of gold in that
place. Then he asked the Cricket, “Hey Cricket, who’s the
owner of these gold?” Crickets answer, "It belongs to
everyone, whoever takes it, he has it". After hearing the
answers from the Cricket, I Jaga quickly collected the gold
using the cloth he was wearing, then without saying much
he went straight home.
The day after he woke up in the morning and
remembered his dream last night getting gold at the
Cricket's house. He hurriedly picked up the hoe and sickle
and heading to the exact location he had dreamed of right
away. There he dug the soil very deep, but he did not see

any cricket pit like in his dream. Then he moved to
another side, also did not see the hole he was looking for.
He continued to do this until his yard was finally filled
with holes due to the excavation itself, not the cricket pit
he was looking for.
When he returned to digging the other side of his yard,
suddenly there was a middle-aged man walking beside his
house. When the middle-aged man saw I Jaga digging the
ground to sweat, he was very surprised and asked, “Hey
Jaga, why did you dig up the earth, what was there? Then I
Jaga told him about his dream last night. When he heard
the story from I Jaga, the middle-aged man then said,
"Look Jaga, about your dreams it's not what you think,
you will not find gold because of digging up all your
homeland. But listen to my advice, because you already
dug it up, now try planting with various seeds, such as
corn, beans, and other plant seeds. When it grows well,
gradually the plants will produce gold for you ". The old
man left while finishing the conversation. I Jaga then rush
to the market to buy seeds of corn, beans, cucumbers, and
others, then he plants in the soil that he has dug up. Over
time the seeds grow into very fertile plants and have large
fruit. After fruiting, it is harvested, then sold in the
market. Now I Jaga getting diligent in farming and
eventually he becomes a rich man (Tinggen, 1993).
2. The Reflection from the Story of I Jaga

a. Physical Distancing (Cricket Version)
The presence of cricket characters in this story is the
starting point for the emergence of changes in the nature
of the lazy of the main character, I Jaga, as illustrated in
the following quote:

One day he played into the fields with his friends to
look for crickets, and he had just returned home late
night. When he got home he just ate and slept right
away. Sometime after he fell asleep, he dreamed of
being visited by a very large cricket. Right after the
cricket approached I Jaga, then he said, “Hey Jaga,
why are you so lazy? You don't want to work even
once. You’re just wandering around and eating. And
not the slightest feel sorry for your actions parents,
such as your mother. Until she getting lean as it is
now because think about a child like you. I Jaga then
answer, “Hey Cricket, even though you say that to
me, i'm fine, i’m not gonna think about it. I really
don't like working, I just like eating, sleeping, and
playing around. The Cricket again said, "Well if
that's what you want, now come to my house, in the
hole in the southeast, i'll give you a gold and money
as a gift. Hearing the words of the Cricket who will
give him gold and money, I Jaga rushing to his feet
and follow Cricket to his home.
Narrated in the dream of I Jaga, Cricket came to see him
and talked. When I Jaga seemed not to care about what
Cricket said, then he invited I Jaga to go to his house and
promised him some gold and money, if I Jaga was willing
to follow him. Hearing that, I Jaga then agreed and went
to Cricket’s house.
If it is examined further, the selection of crickets as one of
the figures in this story is like implying a specific purpose.
Cricket is one type of animal that is very familiar in the
community. Although initially the existence of crickets
was considered disturbing, but lately the demand for
these animals began to increase. Crickets cannot only be
used as food for pets, but in some countries even the
people commonly use these insects as their consumption.
This is because crickets are an alternative source of

animal protein with sufficient nutrition and amino acids
(Ihlas AG et al., 2019). Cricket figure’s description, which
is the cause of the change of I Jaga’s lazy nature, is in line
with what the public believes that the cricket is one of the
animals that has great benefits for human life.
Besides having a use value for humans, the survival of a
cricket also have a relation with the matter of defense.
Research on crickets shows that stocking density is
directly proportional to cricket mortality. The reason is
due to the level of cannibalism and the emergence of
disease in a crowded space (Ihlas AG et al., 2019). This
statement is in line with the opinion of Paimin and
Sukarno in (Widyaningrum et al., 2000). Paimin said that
the nature of cannibals in crickets is the nature of prey to
each other, especially in crickets with physically smaller
or weaker. While Sukarno argued that cricket fights that
were kept in cages were easier to happen especially in
situations of lack of food, too much quantities so that
jostling, and being in a stuffy environment with non-
smooth air circulation.
The discovery of crickets is similar to what is being
experienced by humanity in almost all parts of the world.
By gathering, especially to jostling in a narrow space,
coupled with the absence of adequate air circulation, then
the possibility of the nature of “cannibalism” will occur.
Certainly not exactly like crickets that kill each other
directly, but indirectly “killing”. Coronavirus Disease-19
which can not be predicted its existence will be more
difficult to prevent its spread in a place that is crowded
with many people. This phenomenon is like a case of local
transmission that is a case of infection that occurs
between communities, involving only the community
(Azanella, 2020). Like crickets placed in a crowded room,
the virus is spread between humans themselves in one
particular environment. The situation becomes more

alarming because humans who are exposed to Covid-19
cannot directly know that they have contracted the virus
right when the virus is contaminated in him. Even
knowing whether a person is confirmed positive or not
requires a time span of examination. Of course, in the
period waiting for these results, anyone never knows
whether Covid-19 has been exposed to him or not. This
difficulty is what makes humans can become “cannibals”
who kill other humans indirectly if they do not heed the
government’s recommendations about keeping distance
or physical distancing.
Spread between humans can occur through droplets
when coughing or sneezing or through objects
contaminated with viruses (Surat Edaran Nomor :
HK.02.02/II/753/2020, 2020). If accidental spread
occurs, it is not an incurable case. Evidenced by the many
patients recovering from Covid-19. As with strong
crickets, this healing can occur in those who are able to
maintain their immune strength and endurance
(Wijayanto, 2020). Thus, it is unfortunate for the crickets
with physically weak body that lose from strong crickets,
this heartbreaking situation can also occur in humans
whose body immunity is weak. Healing will certainly be
more difficult for those who are exposed and have low
immune endurance.
To reduce the mortality of crickets, the density in the
place of maintenance must be reduced with the intention
of providing a distance and more loose space between
one cricket with another cricket. Same with the human
condition today. To reduce the number of positive cases
so as not to increase, it is important to always maintain
physical distance between one another. Maintain a longer
distance than usual, free up space so as not to coincide,
and always ensure good air circulation in the category if
forced to be in one particular room, according to

government restrictions on mass gathering in the crowd
especially public facilities (Yurianto, 2020). Recover from
covid-19 is good, but it’s way better if we never been
exposed.
b. Health is Gold
I Jaga willing to go to the Cricket’s house because he
promised to give some money and gold, as stated in the
following quote:
The Cricket again said, "Well if that's what you want,
now come to my house, in the hole in the southeast,
i'll give you a gold and money as a gift. Hearing the
words of the Cricket who will give him gold and
money, I Jaga rushing to his feet and follow Cricket
to his home.
The gold also made I Jaga immediately take a hoe and
sickle then dig his yard. Indirectly, I Jaga is starting
something new in his life. He who are lazy and usually
eats directly after waking up in the morning, now would a
hoe and sickle and doing his job as revealed in the quote
below:
Cricket's house. He hurriedly picked up the hoe and
sickle and heading to the exact location he had
dreamed of right away. There he dug the soil very
deep, but he did not see any cricket pit like in his
dream.
This gives a signal that there is a certain motive that
encourages I Jaga to start working. Gold is like a reason as
well as a goal that ultimately makes I Jaga different from
usual. The intended purpose here is not fixed on the
actual golden object, but can be interpreted broadly. Gold

can mean fortune, well-being, health, and other things
that cause happiness.
In this new normal era, the reasons and priority goals are
health. As President Jokowi said, new habits should be
obeyed and made into health protocols. This new order of
life is not to curb, but for our health together (Jokowi,
2020). Therefore, if it is reflected in the new order of life
in the new normal era, the gold referred to in the story of
I Jaga is a hope to be able to obtain health together. With a
healthy body, the soul will undoubtedly be healthy,
activities can be carried out again, social movements,
economics, and other aspects can be carried out again.
This productivity is certainly carried out by adhering to
the health protocol to ensure "gold" will always be in the
grasp.
Initially healthy is also defined as a condition that is free
from all types of diseases, both physical, mental, and
social. However, along with the development, a healthy
understanding does not only cover these three aspects.
According to Law No. 23 of 1992, health includes 4 (four)
aspects, namely physical (body), mental (soul), social, and
economic. The new health limits are inspired by the latest
WHO health justification. This health boundary is indeed
broader and dynamic than the previous limitation. This
indicates that a person’s health measure is not only
limited to physical, mental, and social problems, but also
from his productivity, in the sense of having a job or an
activity that produces something economically (Yuliatin,
2012).
In accordance with the understanding related to health
above, then the story of I Jaga worthy of being a reflection
in the new normal life order. Although just following his
dream, indirectly this accident was the beginning of a
change in the lifestyle of I Jaga. Simply stated, I Jaga dig

the soil until he is sweating. This indicates that I Jaga has
carried out activities that support his physical health, as
shown in the following quote:
When he returned to digging the other side of his
yard, suddenly there was a middle-aged man
walking beside his house. When the middle-aged
man saw I Jaga digging the ground to sweat, he was
very surprised and asked, “Hey Jaga, why did you
dig up the earth, what was there?
While from the mental aspect, I Jaga was originally a lazy
person who was reluctant to work, but his accident made
his yard full of holes, which made an old man, who
accidentally passed, tell him to plant holes in the soil with
seeds to grow fertile plants. Now in terms of psychology,
there is a change in the nature of I Jaga towards a better
person. I Jaga become a figure who is diligent in
gardening or farming, as in the quote below:
Then I Jaga told him about his dream last night.
When he heard the story from I Jaga, the middle-
aged man then said, "Look Jaga, about your dreams
it's not what you think, you will not find gold
because of digging up all your homeland. But listen
to my advice, because you already dug it up, now try
planting with various seeds, such as corn, beans, and
other plant seeds. When it grows well, gradually the
plants will produce gold for you ". The old man left
while finishing the conversation. I Jaga then rush to
the market to buy seeds of corn, beans, cucumbers,
and others, then he plants in the soil that he has dug
up. Over time the seeds grow into very fertile plants
and have large fruit. After fruiting, it is harvested,
then sold in the market. Now I Jaga getting diligent
in farming and eventually he becomes a rich man.

As he wanted to listen to the old man’s advice, shows that
the nature shown by I Jaga is different from his nature
before awakening from the dream of meeting Cricket.
Previously, I Jaga was a person who only concerned with
his own desires. Even his mother, who had become very
thin at the thought of I Jaga’s behavior, did not make the
slightest change, as in the quote:
Since then, his laziness even increasing. He doesn’t
like to work, day-to-day he just wandering around,
having fun, sleeping, and just eat. His mother got
tired of seeing his son’s attitude that never changes.
The ignorance of I Jaga of others is also evident when he
ignores the advice of the Cricket. Even clearly, I Jaga said
that he did not care about what Crickets said, as in the
quoten below:
Right after the Cricket approached I Jaga, then he
said, “Hey Jaga, why are you so lazy? You don't want
to work even once. You’re just wandering around
and eating. And not the slightest feel sorry for your
actions parents, such as your mother. Until she
getting lean as it is now because think about a child
like you. I Jaga then answer, “Hey Cricket, even
though you say that to me, i'm fine, i’m not gonna
think about it. I really don't like working, I just like
eating, sleeping, and playing around.
But now I Jaga has changed. His concern for others can be
seen from his attitude of willingness to follow the advice
of an old man who accidentally see I Jaga digging the
ground. This sense of caring signifies the social sense of I
Jaga starting to grow within him. From an economic
aspect I Jaga has also been able to change his life. The
results of the garden he managed could make him a rich
man. This means that I Jaga have been becoming healthy
from an economic perspective, as written in the quote:

Now I Jaga getting diligent in farming and eventually
he becomes a rich man.
c. Productivity
Still talking about the dreams experienced by I Jaga.
When he entered Jangkrik’s house, I Jaga was made to
gawk in amazement because he saw everything in the
house was working, no one was relaxing. Then after
entering deeper, I Jaga amazed even more by the
presence of so much gold there. When asked who owns
the gold, the cricket’s answer was surprising. He said that
the owner was everyone who took it. Then the gold
belongs to anyone who wants to take it. This was stated in
the quote below:
When he got there, he didn't realize that his mouth
was open and wonder, shows how amazed he was to
see all the creatures that were busy working, none
were silent. Getting inside he was greeted by sparkle
of light. After approaching he realized that the glow
of the light came from objects made of gold. There is
a lot of gold in that place. Then he asked the cricket,
“Hey Cricket, who’s the owner of these gold?”
Crickets answer, "It belongs to everyone, whoever
takes it, he has it". After hearing the answers from
the cricket, I Jaga quickly collected the gold using
the cloth he was wearing, then without saying much
he went straight home.
Gold belongs to all who want to take it. Gold belongs to all
who work tirelessly. Gold is not for people who just wait
for the gold to come by itself. Gold is for people who want
to move, approach, and then take the gold with their
hands. This is certainly very relevant to the order of a new
normal life. Fortune is for those who want to move
forward following the new order of life, continue to work
and try even when hit by a pandemic. Health is for those

who are willing to adapt to the situation. Fortune and
health do not belong to those who are lazy, who are still
silent on past habits and do not want to adjust to the
current situation. For this reason, it remains productive
by applying strict health protocols and disciplines to be
the main aspects in the new normal life order (Biro
Komunikasi dan Pelayanan Masyarakat, 2020).
Another quote about a productivity reflection is:
cricket's house. He hurriedly picked up the hoe and
dream. Then he moved to another side, also did not
see the hole he was looking for. He continued to do
this until his yard was finally filled with holes due to
the excavation itself, not the cricket pit he was
looking for.
This incident was the beginning of I Jaga showing his
productivity. Although in the beginning it was only for the
sake of following a dream, but the activities carried out by
I Jaga when he woke up in the morning could be a
reflection of the importance of a productive activity to
achieve health. This is in line with the opinion that states
about several factors that must be considered in relation
to health including healthy food, drink plenty of water, get
enough sleep, and are always active (Pane, 2015).
d. Self-awareness
At the beginning of the story, it was told that I Jaga was a
very lazy child. He spent his days playing and having fun.
But something has changed it as described in the
following quote:

cricket's house. He hurriedly picked up the hoe and
dream. Then he moved to another side, also did not
see the hole he was looking for. He continued to do
this until his yard was finally filled with holes due to
the excavation itself, not the cricket pit he was
looking for.
When he returned to digging the other side of his
yard, suddenly there was a middle-aged man
walking beside his house. When the middle-aged
man saw I Jaga digging the ground to sweat, he was
very surprised and asked, “ Hey Jaga, why did you
dig up the earth, what was there? Then I Jaga told
him about his dream last night. When he heard the
story from I Jaga, the middle-aged man then said,
"Look Jaga, about your dreams it's not what you
think, you will not find gold because of digging up all
your homeland. But listen to my advice, because you
already dug it up, now try planting with various
seeds, such as corn, beans, and other plant seeds.
When it grows well, gradually the plants will
produce gold for you ". The old man left while
finishing the conversation. I Jaga then rush to the
market to buy seeds of corn, beans, cucumbers, and
others, then he plants in the soil that he has dug up.
Over time the seeds grow into very fertile plants and
have large fruit. After fruiting, it is harvested, then
sold in the market. Now I Jaga getting diligent in
farming and eventually he becomes a rich man.
I Jaga, who was originally a lazy teenager, changed
because of something that could be considered

accidentally. The dream of getting gold made him do new
things in the morning. A lazy person like I Jaga usually
eats right after waking up from sleep. But the dream of
getting gold at Cricket’s house made his morning habbit
changes. He rushed to do his activities without being
ordered by anyone, except by himself. The scene that may
be the first time in life of I Jaga. He did this simply
because a desire arose from within I Jaga himself.
Although initially the motivation was only because of a
dream, because his stupidity could not interpret the
meaning of a true dream, but it actually led to a major
change in his life. The gold he was looking for became a
motivation that greatly influenced I Jaga’s actions. The
dream that he was looking for, the desire to reach that
dream, finally brought him to the realization that the gold
he wanted could be obtained by working.
Many new normalities emerge in the new normal era. Just
as I Jaga when starting a new pattern in his life, humans
today must be willing to start a new lifestyle. I jaga dig the
ground because of his own dreams and desires. The
intention was made to pursue the gold in his dreams. So,
it is inline with all humanity in the new normal period.
Everyone’s dreams and hopes are shared health and are
free from Covid-19. To pursue and reach that dream,
awareness and intention in every human being must be
nurtured from an early age. Prompts, appeals,
prohibitions, and even sanctions will be difficult to apply
to those who have no awareness, but instead it will be
easy to regulate people who from an early age have their
own desires in themselves to change, adapt to new world
situations, and prioritize health together with various
new normality for the survival of many people.

e. Food Security
New normal is the period after we know the Covid-19
pandemic, the period to try to end the pandemic by
remaining productive, but that does not mean that the
pandemic has ended. Resolving problems due to the
Covid-19 pandemic is still a hope and a necessity. But no
one can be sure when these difficult times will really
disappear. The Covid-19 pandemic is a new experience
and valuable lesson for every human being. The situation
has gradually improved, but not really finished. The
situation that is starting to improve certainly does not
necessarily imply humans to be careless. The Deputy
Minister of Defense stated that WHO had warned of new
viruses that could continue to emerge. So, if Covid-19 is
over, it doesn't guarantee that new outbreaks will not
appear again in the future. To anticipate outbreaks of
diseases that might emerge again, the indicators of food
security must continue to be improved (Yahya, 2020).
This means that although the world is not yet free from
the Covid-19 pandemic, everyone must continue to
prepare themselves for a variety of unforeseen
possibilities in the future.
In this case, a pandemic is not a problem of one or two
people, but rather a national or even international
problem. The strength in dealing with it certainly comes
from the smallest aspect of the people as individuals who
are part of the nation. To prepare for the next disease
outbreak, each individual must work together to
strengthen various vital sectors, one of which is food
security.
So, the advice from the government is in line with the
concept of farming that is present in the story of I Jaga:

When he heard the story from I Jaga, the middle-
aged man then said, "Look Jaga, about your dreams
it's not what you think, you will not find gold
because of digging up all your homeland. But listen
to my advice, because you already dug it up, now try
planting with various seeds, such as corn, beans, and
other plant seeds. When it grows well, gradually the
plants will produce gold for you ". The old man left
while finishing the conversation. I Jaga then rush to
the market to buy seeds of corn, beans, cucumbers,
and others, then he plants in the soil that he has dug
up. Over time the seeds grow into very fertile plants
and have large fruit.
The concept of gardening that appears in the story of I
Jaga as quoted above, reflects a perseverance of the
people in maintaining and advancing their lives by
farming. This is certainly not limited to planting corn or
cucumbers in the garden, but can be interpreted more
broadly, such as farming in the fields, and so forth. All
activities can support the availability of more abundant
food and improve welfare.
Obviously, the story of I Jaga could gave a reflection of
human life in entering a new normal era, even up to the
preparation of facing various possibilities that could
happen in the future.
C. Conclusion
The story entitled I Jaga is a literary work that deserves to
be taken into account. This story, which was told verbally
and hereditary from ancient times, implies various
meanings that are still very relevant to the present, even
when the world has entered a new era. Reflections of I
Jaga story on of the new normal era including the
concepts of social distancing, health protocols,

productivity, self-awareness, and food security. This is in
line with some things that everyone must be accustomed
to entering a new normal era.
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Suatu Penafsiran Hermeneutik terhadap Karya Sastra
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Jangkrik pada Pemeliharaan Intensif dengan Padat
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TTD.pdf.pdf

'New Normal': It's Time to Become
More Independent in Developing
Soft Skills and Character Education
in Higher Education Level
(Indonesian Context)
I Putu Yoga Purandina

Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan
Singaraja, Bali Indonesia
A. Introduction
The COVID-19 pandemic still haunts people all over the
world, even in Indonesia. In Indonesia this plague is even
more violent infecting every human body. Almost
everyone in this country is very anxious to make. Like a
ghost, this virus cannot be seen in plain sight, but must go
through special tools carried out in the laboratory. It was
so difficult to detect this virus that the public finally made
efforts to prevent its spread. The government urges the
public to implement various health protocols such as
maintaining distance (social / physical distancing),
conducting clean and healthy living behaviors (PHBS),
and encouraging people to work from home, pray from
home, and learning from home (Peraturan Pemerintah
Nomor 21 Tahun 2020).
This situation is very unstable, all aspects of life in this
country are very limited. The days passed only by
confining themselves at home. Parents work from home,
children learn from home. Finally since the beginning of
June 2020, the government introduced the term 'New
I Putu Yoga Purandina | 103

Normal'. What is 'New Normal'? New Normal is a term for
a new order of life or a guide to a new life that can be
done in the midst of a COVID-19 pandemic (Bramasta,
2020). This guide is certainly echoed the aim is to try to
do activities outside the home in the midst of the ghost
COVID-19. We cannot keep on stunned. We must keep on
moving to do activities to meet all our needs. Life needs
cannot be done only at home. It has been helped by the
latest technology, but many things / activities that must
be done outside the home. This is what is meant by the
new order of life, still carrying out activities as usual but
must be in accordance with health protocol standards in
public places.
The Indonesian Ministry of Health has issued a decree of
the Minister of Health Number HK.01.07 / MENKES /
328/2020. In this decision the minister of health
regulates or provides guidance for the prevention and
control of COVID-19 in office and industry workplaces in
supporting business continuity in a pandemic situation
(KemenKes RI, 2020). Likewise in the field of education it
was decided about the new order of life with the Joint
Decree of the Ministry of Education, Ministry of Religion,
Ministry of Health, and Ministry of Home Affairs (SKB 4
Menteri). The new school year continues to begin in July
2020, as well as for higher education starting around
August and September 2020 (Kemenko PMK, 2020).
However education for our children must remain optimal.
The Joint Decree was actually the initial step in education
policy. As a basis the stakeholders take more technical
decisions in the field. Learning is allowed to be done by
face to face if the area is already in the green zone. But in
fact in Indonesia the majority or almost 94% are in the
yellow, orange, or red zones. Thus most will continue to
learn from this house. Everyone must be very tired of this.
It's a pity to see our children can't socialize with their

friends. Especially at Elementary and Secondary
education levels.
At this level distance learning is less than optimal.
Children need interaction with other people, both friends
and teachers at school. This interaction will grow the
character of the child himself. Children go to school is
actually not only stuffed with science, but how to
socialize, positive character. That's what children don't
get during this pandemic. However, we cannot allow
ourselves, our children, to lament this situation. We must
think, look for positive things we can do in this difficult
situation. Although we have to learn from home, we as
teachers and parents should be able to help them to
develop their interactions and positive character.
Although the interaction is limited, which is more with
family members, we can condition it so that activities at
home become very enjoyable and useful in optimizing the
development of children's character (Purandina and
Winaya, 2020).
At the level of higher education in accordance with the
decision of SKB 4 the Minister must still be done online,
whatever the color of the zone. Why is that, because
learning at this level is considered still able to be done
online? The lessons at this level are able to learn
independently, explore learning resources independently.
Not as dependent on lecturers as students in primary and
secondary education. Long before the outbreak of COVID-
19, remote learning and online learning were used to
being done. Many campuses have carried out this distance
learning pattern, especially for international students.
Even the Open University has developed this online
learning earlier (Sylvana and Alwi, 2016).
For university level students, they are considered able to
find their learning resources independently. Lecturers

only give instructions on designing learning so that
students can explore deeper and broader lecture material.
Actually, this has been designed by the Minister of
Education and Culture, Nadiem Anwar Makarim long
before the COVID-19 Pandemic existed. He is very
revolutionary in making policy changes in the field of
education. He introduced the concept or term Merdeka
Belajar and Merdeka Campus. Merdeka Belajar - An
independent campus is an educational policy that aims to
encourage students to master various knowledge that is
useful and beneficial to prepare themselves for the world
of work. This freedom of learning gives educational
institutions freedom and autonomy. There is no
complicated bureaucracy in carrying out education at the
tertiary level, and students will be given the freedom to
choose their preferred field (Direktur Jenderal
Pendidikan Tinggi, 2020).
Students are given the right to three semesters to study
outside the field of study. The learning activities that can
be carried out outside of the study program are student
exchanges, internships / work practices, teaching
assistance in education units, research / research,
humanitarian projects, entrepreneurial activities,
independent studies / projects, and building villages /
thematic real work lectures. This is intended to provide
opportunities for students to study other fields of science
outside the science of their programs, with the hope that
later in the world of work will be useful. Students are
given the freedom to broaden their horizons and broaden
their skills which are not focused on one field of science.
B. Discussion
In the era of the industrial revolution 4.0 students
are required to master various kinds of multidisciplinary

science. Students are expected to be able to master the
latest soft skills (multitasking). Students must also be able
to compete quickly as fresh graduates who are not only
still scientifically fresh, but must be able to be ready to
compete with workers who have experience in contact
with the world of work. What is the meaning of
knowledge without experience? And vice versa, what's
the experience without knowledge. So knowledge and
experience must be prepared. Indeed, at the level of
formal education such as tertiary institutions, it has been
difficult to provide field experience to students. Indeed
there are programs such as Pelatihan Kerja Lapangan
(PKL), Program Pengalaman Lapangan (PPL), Internships,
or whatever the term is, so far it is still not maximized.
Still, once entering the workforce, this ex-student or fresh
graduate student is still ashamed, unable to compete.
Whereas in this era, someone is to work fast.
So to answer this challenge, and find solutions to these
problems, of course students must be prepared as much
or at least like people who have worked before. Students
must be experienced, not only visible but even better
already as skilled as experienced people. There is no
other way, a shortcut, even fortal that directly leads to an
experience. Students must be prepared with a thorough,
very adequate education and sufficient practice. In theory
this is easy to do, but in fact it is very difficult. So far, the
curriculum is designed in such a way that there is more
theory than practice. This is what must be changed. Let's
redesign our tertiary curriculum so that more students
are able to develop their skills in the real world, so they
have valuable experience.
This is in accordance with the spirit of an independent
campus. Has the essence of expanding autonomy,
independence, accelerated bureaucracy, and innovation
in higher education. Universities in Indonesia are

expected to be able to develop rapidly, with a variety of
new breakthroughs, revolutionary innovations, so that
universities are able to grow as servants of the
community, assist the community in education, research
and service. The Tri Dharma of Higher Education will
further strengthen the skills, skills, knowledge and
welfare of the community. In the fast-paced era, the
demands of the fast-paced era, universities must always
be able to help the community in solving the problems of
limitations experienced by the community itself.
So that students in tertiary institutions should train a lot
by practicing fieldwork, exploring other fields, etc. The
spirit of the minister of education, especially at the level
of higher education is to form students to be more
independent in exercising their creativity. Not fixed or
stuck at a certain point, but more developed through the
boundary, through the walls of the limitations and
constraints with a creative mind. In the era of the
industrial 4.0 revolution, students must have several
abilities such as:
1. Complex Problem Solving; students must be able to
solve problems systematically. Identify the problem,
select information, determine solution options and
evaluate the solution to the problem.
2. Critical Thinking; students must be accustomed to
think critically and make sense. Thinking with the
standard High Order of Thinking Skills (HOTS).
3. Creativity; students must be able to be creative, find
new things, new paths according to the demands of
the times. Dare to innovate to find new and unique
things.
4. People Management; students must have leadership
abilities, manage people individually and even en
masse. Fresh graduates must be able to be a leader, at
least be a leader for themselves.

5. Coordinating with other; a student must be able to get
out of his ego. As a social creature, of course, it must
be able to maintain good relations, both at work, and
in friendship and kinship. Good coordination will lead
to good conditions.
6. Emotion Intelligence; students as young people
naturally have explosive emotions. No doubt is due to
hormones that are less stable. But this must continue
to be trained so as to be more mature in dealing with
problems.
7. Judgment and Decision Making; students must act
quickly, be able to take and make decisions. Right and
fast, and does not harm many people.
8. Service Orientation; students must have a high work
ethic. Having a business and initial effort by serving
others or customers well, with heart.
9. Negotiation; students must be able to become reliable
negotiators. In the world of work, mutual agreement
is the key to success. Must be able to collaborate with
anyone.
10. Cognitive Flexibility; students must be able to think
critically according to their needs. Not rigid, must be
flexible, provide solutions in accordance with current
problems, think ahead according to the demands of
the times and flexible (Azhari, 2019).
This is the time for the university to be able to prepare a
curriculum or system that can strive for the development
of the ten abilities that students must have in this era. If
not, they will be unable to compete in the jungle of work.
The unemployment rate will be even higher. Even worse,
unemployment that occurs is unemployed with a tie, or
bachelor, master, and even doctoral level. Lecturers in
each lecture must be able to design their learning designs
by tucking into the ten abilities above. To achieve such
students, of course, must be initiated by the lecturer.

Lecturers must be able to master the ten skills before, so
they can be an example and inspire students.
In this New Normal era, this is not an obstacle, but this is
the time we realize to be more creative and independent
in learning at the college level. Indeed, this pandemic
makes it difficult for us to move, be shackled, but we must
think critically to find solutions to remain optimal in
preparing Indonesia's young generation to be able to
compete in the world of work in this world. Distance
learning as in the New Normal era, as a lecturer should be
able to design learning that requires students to be more
critical, creative, and independent which then develops
into the ten attitudes or skills above. Indeed distance
learning is now very good at developing this critical,
creative, and independent attitude.
Lecturers must prepare instructional instruction that
requires students to think with HOTS, be more creative in
completing assignments, and produce brilliant, unique,
and renewable thinking (Purandina, 2020a). In distance
learning this is very possible to do. Likewise, lecturers
must be able to provide opportunities for students to
continue collaborating, both with their campus friends,
other campuses, lecturers, practitioners, and the world of
work. In fact, distance learning with this online learning
method should be a whip, to make lecturers and students
more critical, creative and independent. The things that
can be done by lecturers and students in the New Normal
are;
1. Thinking critically, solving problems encountered,
how to stay optimal and even better in the teaching
and learning process, of course with HOTS.
2. Doing creative things, designing learning creatively,
doing each class assignment creatively, uniquely,
renewably.

3. Able to teach and learn independently. All are in each
house so that they must be able to be independent.
4. Train digital multi-tasking, which is to train the
ability to teach and learn with the latest technology,
utilizing digital literacy as a source of learning, and
social media in establishing communication.
5. Collaborating with various parties, by creating a
network of good relations so that they can help and
benefit each other.
6. Maintaining a good relationship with family at home,
as good character development is accompanied by
family members at home. Doing home activities
together will greatly assist the development of
character (Purandina, 2020b)
C. Conclusion
In conclusion, this time, we welcome New Normal as a
new era of change, a change to the spirit of Merdeka
Belajar (Learning Independently). We must be able to
think critically, creatively and independently in the midst
of this pandemic. This COVID-19 pandemic indeed limits
our space, but this is where we have to rise. Able to take
advantage of existing opportunities, keep working and
even more work. Raise the spirit of freedom of study in
the midst of a pandemic. This is a new thing, a new order
of life, New Normal, in our lives today. Keep doing
positive and healthy activities. We are accepting this New
Normal as our new habit, as a new era in higher
education, so that Higher Education becomes more
independent in its limitations.

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Study on Strategic Policy New
Normal Covid-19: Economic
Recovery for MSMEs
Ni Luh Putu Anom Pancawati

Sekolah Tinggi Agama Hindu Negeri Gde Pudja Mataram
A. Introduction
The spread of the pandemic Corona Virus Disease
(COVID-19) caused many losses in various countries. This
loss has also hit Indonesia since COVID-19 began to infect
in early 2020. Every day the number of victims that
infected COVID-19 shows an increase that makes public
anxiety and fear about COVID-19. The COVID-19
pandemic is not only caused a large number of casualties,
threatened the health of citizens but also causes an
economic downturn. It was experienced by almost all
countries including Indonesia. The uncertain situation
worsened economic stability in Indonesia.
The COVID-19 pandemic has several impacts on economic
activity. The first is the Indonesian government imposed a
flight ban in and out to the country in mid-February
which led to a reduction in the number of domestic and
foreign tourists, which also affected the number of hotel
occupancy rates. The second is the activities to visit
entertainment venues and the use of online
transportation that have a significant reduction. So,
breaking work ties becomes a choice taken by businesses
to reduce production costs which impacts the loss of
income.
Ni Luh Putu Anom Pancawati | 114

As a form of countermeasure for the pandemic situation,
on March 31, 2020, the Indonesian government has
adopted 3 regulations related to the pandemic namely
Presidential Decree No. 11 of 2020, it is concerning A
Public Health Emergency Due To The Corona Virus
DISEASE 2019 (COVID-19) (Presidential Decree No. 11 /
2020), Government Regulation in Lieu of Law Number 1
of 2020, it is concerning State Financial Policies and
Financial System Stability for Handling the Corona Virus
Disease (COVID-19) Pandemic and/or In Order to Face
Threats that Endanger the National Economy and/or
Financial System Stability (Perpu No. 1/2020), and
Government Regulation No. 21 of 2020, it is concerning
Large-Scale Social Restrictions in the Context of
Accelerating Handling of Corona Virus Disease (COVID-
19) (PP No. 21/2020). Definition of Large-Scale Social
Restrictions (PSBB) is the limitation of certain activities of
residents in an area suspected of being infected with
COVID-19 in such a way as to prevent the possibility of
spreading COVID-19. Criteria for Large-Scale Social
Restrictions (PSBB), namely the number of cases and/or
number of deaths due to disease increased and spread
significantly and quickly to several regions and there are
epidemiological activities with similar events in other
regions or countries. Large-scale Social Restrictions
(PSBB) include comforting schools and workplaces,
restrictions on religious activities and/or restrictions on
activities in public places or facilities. With the enactment
of Large Scale Social Restrictions (PSBB), office activities
are restricted, work and study are recommended from
home (work from home) and most industrial activities are
prohibited or stop operating temporarily which of course
can cause economic losses.
Currently, Indonesia's economic growth is predicted to
slow down. The Central Statistics Agency (BPS) recorded

economic growth in the first quarter of 2020 recorded
only 2.97 percent, even the Ministry of Finance (Ministry
of Finance), Bank Indonesia (BI), Central Statistics Agency
(BPS) and the Ministry of PPN / Bapenas predicted that
the quarter economy II-2020 will grow negatively
(Kompas, 9 July 2020). CSIS analysis results (2020),
before COVID-19 in Indonesia, economic growth in the
fourth quarter of 2019 was below 5 percent (yoy),
precisely at 4.97 percent (yoy), lower than the previous
year's economic growth (2018) of 5.17 percent (yoy).
Furthermore, he said, as a result of the ongoing world
economic slowdown and inadequate handling of the
spread of COVID-19 domestically, the most likely scenario
in Indonesia in 2020 was a pessimistic scenario with
economic growth ranging from 0-1.99 percent. If
stagnation or the status quo from global and domestic
conditions happens, the possibility of Indonesia's
economic growth in 2020 is in the range of 2.0-3.99
percent. Positive scenarios can also be achieved if there
are positive trends from the global and domestic situation
so that Indonesia's economic growth in 2020 is likely to
be relatively lower than in 2019, which is in the range of
4.00-4.99 percent (CSIS, 2020).
The COVID-19 pandemic also had a serious impact on
Micro, Small, and Medium Enterprises (MSMEs) which
could affect economic conditions in Indonesia including
aspects of total production, trade value, and the number
of workers who had to lose their jobs (Pakpahan, 2020).
According to data from the Central Statistics Agency
(BPS), after the economic crisis in 1997-1998, the number
of MSMEs did not decrease, instead, it was continued to
increase and able to absorb 85 million to 107 million
workers until 2012. In that year, the number of
entrepreneurs in Indonesia was 56,539,560 units, out of
that number, the Micro, Small and Medium Enterprises

(MSMEs) were 56,534,592 units or 99.99 percent and the
remaining was 0.01 percent or 4,968 units were large
businesses (LLPI & BI, 2015). The data shows that MSMEs
have a role in economic growth and employment. But in
this pandemic situation, The Ministry of Cooperatives and
Small and Medium Enterprises (MSMEs) received many
complaints. There were 949 reports of cooperatives and
MSMEs that were affected by the COVID-19. The
complaints of MSMEs include 774 cooperatives and
MSMEs or equal to 68 percent complaining that the sales
have decreased, 63 cooperatives and MSMEs or 6 percent
they have material difficulties, 111 cooperatives, and
MSMEs, or equal to 10 percent they have delayed
distribution, as many as 141 cooperatives and MSMEs or
equivalent to 12 percent they have capital problems and
as many as 42 cooperatives and MSMEs, or equivalent to
4 percent, they have delayed production (Kompas, 2020).
The impact of COVID-19 urges the government to
immediately take a stand to prevent pressure on the
sustainability of MSME businesses in Indonesia. One of
them is the establishment of policies to maintain and
guarantee the sustainability of the MSMEs business. The
determination of these policies is expected to be able to
provide solutions faced by MSMEs during the pandemic
for the sustainability of MSME businesses in Indonesia.
B. Discussion
The policy is a measure of what will be done based on
problems and needs. To determine a policy also requires
public aspirations so that the policy is taken can be a
solution to various problems faced by the community. To
formulate a good policy, the first step that must be done,
which is critical, it is how to formulate the problem
correctly (Alamsyah, 2016). Facing economic and

business challenges due to the COVID-19 pandemic,
various types of approaches are needed, including macro
approaches through government policies and micro
approaches through MSMEs management in business
(Thaha, 2020). Thaha (2020) states that in a macro
approach the government must consider at least 3
important actions, namely:
1. The government must announce the sunset article on
current economic and business support measures
and progressively adopt a more focused support
strategy for recovery.
2. The government must ensure that the flow of
companies that enter and exit is gradually carried out
in a way that supports inclusive recovery (that is,
without further burdening those most affected by the
crisis, such as youth, women and migrants)
3. Government support must reach entrepreneurs and
MSMEs who can improve economic and community
resilience in the post-COVID 19 eras.
Macro through company policy requires business
management in Business Cycle Management by:
1. Creating change as an opportunity to achieve success.
2. See differences between people or phenomena as
opportunities, not as difficulties.
3. Experimenting to find renewal towards business
growth.
4. Become an expert for your own business.
5. Be a servant to others and be humble.
In line with the statement above, the Government of
Indonesia through the Ministry of Finance issued
Government Regulation (PP) No. 23 of 2020 concerning
the Implementation of the National Economic Recovery
Program in the Context of Supporting State Financial
Policies for Handling the Corona Virus Disease 2019

(COVID-19) Pandemic and / or Facing Threats that
Endanger the National Economy and / or Stability of the
Financial System and Saving the National Economy. The
National Economic Recovery Program (PEN) is part of the
response to the reduction in community activities that
have an impact on the economy, especially the informal
sector or MSMEs. The purpose of the issuance of the
National Economic Recovery (PEN) program is to protect,
maintain, and enhance the economic capacity of
businesses in conducting their business during the
COVID-19 pandemic. For MSMEs, this program is
expected to be able to extend the business activities and
improve the performance of MSMEs that contribute to the
Indonesian economy.
As part of the National Economic Recovery program
(PEN), the government has prepared an interest subsidy
scheme and loan principal payment relief for Micro, Small,
and Medium Enterprises (MSMEs) to survive in the
pandemic of a total of Rp 35.28 trillion for 60.66 million
beneficiary accounts which consist of (kemenkeu.go.id):
1. Interest subsidies of Rp 34.15 trillion
2. Tax Incentives of Rp 28.06 trillion (PPh 21, Final PPh,
and UMKM DTP)
3. Guarantee for new MSMEs working capital loans of
Rp 6 trillion
The interest subsidy of Rp 34.15 trillion consists of:
1. Rp 27.26 trillion through BPR, Banking, and Financing
Companies
a. For Micro and Small Enterprises
Delay installments and 6 percent interest
subsidies for the first 3 months and 3 percent for
the next 3 months.
b. For Medium Enterprises

Delay of installments and interest subsidies of 3
percent for the first 3 months and 2 percent for
the next 3 months.
2. Rp 6.40 trillion through KUR, UMi, Mekaar, and
Pegadaian in the form of postponement of principal
installments and interest subsidies for 6 months.
3. Rp. 0.49 trillion through online, cooperatives,
farmers, LPDB, LPMUKP, UMKM LGs in the form of 6
percent interest subsidies for 6 months.
In order the funds to be effective and well-targeted to
help MSMEs, the government revised Minister of Finance
Regulation Number 65 / PMK.05 / 2020 to Minister of
Finance Regulation Number 85 / PMK.05 / 2020
concerning Procedures for Giving Interest Subsidies /
Margin Subsidies for Credit / Micro Business Financing,
Small and Medium Enterprises to support the
implementation of the National Economic Recovery (PEN)
program. The goal is to make it easier for MSMEs to get
interest subsidy facilities provided by the government.
Besides, the policy in the form of tax incentives is also
applied by the government. The policy is regulated in
Minister of Finance Regulation No. 86 / PMK.03 / 2020
concerning tax incentives for taxpayers affected by the
pandemic of Corona Virus Disease 2019 (COVID-19)
which took effect July 16, 2020 replacing Minister of
Finance Regulation No. 44 / PMK.03 / 2020 regarding tax
incentives for taxpayers affected by the pandemic of
Corona Virus Disease 2019 (COVID-19). The regulation
replacement was carried out to expand the sector to be
provided with the tax incentives needed during the
recovery period of the national economy by facilitating
the wider use of incentives. In the Minister of Finance
Regulation 86/2020, the coverage of Income Tax Article
21 DTP incentives from initially totaling 1,062 business

field classifications (KLU) was expanded to 1,189
business field classifications (KLU). Coverage of Article 22
income tax exemption facility from 431 business field
classifications (KLU) expanded to 721 business field
classifications (KLU) and article 25 income tax
installment discount coverage expanded from 846
business field classifications (KLU) to 1,013 business field
classifications (KLU) and restitution VAT was accelerated
from 431 business field classifications (KLU) to 716
business field classifications (KLU) (DDTC, 2020).
In the collaboration between Kadin Indonesia and DDTC
Fiscal Research explained that based on article 7
paragraph (1) Regulation of the Minister of Finance
44/2020, taxpayers who have a certain gross circulation
are taxpayers who receive or earn income with gross
circulation does not exceed Rp 4.8 billion in one tax year
must submit a report on the realization of the final PPTP
DTP. Report on the realization of the use of tax incentives
is a report that must be compiled and submitted by
taxpayers who utilize incentives of PMK 44/2020. The
realization report is needed as a basis for the Directorate
General of Tax (DGT) to calculate the amount and value of
the incentives provided. Besides, the realization report is
also used for monitoring purposes so that the incentives
given are right on target. In accordance with article 7
paragraph (2) of PMK 44/2020, the realization report of
final PPh DTP includes PPh owed on income received or
obtained by taxpayers including from transactions with
cutters or collectors. DTP final PPh incentives are given
based on the realization report submitted by the taxpayer
as long as the taxpayer already has a Certificate before the
report is submitted (DDTC, 2020)
While in Minister of Finance Regulation 86/2020, almost
all sectors are given incentives for Income Tax 21,
including MSMEs. All MSMEs taxpayers have their income

tax borne by the government and the time is extended
until December 2020. Besides, MSMEs no longer need to
prepare information and reports, it is sufficient to submit
information on the number of incentives used to facilitate
MSMEs. MSMEs taxpayers do not need to make tax
payments and tax collectors or tax collectors do not
deduct or collect taxes when making payments to SMEs.
MSMEs actors who utilize this facility no longer need to
submit PP 23 Certificate but only submit monthly
realization reports (Kompas, 2020). Income tax incentives
based on Government Regulation No. 23 of 2018 at PMK
44/2020 and PMK 86/2020 are subject to a final income
tax rate of 0.5 percent of the total gross circulation borne
by the government.
In addition to utilizing several policies provided by the
government, MSMEs actors are also required to be more
creative and observant in seeing opportunities as well as
challenges in social life. MSMEs must be able to find
solutions during new normal conditions. MSMEs must
also be able to adapt immediately to the changes in the
existing system. Like when the implementation of PSBB
where many consumer behaviors transact from offline to
online. Thus the SMEs must be able to develop digital
strategies as part of the new normal adaptation. There are
three things that must be considered in designing digital
strategies for MSMEs namely content, databases, and
advertisements (Kompas, 2020). Besides, using digital
marketing and payment transactions with non-cash is
able to support MSME businesses to survive and develop
in new normal. One of them is that Bank Indonesia (BI)
encourages SMEs to conduct payment transactions
digitally using the Indonesian Standard Quick Response
Code (QRIS) (Kompas, 2020). Indonesian Standard Quick
Response Code (QRIS) is the integration of various kinds
of QR from various Payment System Service Providers

(PJSP) using QR Code. QRIS was developed by the
payment system industry with Bank Indonesia (BI) to
make the transaction process with QR Code easier, faster,
and safeguarded (BI, 2020).
The government aims to make 10 million MSMEs
businesses go digital by the end of the year to help them
ease the financial burden during the pandemic. It aims to
increase the segment of SMEs that have digitalized their
businesses, which currently for 13 percent of around 60
million small businesses, but SMEs that have not
digitalized their businesses suffer losses due to the
COVID-19 pandemic which could slow Indonesia's
economic growth (Jakarta Post, 2020). By utilizing digital
to create change as an opportunity for MSMEs business
growth, it will be able to increase the sustainability of
MSMEs productivity to support the Indonesian economy.
C. Conclusion
From the description above it can be concluded that in the
face of the COVID-19 pandemic, several policies in the
form of regulations have been implemented by the
government to anticipate losses that might be caused by
the pandemic. These losses not only to health but also the
economy. Enforcement of Large Scale Social Restrictions
(PSBB) by working and learning from home is one of the
solutions implemented by the Indonesian government to
prevent the increasingly widespread pandemic
transmission.
To prevent the impact on the Indonesian economy that
affects Indonesia's economic growth, a number of
Ministry of Finance regulations are implemented by the
government to provide convenience and facilitation for
economic actors in Indonesia. One of them is for SMEs.
With the enactment of the Minister of Finance Regulation

Number 85 / PMK.05 / 2020 and the Minister of Finance
Regulation Number 86 / PMK.03 / 2020, it is expected
that MSMEs actors can take advantage of all the facilities
and relief provided for the sustainability of the MSMEs
business itself, including regarding incentives and tax
rates which is applied for SMEs. In the Minister of Finance
Regulation No. 86 / PMK.03 / 2020, it is stated that
almost all sectors are given incentives for Income Tax
Article 21 including MSMEs. All MSMEs taxpayers have
their income tax borne by the government and the time is
extended until December 2020. Income tax is subject to
final tax at a rate of 0.5 percent of the total gross income
borne by the government. In addition, MSMEs no longer
need to prepare information and reports, it is sufficient to
convey information on the amount of incentives used to
facilitate MSMEs. In addition, by utilizing the digitization
method in conducting business at MSMEs, it can simplify
and help to increase sales and the sustainability of MSMEs
productivity.
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Employment And Social Security
For Sensoric Disabilities In Dealing
With New Normal Era
Ida Ayu Made Gayatri

Universitas Ngurah Rai
A. Introduction
The impact of the Covid 19 Pandemic caused economic
crises in various countries including Indonesia. During
the Corona Virus Deases 2019 or Covid 19, the central
and regional governments did not apply a lock down, but
implemented a Large-Scale Social Restrictions (PSBB,
Pembatasan Sosial Berskala Besar) in various regions in
Indonesia and the Community Activity Restrictions (PKM,
Pembatasan Kegiatan Masyarakat) imposed in Denpasar
City. This regulation does not completely close access to
community activities in the public sphere. But, it provides
restrictions by setting administrative rules for residents
who are forced to work or carry out activities outside the
home and sanctions for those who do not have a
complete travel permit issued by the authorities.
The impact of these regulations certainly limits the scope
of life of the community at large, including Person with
Disabilities (Penyandang Disabilitas). Accessibility to
various aspects of life such as in the field of rehabilitation
services and empowerment programs are limited and
even delayed. Persons with Disabilities are the world's
largest minority group. They are not only vulnerable
because of their disability but also because other sources
that support themselves, including the state is also facing
Ida Ayu Made Gayatri | 128

critical situations and crises. The economic chain of
nations experienced cracked and people live in
uncertainty life as impact of Covid 19 Pandemic. It has an
impact on the fate of Workers with Disabilities and social
security for them in dealing with the Covid 19 Pandemic.
In Law No. 13 of 2003 concerning Employment stated
that labor is anyone who is able to do work to produce
goods or services both to meet their own needs and for
the community. In this law, it is stated that employment is
all matters relating to labor before, during and after work.
Normatively the provisions for employing workers with
disabilities were regulated in Law No. 4 of 1997
concerning Person with Impairment (Penyandang Cacat).
Socialization of the regulation was still very minimal and
employers still did not understand the 1% quota
requirement must employ Person with Disabilities from
the number of workers in their company (Agustin Erna
Rochmawati, 2016).
The rights of Persons with Disabilities to work is
specifically regulated in Law No. 8 of 2016 concerning
Persons with Disabilities in the seventh section
concerning the Rights to Work, Entrepreneurship and
Cooperatives. In chapter 11 describing the rights of
Persons with Disabilities, namely: a) obtaining work
organized by the government, regional government or the
private sector without discrimination; b) get the same
wages as workers who are not disabled in the same type
of work and responsibilities; c) obtain proper
accommodation at work; d) not be dismissed because of
disability reasons; e) get the program back to work; f)
fair, proportionate and dignified work placement; g) have
the opportunity to develop a career path and all the
normative rights inherent in it; and h) promoting
business, owning a job, self-employed, developing
cooperatives and starting their own businesses.

In fact, Law No. 8 of 2016 Article 53 paragraph (1) states
that of the Government, Regional Government, State-
Owned Enterprises, and Regional-Owned Enterprises
must employ at least 2% (two percent) of Person with
Disabilities from the number of employees or workers. In
paragraph (2) a private company is required to employ at
least 1% (one percent) of Persons with Disabilities from
the number of employees or workers.
Although the government has shown good faith in
fulfilling the rights of Person with Disabilities, the reality
is that the participation of Persons with Disabilities in the
field of work is still low due to stigma and discrimination.
Stigma on Persons with Disabilities occurs when their
conditions are equated with the sickness and helples, so
that they are pitied and cared for for their survival, and
also that Person with Disabilities are vulnerable to being
used as cheap production tools (Nugroho, 2019).
Selection of prospective civil servants (CPNS, Calon
Pegawai Negeri Sipil) was also not considered as
disability-friendly. The provisions in the requirements of
Persons with Disabilities must be able to hear, to see and
to speak properly were forms of discriminatory
conditions on the recruitment of CPNS 2019 and
considered to greatly limit the participation of Persons
with Disabilities (BBC, 2019).
The rights of Persons with Disabilities in the field of work
tend to be violated. A number of obstacles faced by
Persons with Disabilities include a) the existence of
discrimination in certain occupations and positions ; b) a
gap between competence and acceptance requirements in
the work environment; and, c) the low education and
skills of persons with disabilities in State-Owned
Enterprises (BUMN, Badan Usaha Milik Negara) (Susiana,
2019).

The mass media proclaiming the rights of Persons with
Disabilities are also vulnerable to be violated. In the case
of the graduation of dentist Romi as a civil servant was
canceled by the Solok Regency Government and the State
Personnel Agency, she was considered not meeting
physical and spiritual health requirements, due to using a
wheelchair after experiencing paraplegi after giving birth
(Nilawaty, 2019).
There are no sanctions for companies that do not employ
Person with Disabilities. And the placement quota for
Persons with Disabilities is often used as a manipulation
tool by companies engaged in the spa business to get
bussiness permit. Not a few Person with Disabilities after
signing a letter of cooperation or Memorandum of
Understanding with the company, but the promised as
mentioned on paper such as the placement of workers is
never been happened.
Persons with Disabilities are identical to poverty due to
physical limitations and they have high financial risks
which lead them to live in poverty. Persons with
Disabilities require large costs because of their disability
such as in the fields of health, assistive devices and
transportation. Data shows that 94.5% of Person with
Severe Disabilities do not get social security (Dyah
Larasati Karisma Huda, 2019).
The social security provision is stipulated in Law No. 8 of
2016 on article 93 which then implemented in article 43
of Government Regulation (PP,Peraturan Pemerintah) No.
52 of 2019 concerning Social Welfare for Persons with
Disabilities. This regulation states that social security is
providing based on national data of Persons with
Disabilities.
Data collection on Persons with Disabilities is a rights
which regulated in Law No. 8 of 2016 in the eighteenth

section of article 22. Data collection rights for Persons
with Disabilities include the rights to: a) be recorded as a
population with a disability in the activities of population
registration and civil registration; b) obtain population
documents; c) get card of the Person with Disability.
The rights of Persons with Disabilities to obtain social
security is vulnerable to be violated such as the violation
of the rights to obtain access to health and health services
(Mutia Rahmi, 2018). In addition, the data collection’s
constraints for Persons with Disabilities are also caused
by the low of ownership of population administration
(Mutia Rahmi, 2018). It is also caused by physical
limitations, and also the family's willingness to manage
their population administration documents.
Social security for Persons with Disabilities tends to be
discriminatory and given on the basis of mercy from the
authorities such as the head of the environment, the
interpretation of the statistics officer and the priority of
the local social service rather than the rights that must be
given.
The purpose of this study is to identify the obstacles or
challenges faced by Person with Disabilities in the field of
employment and accessibility in obtaining social security
during the Covid 19 Pandemic and the new Normal era.
The target of this research is Persons with Sensory
Disabilities especially the blind people.
B. Discussion
1. Research Methods
The design of this study used a qualitative method
through limited discussion with Persons with Sensory
Disabilities especially the blind people in Bali. Those are
members of the Indonesian Blind Union (Pertuni,

Persatuan Tuna Netra Indonesia) in Bali. Participants
were chosen by purposive sampling, representatives of
the blinds who are members of the social organisation
(Ormas, Organisasi Kemasyarakatan) of Pertuni, at the
Provincial level, branches in the regencies/city and also
the blind community. Methods of data collection by
observation, interviews, structured discussions and study
of documents related to employment and social security
for Person with Disability. Interviews were conducted
and involving 15 participants and they are members of
Pertuni from the Regional Executive Board (DPD, Dewan
Pengurus Daerah), Branch Executive Board (DPC, Dewan
Pengurus Cabang) and Blind community. DPC Pertuni lies
in 9 regency/city.
Data analysis techniques using triangulation of data
sources and instruments used as support in the form of a
questionnaire using Google forms filled in by 15
participants. The results of the interviews are presented
in this paper to provide a space for democracy without
discrimination and manipulation. The voices of Person
with Sensory Disability is included in this writing as
manifestation of social inclussion as result of discussions
as mentioned below.
Diagram 1. Participants of Person with Sensory
Disabilities

Diagram No. 1 Participants with Persons with Sensory
Disabilities shows that the participants in discussion
were carried out by management and members who were
scattered in DPD Pertuni Bali Province 13.3%, DPC
Denpasar City 26.7%, DPC Pertuni Buleleng 13.3%, DPC
pertuni Gianyar 6.7%, DPC Pertuni Klungkung 6.7%, and
others (community) 13.3%.
2. Persons with Disabilities and Person with Sensory

Disabilities
Article 1 paragraph 1 of Law No. 8 of 2016 concerning
Persons with Disabilities states that Persons with
Disabilities are any person who experiences physical,
intellectual, mental, and / or sensory limitations in the
long term that in interacting with the environment can
experience obstacles and difficulty participating fully and
effectively with other citizens based on equal rights of
Persons with Sensory Disabilities include those who are:
deaf, having speak impairment and blind.
Persons with Disabilities in Indonesia are estimated at
8.56% or 21.84 million of Indonesia's population. The
number of Person with Moderate and Severe Disabilities
is in the productive age group (19-59 years) with a
population of 150,704,645 reaching 9% to 12%. Persons
with Disabilities have various limitations such as
participation in low education, job placement training and
others as well as access to limited public facilities and
services (Margowiyono, 2019).
Based on the Management Information System for
Persons with Disabilities (SIMPD, Sistem Informasi
Manajemen Penyandang Disabilitas) from the Ministry of
Social Affairs, the number of Persons with Disabilities in
Bali Province is 7062. The number of Person with Visual

Impairment is 592 which consists of 225 low vision and
367 total blind as stated below.
Table 1. Data of Persons with Disabilities in Bali
The blind are those who do not see or those who is still
having residual vision (low vision), unabling to read the
writing with a size of 12 points in normal light even with
glasses. The types of blind sensory disabilities can be
divided into two, namely: total blind and low vision
(Tarsidi, 2011).
The Indonesian Blind Union or Pertuni is a social
organisation that protects Person with Sensory
Disabilities especially blind people in 33 provinces and
220 cities, including in Bali. Based on data from the
Regional Executive Board (DPD) Pertuni Bali Province,
Pertuni Bali Province was established on August 31st, in
1975. The number of Pertuni members at Province and in
9 regencies/city is 320.
3. Employment for Persons with Sensory Disabilities

in Bali
Discrimination in obtaining employment is also felt by
Persons with Sensory Disabilities. Blind people are
identical with the profession as a masseur so that other
job opportunities for them become limited. Public
understanding is also limited toward the ability of blind

people in other professions. Empowerment program in
which held by government for the blinds tends to focus
more on massage or spa training.
Based on information from I Gede Winaya, the Chairman
of the DPD Pertuni Bali Province said that the profile of
employment from 320 members, the majority or 65% are
working as masseur. This work is carried out in various
forms as an independent business in a rented house
(rumah kontrakan) or in a boarding room (kamar kost), or
as an on call masseur at a customer's house or hotels for
tourists. There are also masseur who work in groups and
facilitated by the government in a joint business group
(KUBE, Kelompok Usaha Bersama).
The following is a description of the characteristics of
blind masseurs in Bali. The current leader of the KUBE is
Ketut Masir with 29 workers who work on shift.
Table 2. Characteristics of Masseur in Pertuni Bali
Sources: (Ida Ayu Made Gayatri, 2020)

The profession of blind people are also synonymous with
musicians, composers and arrangers. Most musicians

work in groups in tourism entertainment venues.
Whereas composers and music arrangers tend to work
independently at home. Their genre music are various
such as Pop and traditional. Another profession from the
blind is being a teacher in an extraordinary school and
working in the social ministry as a civil servant. The
following is the profile of the participants’ professions in
this study.
Diagram No 2. Job/ Profession of Persons with Sensory
Disabilities
Based on Diagram No.2 Job/Profession of Persons with

Sensory Disabilities shows that 80% Blind People work in
the field of massage as masseur (Pemijat), 13.3% are Civil
Servants (PNS, Pegawai Negeri Sipil) and 6.7% others.
Participants said that playing music is considered as hoby
with income but not as a job.
4. Employment Challenges for Persons with Sensory

Disabilities
Bali's tourism life has fallen since the onset of Covid 19
pandemic. Most of the Person with Sensory Disabilities
depended on the tourism entertainment industry. A few
of the tourism entertainment industry that supports the
blind becomes temporarily closed and even bankrupt.

Before the Covid 19 pandemic occurred, the challenges
faced by blind masseurs were competing with spas,
beauty salons and covert prostitution offering massage
services. Today, the blind masseurs bussiness stagnates
and in crisis due to the impact of the Covid 19 pandemic.
Blind people who work as therapists in hotels or spas
must be laid off (dirumahkan) since April 2020 until an
unspecified time limit as experienced by Mrs. Sugiani who
worked at the Spa Hotel in Badung Regency.
"I was forced to move to a boarding room since I was laid
off from work. I could no longer afford to pay and rent a
house. Moreover, my husband and I are both blinds and
living and earning from working as masseurs. And during
this pandemic, touching interactions like what we do as
masseurs are almost impossible, because people are still
afraid of being exposed to viruses by direct
touching”(interview: Sugiani, 27 July 2020).
Eka Darma Yanti is blind teacher who works as a civil
servant teacher, at Special School (SLB, Sekolah Luar
Biasa) said that, it is difficult time to teach students who
are blind due to the limited technological facilities owned
by families of blind students.
"Teaching blind students is not easy by using technology,
moreover the blind lives depend a lot on their sense of touch
or palpation" (Interview: Eka Darma, 27 July 2020).
Covid 19 Pandemic has raised new faces of poverty,
including for Person with Disabilities. From March to July
2020, Person with Disabilities are unable to work and rely
on feeding assistance such as rice, noodle and oil, etc from
community donations and Direct Cash Assistance (BLT,
Bantuan Langsung Tunai) of Rp. 600,000 from
government.

The other work alternatives are also felt to be impossible
because the economic crisis has had such a wide impact.
People's purchasing power is decreasing, although the
government has set a new normal era by providing
opportunities for citizens to be socialized.
New normal era is understood as the order of life to adapt
in the midst of the Covid 19 Pandemic by implementing
the culture of health protocols. But for Person with
Sensory Disabilities, the situation is not conducive to
carrying out work. People still don't dare to invest in the
world of entertainment and crowds. The strategy to adapt
to the new normal during the Covid 19 Pandemic is to
build public trust with health tests such as rapid tests or
swabs at government costs.
"We depend on the crowd in the entertainment world. And
as musicians I will take a health test to build public trust. I
think by building public trust with medical tests,it is not
only a challenge but also a cost. But if it is needed, we will
certainly do it with the support of the government
"(interview: Nyoman Bawa, 27 July 2020).
5. Social Security for Persons with Disabilities

Social security (Jaminan Sosial) is a manifestation of social
protection. Social protection can be understood as a
series of public actions that not only address income
poverty and economic shock, but also social vulnerability
(Palmer, 2013). Social security for Persons with
Disabilities is regulated in Law No. 8 of 2016 concerning
Persons with Disabilities in the tenth section of Social
Welfare. In article 91 states that the Government and
regional governments must guarantee access for Persons
with Disabilities to get social rehabilitation, social
security, social empowerment and social protection.

Article 93 specifically discusses social security, stating
that the government and regional governments provide
social security for Persons with Disabilities who are poor
or who have no income (paragraph 1); Social security is
provided in the form of social welfare insurance, ongoing
direct assistance and special assistance (paragraph 2).
The specific assistance referred to includes training,
counseling, temporary care, or other related assistance
(paragraph 3).
The social welfare of Persons with Disabilities is
regulated in government regulation or Peraturan
Pemerintah/PP no. 52 of 2019 concerning the
Implementation of Social Welfare for Persons with
Disabilities. This regulation is implementing the
provisions of Article 96 of Law Number 8 Year 2016
concerning Persons with Disabilities. In this Government
Regulation 52 of 2019 in article 1 paragraph 1 it is stated
that Social Welfare is a condition of fulfilling the material,
spiritual and social needs of citizens to be able to live
properly and be able to develop themselves, so that they
can carry out their social functions. Article 1 paragraph 7
states that Social Security for Persons with Disabilities,
hereinafter referred to as Social Security, is an
institutionalized scheme to guarantee all Persons with
Disabilities in order to be able to meet their basic living
needs.
Article 43 of PP No. 52 of 2019 mentions the forms of
social security provided for Persons with Disabilities,
namely: 1) social welfare insurance; 2) ongoing direct
assistance; 3) special assistance. This social security is
provided by the ministers / heads of related institutions,
governors, regents / mayors to Persons with Disabilities
who are recorded in national data of Persons with
Disabilities. In paragraph 4 it is stated that the national

data is integrated data and it is integrated data to
handling the poor and disadvantaged people.
Social security schemes carried out by the Ministry of
Social Affairs are very diverse in types of terminologies
and form of issuance of cards such as: Family Hope
Program (PKH,Program Keluarga Harapan), Direct Cash
Assistance (BLT, Bantuan Langsung Tunai) and Recipient
of Contribution Assistance (PBI, Penerima Bantuan Iuran).
And, the forms of social security cards issued by the
Ministry of Social Affairs, such as: Social Protection Cards
(KPS, Kartu Perlindungan Sosial), Community Health
Insurance (Jamkesmas, Jaminan Kesehatan Masyarakat),
Smart Indonesia Cards (KIP, Kartu Indonesia Pintar),
Social Welfare Cards (KKS, Kartu Kesejahteraan Sosial),
National Health Insurance- Indonesia Healthy Card (JKN-
KIS, Jaminan Kesejahteraan Nasional-Kartu Indonesia
Sehat).
PKH is an ongoing program by providing subsidies of
Rp.200,000-Rp.300,000 given to families who caring for
Persons with Disabilities who live with them (Dyah
Larasati Karisma Huda, 2019). The basis for providing
social welfare assistance for Person with Disabilities is
Data Collection. In Law No. 8 of 2016 concerning Persons
with Disabilities stated that data collection is regulated in
part one letter r, namely the data collection rights.
6. Challenges of Persons with Sensory Disabilities in

obtaining Social Security
Challenges of Persons with Sensory Disabilities in
obtaining social security are: a) lack of knowledge of the
rights and lack information about data collection
mechanisms; b) discrimination in the recruitment of
operators data collection; and, c) discrimination in the
distribution of social security. Discrimination in this

context can be defined as the difference in the treatment
of fellow citizens (based on skin color, class, ethnicity,
religion and so on).
a. Rights of Data Collection and Data Collection
Mechanisms
Based on information from I Gede Winaya, 80% of Person
with Sensory Disabilities have lack of knowledge about
the existence of data collection mechanisms for Persons
with Disabilities such as: Information Systems for
Disability Management (SIMPD, Sistem Manajemen
Penyandang Disabilitas), Social Welfare Information
System (SIKS, Sistem Informasi Kesejahteraan Sosial),
Integrated Database (BDT, Basis Data Terpadu) and
Integrated Social Welfare Data (DTKS, Data Terpadu
Kesejahteraan Sosial). This data collection mechanism
also has never been socialized through the organization
by authorities. Even though, these data collection
determines the fate of Person with Sensory Disabilities
and their families.
“I knew that I was registered with SIKS, because this year
my daughter is applying for a KIP scholarship. The
requirements asked me and my family should be included in
the BDT and DTKS Database, so I immediately took care of
the requirements to get data collection from the head of the
environment, the head of village to the social service
institution. Incidentally, I am a low vision person so that I
am still able to take care of myself. I cannot imagine if a
total blind person without a companion must take care of
these requirements ”(interview: I Nyoman Bawa, 27 July
2020).
DPD Pertuni Bali Province had received 20 of Person
with Disabilities Cards for which the mechanism of
obtaining and using its functions is unknown.

"We don't know the mechanism of the Cards for Person
with Disability is issued. And not all of our members accept
this card and we don't know its function, whereas our
members are spread in 9 regencies / city as many as 320
people (interview: I Gede Winaya, July 27, 2020).
b. Discrimination on Recruitment Operator Data
Collection
Recruitment operator data collection for Persons with
Disabilities was declared discriminatory by involving the
Social Welfare Institution (LKS, Lembaga Kesejahteraan
Sosial). In the Regulation of the Minister of Social Affairs
(Permensos, Peraturan Menteri Sosial) of the Republic of
Indonesia Number 13 of 2015 concerning Social Services
for Children of Person with Disabilities, LKS is a social
organization or social association which carries out the
organization of social welfare formed by the community,
both legal entities and non-legal entities.
Meanwhile, Pertuni Bali Province as a registered social
organization nationally was not involved in operator
recruitment and in training for data collection for Persons
with Disabilities. Organizational prejudice and sentiments
occur with regard to the transparency of operator
recruitment, and there is a assumtion that LKS appointed
by Permensos may not have a legal entity. In addition, the
neutrality aspect is also a discourse, considering that the
data collection of Persons with Disabilities can be politic
when it is not becoming priority of the LKS.
“DPD Pertuni Bali Province is a social organization that has
a national structure and registered under the Ministry of
Law and Human Rightss, unfortunately not involved in the
process and in training to become a data collection
operator. Even though we have companions or community
service partners (Mitra Bakti) in 9 regencies / cities in Bali
who can see or not blind (orang awas). And functionally as

a social organization, DPD Pertuni Bali Province also
organizes social rehabilitation as well as the task of the LKS
which is to assist the process of social integration of
Persons with Disabilities in the community. In our opinion,
data collection on Persons with Sensory Disabilities can
involve social organizations of Persons with Disabilities
such as Pertuni for legal guarantees for the fate and the
rights of our members”(Interview: I Gede Winaya; July 27,
2020).
c. Discrimination in Social Security Distribution
Persons with Sensory Disabilities are still becoming
passive recipients of social assistance benefits from the
authorities without getting sufficient information about
the origin and mechanism of obtaining it. The distribution
of social assistance tends to be discriminatory and based
on mercy from authorities such as: the head of the
environment or the local social service.
"I didn't know the mechanism of it because suddenly I was
given a JKN-KIS card by a neighbor when I was living in
rented house at Pegok Denpasar. This assistance really
helped my wife when she was treated for cancer
"(interview: I Gede Sukawijaya, 27 July 2020).
"I got KIS because I was invited by a friend who knew that
there was a program like that. So it depends on who gives
the information. If no friends tell me about a free health
program for Person with Disabilities, I might not have a KIS
card "(interview: I Gede Winaya, 27 July 2020).
In Pertuni Bali Province, the social security received
varies by its members. Most Recipients or beneficiaries
did not know the mechanism for proposing their names
as beneficiaries. Some were recorded in the Integrated
Database (BDT) but did not receive such facilities and
only received Direct Cash Assistance (BLT, Bantuan

Langsung Tunai) of Rp.600,000, as experienced by Mr.
Nyoman Bawa.
“I was not included in the PKH, KKS, KIS scheme, but I had
received BLT of Rp. 600,000 for 3 months from May to July
2020 from the local government ”(Interview: Nyoman
Bawa, 27 July 2020).
And, there are blind people who do not receive BLT at all,
such as Mrs. Sugiani and her husband.
"I did not get BLT, even though my husband and I were
both blind. While many of my blind friends could get it. I
have traced all the way to the village, but my name was not
included in the list of beneficiaries "(Interview: Sugiani, 27
July 2020).
The distribution of BLT was also felt discriminatory by
Mr. Sukawijaya. His wife is blind woman but did not
accept BLT, whereas another blind couple, both received
BLT funds.
" I only received BLT of Rp. 600,000 while my blind wife did
not receive it. Whereas my friends who are a blind couple
receives BLT for both "(Interview: Sukawijaya, July 26,
2020).
Mrs. Jero Sari stated that she did not know the mechanism
for obtaining social assistance and fortunately she
received more varied benefits from social assistance.
"Once, I had received Jamkesmas assistance that turned
into JKN-KIS, then once I had received a Social Protection
Card that was changed to a Social Welfare Card (KKS) and
now i am receiving a PKH of 200,000 / month which is quite
helpful although it is not enough to live in this covid period.
But clearly, I and other blind friends had been interviewed
by the statistic officers, only the final result is different. I
accepted the cards, while my friend did not. I am happy
because it helps me economicaly and at the same time, I am

also sad because my blind neighbor did not get
it”(interview: Ms. Jero Sari, July 27, 2020).
d. Sustainability of Social Security
Article 45 of Government Regulation No. 52 of 2019 states
that direct direct assistance is assistance given to Persons
with Disabilities who are poor, or have no income and
their livelihood depends on others. Assistance is given to
Persons with Disabilities who live in families and
communities or live in an nursing home (panti). This
article focuses on Persons with Severe Disabilities.
In Covid 19 Pandemic, the government informed that BLT
was given within a period of 3 months (May-July, 2020).
Most Person with Disabilities currently survive with
Direct Cash Assistance (BLT) given by the local
government (PEMDA, Pemerintah Daerah) in the amount
of Rp.600,000 provided from May-July 2020. And most of
the blinds can survive up to this month because they have
side jobs or having support from family and society.
For Persons with Sensory Disabilities, the new normal
emphasizes health protocols that cannot concretely help
them to survive and adapt to a social environment in
which has not fully recovered yet. Pandemic has made
them unemployed and not earning. Persons with Sensory
Disabilities expect for sustainable social security without
discrimination to sustain their economic life as mentioned
under the law as their rights.
C. Conclusions
1. In the field of employment, the biggest challenge for
Person with Disabilities is to wait for the the better
condition for the economic recovery so that
investment in business becomes open dan develop.
Workers with Sensory Disabilities should rebuild

community’s trust to work in the new normal era.
The concrete strategies are needed to help Workers
with Disabilities to work again through the provision
of health and health services such as rapid tests or
swabs at government funding.
2. The challenges of Persons with Sensory Disabilities in
obtaining social security are discrimination and
transparency of information. So far, Person with
Sensory Disabilities are still becoming passive
recipients /beneficiaries of the social assistance
without knowing the social security mechanism and
its distribution. Sustainability in social security is
needed for Person with Disability and it should be
given because it is rights of Person with Disability,
not based mercy or subjective judgement from
leaders or authoritities.
3. The basis for providing social security lies in the
national data collection of Persons with Disabilities.
Majority Person with Disabilities do not know any
information about it. Thus, the government needs to
provide education and information dissemination by
involving registered of Persons with Disabilities
organization (PDOs), such as Pertuni. Companion of
Persons with Disabilities (Pendamping Penyandang
Disabilitas) needs to play an active role in helping
Persons with Disabilities to take care of their rights to
get Person with Disability’s card (Kartu Penyandang
Disabilitas) and other documents to get social
security.
4. The mechanism for recruiting operators for data
collection of Person with Disabilities is felt to be
discriminatory and political by not involving Person
with Disability Organization (PDOs). All legal PDOs,
including Pertuni must have the same rights to input

data of their members by having account for national
data collection for Person with Disability from the
authorities.
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Revisiting the Four Linguistic
Macro Skills’ Contemporary Nature
and Their Possible New Normal
Online Pedagogical Delivery in
Philippine Public Senior High
Schools
Aljon Delmo Galang
Schools Division of Bulacan,
Department of Education, Philippines
A. Introduction
Corona Virus Disease of 2019 (COVID-19) has changed a
lot of facets of human life since its outbreak until its
declaration of being a pandemic. The disease has
reshaped the landscape of humankind from the
humongous arena of the global community to the
doorsteps of our homes. In the Philippines, on January 30,
2020, the country’s Department of Education declared the
first in the country and on March 7, the first local
transmission was recorded (World Health Organization
[WHO], 2020). Since its upsurge, this virus brings
everyone to dilemma, raising a lot of queries on how to go
on with all human transactions including education. Since
it is undeniable that COVID-19 is highly transmittable
especially in a face-to-face interaction, it has become a
pressing challenge on how to deliver the teaching-
learning process to the students without compromising
their health (Centers for Disease Control and Prevention
[CDCP], 2020; ASEAN Post, 2020). Hence, the
apprehension is to deliver education in the safest way.
Aljon Delmo Galang | 150

The Philippine Department of Education lays out
situation-based learning modalities hoping to address the
needs of the students to push through in their edification.
Due to the constraints brought by the pandemic, the
Department is forced to revolutionize its learning
platforms through D.O No.12, s.2020 or also known as
Adoption of the Basic Education Learning Continuity Plan
for School Year 2020-2021 in the Light of COVID-19
Public Health Emergency. Eventually, this brings forth to
the revival of remote learning. Nonetheless, this form of
learning is not a new practice in the country’s schools
(Philippine Department of Education [DepEd], 2020). The
use of radio and television as modalities is done from the
past until today in the country. What makes today’s
remote modalities unique in the Philippine public schools
is the emphasis on online learning. Almario and Austria
(2020) point out that there are four (4) ways to study
online: synchronous, asynchronous, hybrid, and/or
modified hybrid. First, when an online class is
synchronous, the teacher delivers the lessons to the
students simultaneously and usually in real-time. Second,
a class is asynchronous if the teacher gives coursework
to the students posted online and lets them accomplish
those in a given time frame. Third, a hybrid class is the
combination of online activities and in-person class
meeting which is risky due to the high COVID-19
transmission possibility in a convention of individuals.
Moreover, it is not emphasized in this chapter since it
involves a face-to-face interaction. The focus is primarily
on online learning. The last one is the modified hybrid
class. In this learning modality, students may participate
in class in both synchronous and asynchronous ways
without in-person meeting. These learning modalities
become the trend in teaching. In fact, webinars related to
this form of learning are spearheaded by both public and

private individuals. However, as much as it is a trend, it is
an issue due to the unfamiliarity of its delivery. Hence, the
goal is to get acquainted with the way the instruction
must be delivered. In other words, the primary focus of
discussion deals with its pedagogical delivery facets such
as online learning’s planning, implementing, assessing,
and reflecting.
From the pre-COVID-19 school setup until today,
language teaching has always been the linguists and
teachers’ topic of improvement. Since language is the key
to understand the simplest ideas to the most complex
ones and the tool to synthesize novel concepts
contributing tremendously on the reservoir of knowledge
and development, they continuously seek for
instructional innovation to hit the target not only of the
language learning advocates, but also of the entire
academe (European Commission, 2015). Moreover, the
challenge to face in the discipline heightens because of the
present general health condition of the public. Face-to-
face language classes may be limited but due to the firm
stand of the Philippine National Government supported
by its Department of Education and the accessible online
platforms, the status quo does not eliminate the
interaction between teachers and students (Philippine
DepEd, 2020). Hence, learning is limited but not impeded.
Having discussed the precedents, it is clear that the
discussion in this chapter revolves on the trends and
issues related to online English language teaching.
Moreover, the context of the discussion is within the
parameters of the Philippine public senior high schools.
Regarding the focus of the discussion, there are two (2)
major parts to deal on, (1) the four linguistic macro skills’
contemporary nature and the extent they are affected by
the pandemic and (2) their online pedagogical delivery in
Philippine public senior high schools under the New

Normal. Understanding the nature of the macro skills and
to what extent teaching them is affected by the fatal
disease can make us understand them better and find
ways to deliver them to the best that we can in this time
of immense challenge.
B. Discussion
In teaching a language, there are two (2) major skills to
develop – receptive and productive skills. On the one
hand, receptive skills are the tools of any learners to
acquire and/or learn a target language. As
neurolinguistics says, through Wernicke’s area of the
brain or also known as posterior speech cortex, the
reception of language is possible and this can be done
through mental acts of listening and reading. This major
skill allows individuals to build a bank of lexemes for any
discourse involvement. On the other hand, the
productive skills are the instruments used to participate
in the communication process aside from the former.
Through the aid of Broca’s area of the brain or anterior
speech cortex, out of an individual’s lexical reservoir, the
productive skills, speaking and writing are shown (Al-
Jawi, 2010; Golkova & Hubackova, 2014; Yule, 2012).
With these skills, linguistic competence through linguistic
performance is exhibited.
Generally, the receptive and productive skills go together
making the communication process possible. Hence, these
two are inseparable for it is impossible for an individual
to produce language through speaking and writing
without language acquisition and learning through
listening and reading (Abdrabo, 2014). Thus, these skills
are the main concerns of an English language class
including the Philippine Public Senior High Schools
(PPSHS). Nevertheless, it is nothing but just to discuss

thoroughly these sub-skills or also known as the four (4)
language macro skills further and how they may be taught
in the classrooms restricted by the fatality of COVID-19.
1. Revisiting the Contemporary Nature of the Four

Macro Skills in English Language Teaching and
Learning
The Listening Skill. Listening is an individual’s receptive
ability to recognize, process, and comprehend spoken
words, phrases, clauses, sentences, and/or texts carried
on, in a conversation (Rahimirad & Moini, 2015). In the
active flux of communication, this skill is vital to make the
communication process effective and successful (Tindall
& Nisbet, 2008). The process is effective and successful if
the interlocutor is able to respond appropriately to the
sent message. Failure to respond or answer appropriately
entails that the utterance is improperly digested by the
listener aurally (Costigan & Brink, 2019). Hence, the
development of listening skill is a must.
In the face-to-face classroom in the pre-COVID-19 setup,
Filipino teachers of English in public senior high schools
deliver their lessons to hone the listening skill,
intentionally or unintentionally, through engaging
activities such as reacting to movies with guide questions,
listening to recorded conversation, gathering information
from a loudly read text or speech, filling in the blanks by
listening to a song and the likes. These are done in the
various subjects especially in Oral Communication in
Context (OCC). Though the subject is meant to upskill the
students primarily in speaking, its learning competencies
designed in the curriculum also hit the development of
listening.

Moreover, it is undeniable that by nature speaking
compliments with listening due to the fact that it is a must
to listen first before speaking, to indulge in a successful
conversation. For example, it is absurd to answer if there
is no query uttered or if the question is not understood
properly. This is the reason that enhancing listening is
still in the bucket of priorities even in the New Normal
classroom.
The Reading Skill. Reading is a linguistic receptive skill
that involves the decoding of arbitrary and socially shared
written words in a given system of communication (Cline,
Johnstone, & King, 2006). Being a predictor of literacy, the
skill is a tool used to access and grasp the meaning of
written information especially for academic purposes and
in varying contexts (Montoya, 2018). The more one can
read and comprehend, the more learning there will be.
Hence, this ability may also confirm the level of literacy of
a group of interlocutors. This is to say that it is linked
with a nation’s scholastic achievement profile since
through this skill, the documented reservoir of academic
milestone is consumed (Whitten, Labby, & Sullivan,
2016). This is also the reason that classically, it is
included in the 3Rs (Reading, Writing, and Arithmetic)
essential to achieve success in education.
In the epoch of Education 4.0, the skill does not only mean
reading books in the library; it becomes a skill of locating
information, understanding, evaluating and reflecting on
encoded materials available not only in hard copies, but
most especially those soft ones accessible on the Internet
(Organization for Economic Co-operation and
Development, 2018). Due to the research driven trend in
education, the teachers’ task turns into the honing of
students’ ability to perform multi-tasking as they browse
for related literature supporting their claims in their
studies. Going with this trend, in the advent of the K-to-12

Program in the Philippines, PPSHS deliver research-based
subjects, such as Reading and Writing Skills (RAWS), 21st
Century Literature (21stCL), Practical Research (PR) and
others that require high-level reading skill. Hence, until
today, in this time of pandemic, reading is still the bread
and butter of educational breakthroughs due to its use in
empirical endeavors.
The Speaking Skill. Speaking, a productive linguistic
skill, is natural and complex. Chomsky argues that an
individual is not tabula rasa at birth and cannot solely
learn through Skinnerian stimulus-response verbal
learning model; instead, he claims that language
particularly speaking is too complex to be explained in
such model. He affirms that in the absence of the speech
defect, a person is innately born with language acquisition
device (LAD) making the foremost evidence of language
acquisition and learning – speaking – possible (Stanford
Encyclopedia of Philosophy, 2018). In a spoken discourse,
simple it may seem, along with listening, speaking is a
complex activity. In the Saussurean concept of system of
signification, the interlocutor’s targets are ‘to decode
phonemes upon listening, to recognize lexemes
representing concepts and objects’ and ‘to encode
collective phonemes forming lexemes that when
combined following syntax, create meaningful utterance
hitting the communication target through speaking’
(Wells, 1947/2015). These make the communication
process effective and successful. Hence, the teachers’ task
in speaking is to develop the students’ ability to
pronounce words properly, to follow the grammatical
rules of the language, and to achieve the targets of
communication.
In the four corners of the contemporary classrooms, the
first goal of the language teachers is to edify the students
on proper pronunciation of words. Producing English

phonemes may be difficult for non-native speakers but
with the help of the teachers, the students can learn doing
so with low deviation from the linguistic standard.
However, teachers of language are lenient on this matter
since World Englishes start gaining recognition
nowadays. Another thing to develop is the ability of
students in maintaining accuracy in speaking as they
sustain fluency by following optimally the syntactical
rules. Grammatical lapses appear in a spontaneous
discourse, but it is not treated as a grievous offense as
long as it does not impede the flux of meaning. Hence, the
teachers’ role is to minimize the lapses as the learners
take part in any communicative acts. The last one is
allowing the students to achieve their targets in speaking.
The students must set first their aims why they speak.
Once set, they can know how to handle a discourse
through their communicative tactics. These tactics must
lead them to achieve their communication targets. These
goals of teaching and learning speaking are still evident in
the contemporary PPSHS’s OCC subject even in the epoch
of COVID-19.
The Writing Skill. Writing is the productive ability to
encode concepts obtained from intrapersonal and
interpersonal means to proper coherent graphemes
following the rules of grammar leading to the composition
of a meaningful text (Yule, 2012). By nature, the same
with speaking, writing is a means of expression. In the
process, by choosing appropriate lexemes, the
interlocutor writes down the ideas in his or her mind
expressing feelings, emotions, opinions, facts, and the
likes that may come from personal contemplation,
naturalistic observation, and other people’s point of views
(Encyclopædia Britannica, n.d.). Moreover, in expressing
ideas through writing, coherence is a must. The ideas
expressed in graphemes must adhere to the thesis

statement dominating the text and be logical and
systematic to achieve a clear textual whole. Another
consideration to make is cohesion It is the use of
techniques such as repetition, substitution, and transition
along with grammatical rules (Poudel, 2018; Ampa &
Basri, 2019). Unlike speaking, writing is very strict in fact,
meaning, and grammar since its end is a documentation.
An erroneous text product survives to corrupt the next
generation of readers if not rejected. Moreover, failure to
stick with the rules may affect the meaning, validity, and
reliability of a text. Therefore, the primary concerns of the
teachers in enhancing writing are lexical choice, textual
coherence, and syntactical rules.
From the past until today, the tasks of the writing
teachers are to educate the learners to be keen and
creative in picking the right words to express their ideas
properly to avoid misunderstanding. Thus, intentionally
and unintentionally, vocabulary is always part of the
lessons in PPSHS subjects especially in RAWS, 21stCL, and
PR. However, another challenge for students of today is
arranging their ideas to come up with a coherent
composition. Teachers must edify the students about the
idea-arranging writing techniques such as inductive,
deductive, abductive, iterative, and/or Aristotlean
syllogismic tactics. Moreover, another facet is grammar.
Though taught until senior high school, grammar is still a
challenge to Filipino learners of English since the
language is not the country’s native language. There are
grammar blindspots that the learners may find unfamiliar
due to its absence in their first language (Johansson,
2008). Teachers of grammar, as well as students, must
focus to achieve better linguistic performance in this facet
of writing.
Now that the skills’ nature is discussed, it is nothing but
just to discuss how they must be delivered in this time of

pandemic and due to the absence of transmission, the
safest way is through remote learning specifically through
online learning. Thus, the New Normal online pedogical
delivery must be defined.
2. Linking the Macro Skills with Their Possible New

Normal Online Pedagogical Delivery in the
Philippine Senior High Schools
To be acquainted with the pedagogical delivery, there are
four phases that must be discussed to understand how to
continue the edification of the learners in the best and
safest possible way. These are planning, implementing,
assessing, and reflecting. This extrapolation also follows
the Basic Action Research Model patterned with the work
of Kurt Lewin as guide in discussing and modified to suit
the context at hand. In the planning phase, the
preparation for the delivery of instruction and the
diagnosis of the students’ needs due to its importance are
highly examined. It involves the blueprints of activities,
series of activities, and other interventions. The second
phase is acting. It involves the execution of the activities.
However, in this chapter, the term implementing shall be
used instead of acting since it is the specific act to be done
in the instruction. The third phase is observing. It includes
the supervision of outcomes. However, the equivalent
specific term to be used is assessing. This is due to the
fact that in assessing the students’ progress can be
observed. The last one is reflecting. It is in this phase that
one realizes the strengths and weaknesses of the
instruction delivered. This is necessary to the act of
planning and for the process to continue (Nuñez &
Navarro, 2015). Hence, the cyclical process begins once
more. The considerations in this discussion are the
learners, the learning competency (LC), the learning

material (LM), the learning modality (LMD), and the
learning platforms (LPF).
Figure 1. Modified Lewin’s basic action research model

(Nuñez & Navarro, 2015)
The Planning Phase. It is not arguable that the first
consideration is the learners specifically their needs,
their schemata, their interests, their intelligence (IQ),
emotional (EQ), and adversity quotients (AQ). The
diagnosis of students’ needs is the first vital step since it is
the source of baseline data, needed to push through with
the construction of appropriate instruction (Bondoc,
David, Gueco, Lansangan, Manabat, Tamayo, & Macaspac,
2014). For example, specifically, a student may be
diagnosed to be poor in listening to facts or writing
following the rules of grammar. In addition, in this time of
pandemic, generally, students must focus primarily on
reading. The challenge nowadays is to identify which
article is real or fake; thus, reading must be given
emphasis. However, it does not mean that the other skills
must not be left out. It is just that at the moment reading
is the students’ immediate need.
Another is their schemata. Teachers must also invest on
what students currently know. The current linguistic and
extra-linguistic knowledge of the world must be
connected to the language lesson at hand (Stott, 2001).

The trending universal knowledge at the moment is about
COVID19. Investing on their knowledge regarding the
disease may be of help in preparing materials’ content for
the four macro skills. It is indeed easy to listen to, to read
about, to speak on, and to write of something one knows.
Another facet is the students’ interests. Learners are
quarantined for a long time in their houses. They may
have developed activities that keep them busy like social
media involvement, watching movies, and the likes. The
activities they find interesting and they miss the most
because of the situation may also be used as topics. These
may be served as springboards or epitomes for online
language class discussions.
It is already given that students’ IQ must be put into
consideration in planning since this sets the level of
difficulty to be used in the execution of the instruction,
but the students’ EQ and AQ that were once commonly
left out in a pre-COVID-19 class must be given of equal
consideration in this trying time. On the one hand,
emotional quotient refers to the ability of an individual to
one’s and others’ emotions to identify among them to
guide an individual’s thought and behavior (Talwar &
Bhat, 2004). On the other hand, adversity quotient
pertains to how well an individual deals with a problem
he or she faces (Phoolka & Kaur, 2012). Teachers must be
aware of the learners’ current emotional status and their
ability to face problems especially today. However, since
it is difficult to identify their EQs and AQs, the teacher
may come up with contents sensitive of the current
situations. The content of the lessons may focus on
uplifting the spirits of the students and/or on
strengthening their spirituality. Contents may be about
the optimism that things will get better very soon. These
can boost their EQ and AQ.

Another consideration is the subject’s set of learning
competencies. It refers to the skill to perform based on
the standards set in the curriculum (Philippine DepEd,
2019). This is indispensable since these determine the
appropriate learning materials to be used. For example, if
this OCC LC ‘to discuss the functions of communication’ is
to be taught, the teacher may provide LMs highlighting
the functions of communication. Reading materials about
the country’s present general health condition may be
prepared requiring students to identify the functions of
communication shown in the context. Furthermore, as
mentioned previously, learning materials must be
prepared based on students’ IQ, EQ, and AQ; however,
considering that online learning will be done, the LMs
must also be set whether they are teacher guide-
dependent for synchronous LMD or teacher guide-
independent for asynchronous LMD. Thus, the
identification of the appropriate LMD must be done, too.
As mentioned, the pandemic has reshaped all facets of
human transactions including how education is delivered.
Hence, it is indeed inevitable to set the appropriate
learning modality depending on the COVID19 risk level
in the students’ localities (Almario and Austria, 2020). As
we all know, the safest is online learning. In places where
Internet connection is available all the time, synchronous
learning is advisable. In communities where the
connection is not always available, asynchronous learning
is possible. In classes where face-to-face appearance is
needed aside from online learning, though this is not
preferable due to the high risk of disease transmission,
hybrid LMD may be done, but must be limited and
carefully planned. The best LMD may be the modified
hybrid. Since it is a combination of synchronous and
asynchronous learning, it gives freedom to both teachers
and students to be together at an instance and to work

freely in some other time by themselves and since there is
no in-person classes, the disease cannot be transmitted.
For example, the teacher of writing may send a link of a
video on New Zealand’s tactics in defeating COVID19. The
teacher may prepare guide questions for their
independent learning. The responses they shall make may
be converted into a one-page essay. This output shall be
shared in the next synchronous online class. In other
words, foreseeing the possible LMD and the process of
lesson delivery is indispensable in planning.
The last planning consideration is the learning platform.
Online LPF pertains to the software in which learning
activities may take place (Kats, 2010). Both teachers and
students must be adept with the chosen LPF. Today, there
are a lot of online options in which teaching and learning
can be executed such as Google Meet, Facebook, Edmodo,
Kahoot, Zoom and the like. The only challenge is to choose
the best one. The teachers must check familiarity and
commonality of both teachers and students on the
prospect LPF. Problems may occur if some of two groups
are not familiar with platform. Hence, this is also a must
in planning.
Since all planning considerations are done, making lesson
plan for is indeed possible.
The Implementing Phase. In this phase, what is planned
must be executed. This is the realization of the blueprint
made. In their execution, the lessons must address the
needs identified in the diagnosis. In the course of the
instruction, the link between their schemata and the
target learning must be linked. Not limited to a language
class, the execution approach must also be sensitive of the
students’ IQ to reach out to the students’ level pushing
them to the target level. Along with it is the consideration
of EQ and AQ. Teachers must be more sensitive of what

they say especially in this time of pandemic. Negative
emotions reinforced with external contributors may not
only impede learning, but may lead to worst cases such as
depression and suicide. As mentioned, positive examples
are the best.
The learning competency is the backbone of instruction.
The delivery of the lesson must be anchored with it. Thus,
this must be highlighted in the course of the teaching and
learning process. The procedure of the lesson starting
from the logically related motivation to the valid way of
evaluating students must be established to achieve the
desired LC. Along with the achievement of the LC, the
instruction must always be a vessel of educating the
students more about the pandemic. As they attain the
competency, they must learn about the pandemic. For
example, if the RAWS LC is ‘to explain critical reading as
looking for ways of thinking’, the teacher may provide a
text about COVID-19 leading to argue on the current
general health condition of the country. They may argue
through writing. The teacher, then, may ask the students
on how reading critically the text allow them to argue
better in writing. It may be done in a synchronous class
discussion or may incorporated in learning modules
(LMO), self-learning kits (SLK), strategic intervention
materials (SIM), and the likes in an asynchronous class.
These may be achieved in all LMDs.
In the learning modalities, achieving the language
competencies and learning about COVID-19 are possible.
In a synchronous online class, in an interactive discussion,
the teacher may integrate about the pointers to
remember about how to avoid getting infected with the
disease. The same is true in an asynchronous class. The
learning materials to be distributed must also have such
content. Both of course can be done in hybrid and
modified hybrid classes. The instruction must not only

achieve the target language competency; it must also
address the clamor of the present in any given LMDs.
In delivery of instruction, the learning platform must also
be thoroughly checked. If the LPF is accessible to
everybody, then, it is a good platform; however, if it is not,
then the teacher must learn how to manage the situation.
In teaching online, there might be chances of technology
failure. The teacher must be ready to troubleshoot the
situation. He or she must look for alternative ways to
deliver the lesson of the day to avoid wasting the
opportunity. Hence, alternative plans must be executed.
For example, if most of the students fail to access Google
Meet as LPF, then the teacher must look for another
platform to facilitate learning. He or she may choose
Facebook room since most of the students nowadays are
social media savvy.
The Assessing Phase. To monitor the teaching and
learning process and check its success and effectiveness,
assessment must be done. There are two factors to assess
– students’ learning and the instruction itself. However,
one may ponder how students’ learning and instruction
be assessed given this time of disease. There are ways on
how to do so.
In a synchronous online class, not limited to the two skills,
it is possible to assess the speaking and listening skills at
an instance. The teacher must set a day of assessment and
inform the students about it. Topics may be given before
the day so that the students can prepare for it. In case the
assessment is a subjective performance task or test,
rubrics and mechanics must also be prepared and agreed
by both the teacher and the students. It must be clear to
both parties to avoid conflicts. Furthermore, it is already
given that the teacher assesses the students’ performance,
but the students must also be empowered to do so. They

may be given a Google form link of the rubric to
participate in the assessment.
In executing an objective-type of assessment, the fear of
cheating is still an issue. However, LPFs such as Google
Form, Kahoot, Edmodo, and the like can be used to create
online quizzes and tests under time pressure. The
element of time may help the teachers to make sure that
the students have no time to cheat. Due to the same
reason, it is more advisable to make assessment tool such
as essays and reflections. It may be time consuming to
check those but the teacher can be sure that the answers
are really from the learners. Since the assessment is
synchronous, the teacher can monitor the whole process
to avoid false results.
In an asynchronous class, it is also advisable to come up
with assessment tools such as LMO, SLK, SIM, and the
likes allowing students to learn and be assessed at their
own pace. The teacher may provide these tools to the
students online and give them a span of time to
accomplish those. Hence, subjective type of assessment
activities must be used since the objective type is prone to
cheating. Once done, the teacher may ask the students to
submit their outputs online. This type of assessment is
good for reading and writing classes since the two require
sufficient time to fulfill. However, it is suggested to use
the assessment for both synchronous and asynchronous
classes to achieve better results.
The delivery of instruction must also be assessed. In the
Philippine Public Schools, the school heads (SHDs) are the
ones who assess the instruction through a class
observation using Classroom Observation Tool (COT).
However, due to the constraints of the time, the means to
do so must be changed. The SHDs may join the LPF to
observe how the teaching and learning process is

delivered. Thus, this is possible in synchronous classes.
Nonetheless, the observer-assessor must also monitor the
flow of pedagogy in other forms of LMDs. Aside from the
SHDs, for the purpose of result triangulation the students,
being the primary stakeholders must also give their own
feedback regarding the delivery of instruction. In the
Philippines, this is what private schools have and what
public schools lack. This is the change that must be done
in the latter schools. Like the other forms, the feedback
may be given through the use of Google form.
The Reflecting Phase. Right after the planning,
implementing, and assessing phases, reflecting must be
done. It is very essential to begin the new cycle of the
pedagogical delivery. In this phase, the strengths must be
identified. These are insights that are not only beneficial
to the reflecting teachers, but also to those who use the
same delivery. Aside from the strengths, the weaknesses
must also be put into consideration. The trials that lead to
lapses in the instruction must be lessened if not
eliminated at all. For example, the teacher and students
accomplished a lesson with a very satisfying level of
mastery; however, they find the chosen LPF inaccessible
because the learners are not fully familiar with it. On the
one hand, the reasons for having such level of mastery
must be identified. It may be the teacher’s delivery, the
learning materials, and the likes. Whichever they are, they
must be the guide for the succeeding instruction. On the
other hand, the LPF, being inaccessible, is considered a
weakness. The teacher may educate the students first on
how to use it or use another platform in learning. These
insights are helpful for the next wave of instruction.
The teacher may focus on the points regarding the
learners, the learning competency, the learning materials,
the learning modalities, and the learning platforms. When
these facets’ strengths and weaknesses are reflected,

recorded, and acted upon, the pedagogical delivery of
instruction will be successful.
C. Conclusion
There are two major points emerged from the discussion,
in the Philippine Public Senior High Schools the four
linguistic macro skills remain and evolve based on the
demands of the epoch and the sole change that has
happened is primarily on delivery of instruction.
Now that the contemporary nature of the four language
macro skills are revisited, one may realize that their
nature aligns with the demands of this epoch such as the
technological progress and the research trend in
education. The pandemic has no direct effect on the
nature of the skills. The skills remain intertwined with the
temporal clamor of education driven by economic and
technological advancement of the society. Listening
remains essential in this era due to this receptive power
to gather information in an active flux of communication.
Reading evolves into a multi-tasking act due to its use in
research done by browsing varied most scholastic
resources available on the Internet simultaneously.
Speaking stays a classical skill of spontaneous expression.
Writing is still considered as the tool of preserving the
knowledge and wisdom of the past and the present. What
COVID-19 has really affected is the way they are taught.
The delivery of education is greatly affected by the fatal
disease. There is nothing new in the delivery aside from
the emphasis on students’ EQ and IQ, the use of schemata
on COVID-19 to link learnings, flexibility and accessibility
of learning modalities and platforms. The safety of both
learners and teachers is the utmost consideration in the
execution of education. As the dangers brought by the
pandemic create stories of fear, hope, hate, and love, these

become the content and restriction of lessons in today’s
classroom. The creativity of teachers in executing the
pedagogy is only not motivated by technology but also by
this general health condition’s constraits. Hence, the
macro skills and their pedogical delivery are linked
because of the borders set by the pandemic.
The resilience of education remains among the Filipino
teachers and students. The pandemic may be an unseen
fearful enemy to defeat, but the eagerness of the Filipinos
to continue learning is greater than the fear. In the
Philippines, education particularly language learning is
still alive, limited but not impeded.
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Effective Learning Approach
In New Normal Era
I Komang Mertayasa1,
G.A. Kristha Adelia Indraningsih2
1Institut
Agama Hindu Negeri Tampung Penyang
Palangka Raya
2Sekolah Tinggi Agama Hindu Dharma Sentana Sulawesi
Tengah
A. Introduction
Corona virus has an impact on various sectors of human
life throughout the world. Corona is a term to mention
"covid-19" acronym for Corona virus disease (covid-19),
(ZA et al., 2020). Sectors affected are starting from the
economic sector, social culture, education and even to the
implementation of worship. Employees are asked to work
from home, as a result some sectors that cannot replace
the role of humans in working cannot run well. Some
companies reduce their employees, and some even lay off
employees because due to high operational costs.
The issuance of Government Regulation number. 21 of
2020 concerning large scale social restrictions in the
framework of accelerating handling of Corona Virus
Disease 2019 (COVID-19) for several regions in the red
zone is an attempt by the government as a policy maker in
breaking the chain of distribution of covid-19. After the
enactment of the Large Scale Social Restrictions (LSSR),
with the condition of the spread of covid-19 which
continues to increase while several sectors have had to
operate and for the sake of maintaining national stability
so that people are required to be able to make peace with
I Komang Mertayasa, G.A. Kristha Adelia Indraningsih | 175

this virus by adapting to new normal situations (New
Normal).
New Normal is defined by Sigit Pamungkas is interpreted
as a new way of life or a new way of living life activities
during the COVID-19 pandemic, (Habibi, 2020). New
habits are physical distancing, social distancing, not
shaking hands, wearing masks, and as often as possible to
wash hands with soap in running water for at least 60
seconds. These habits are not done before covid-19,
therefore it becomes a new habit that must be done to
avoid the covid-19 virus. The habit to always follow
health protocols in conducting activities is regulated by
the government through Minister of Health Decree
Number HK.01.07/MENKES/328/2020 concerning
Guidelines for Prevention and Control of Corona Virus
Disease 2019 (covid-19) in office and industry
workplaces in support of business continuity on
pandemic situations, and Minister of Home Affairs Decree
Number 440-830 of 2020 concerning Guidelines for
Productive and Safe New Normal Order Corona Virus
Disease 2019 for State Civil Apparatus within the Ministry
of Home Affairs and Local Governments. A number of
preparations and technical criteria in the new normal
order are only regulated in this decision, so that the
community can avoid this virus infection, but the
implementation of government can run well in the Covid-
19 situation.
The education sector is one of the sectors that is very
significantly affected by covid-19. This outbreak causes
activities such as seminars, workshops, learning
processes in schools even to the implementation of
worship is not done as usual, (Mertayasa, 2020). All
schools in the pandemic period starting from elementary,
secondary to tertiary levels, cannot carry out learning
activities as usual in schools. While education is an

important asset in the creation of complete Indonesian
human resources. If education does not go well, it will
have an impact that the potential for the children of the
nation will not be developed, which is the main capital in
supporting national development. The learning process is
the core of the overall education process that aims to
change the behavior of children, (Kirom, 2017).
Therefore, the government issued a reference that could
become a guideline for learning in the pandemic period
through the Circular of the Secretary General of the
Ministry of Education and Culture number 15 of 2020
concerning guidelines for organizing Learning From
Home in the emergency period of the spread of Corona
Virus Disease 2019 (Covid-19).
This Circular is intended as a Guide for education
providers, educators, students and parents and the
community in organizing the educational process during
the Covid-19 pandemic. Teaching and learning process
can still be done by adjusting the educational resources
owned by the educational unit. The intended educational
resources are all things used in the administration of
education which include education staff, the community,
funds, facilities, and infrastructure (UU No. 20, 2003). In
the situation of covid plague which continues to
experience an increase in educational institutions, it is
still required to educate Indonesian human resources
optimally by utilizing the facilities owned optimally, so
that the learning process can still take place amid the
covid-19 pandemic outbreak.
During the Covid-19 pandemic and the new normal,
learning can be done with distance learning programs
through online and offline approaches or collaboration,
both of which have been regulated by the government.
The use of the two approaches recommended by the
government cannot be separated from the involvement of

learning components that are interrelated to one another.
These components are the objectives, teaching materials,
methods and media, evaluation, students, and the
presence of educators/teachers, (Riyana, n.d.). Among the
components involved in the teaching of educators is the
frontline that determines the success of education,
because the learning process of educators who serve
students in learning activities, and assess or measure the
level of learning success with the specified procedures,
(Zein, 2016). Educators and students are not very closely
related and even learning cannot occur without both.
Abdullah, (2017) revealed that the main variables in
learning activities are teachers and students.
The effectiveness of learning is very dependent on the
learning method or approach used by educators.
Achieving good learning outcomes a teacher needs to
know, learn several teaching methods, and practice it
when teaching, (Nasution, 2017). Choosing the right
teaching method will affect the changes that are expected
to occur in students after learning is complete. Mistakes
in choosing and applying teaching methods will have an
impact on the lack of student learning motivation so that
it also impacts on the achievement of learning objectives,
(Mertayasa & Suardika, 2019). An educator is sometimes
not right in choosing the method to be used or handling
students in learning which is one of the determinants of
success in learning, (Dolong, 2016).
Educators need to consider carefully the selection of
teaching methods that are appropriate to the
characteristics of students. Therefore learning requires
the ability of teachers to apply learning methods that are
appropriate to the characteristics of their students,
(Nasution, 2017). In the new normal period learning
cannot be carried out the same as before the outbreak of
Covid-19, so educators need to be more creative in

choosing approaches and determining ways of teaching
which can be relevant to certain regional situations
during New Normal. Educators need to plan well the
learning process that will be done, so that learning can be
fun as well as psychological therapy students for the
achievement a generation of believers and devoted to God
Almighty, noble, healthy, knowledgeable, competent,
creative, independent, become democratic and
responsible citizens.
B. Discussion
1. Learning Approach
Learning is a process of interaction from several
components in learning. The term learning refers to the
existence of reciprocity between the two main
components, educators and students. Learning is the
process of student interaction with educators, with
learning material, delivery methods, learning strategies,
and learning resources in a learning environment, (Pane
& Darwis Dasopang, 2017). Learning requires interaction
between some of these components. Interaction between
students and educators requires an approach and method
that is safe and comfortable to do, preparing teaching
materials and other learning resources needed by
students.
In the new normal era interaction between learning
components cannot be done directly in the classroom, but
is carried out in accordance with regulations issued by
the government through the Ministry of Education and
Culture. Learning can be done online or offline or
combining both according to the availability of supporting
facilities and infrastructure owned by schools, educators
and students. The approach is expected to provide results
in the form of good learning for educators and students.

The implementation of learning has an impact on learning
outcomes for educators in the form of instructional effects
in the form of learning outcome data (values) and for
students as the impact of learning accompaniment
(nurturent effect) in the form of knowledge and abilities
in certain fields, (Riyana, n.d.).
In the new era of normal learning still refers to the
Circular of the Secretary General of Ministry of Education
and Culture No. 15 of 2020, namely by approaching
Daring and Luring or combining the two. The Daring
approach to learning is done networked/online while
Luring is Networkless learning/offline. In the
implementation of learning during the New Normal
period, can choose one or use both of them according to
the circumstances in which the education is taking place.
The learning approach can be interpreted as a starting
point or our perspective on the learning process,
(Abdullah, 2017). The perspective of a learning process,
which then is a method of learning and learning
techniques. Educational methods are ways that can be
taken in facilitating the achievement of educational goals,
methods are closely related to the approach used,
(Kamsinah, 2008). Approaches and methods are related
to implementing an effective learning process. The
learning method applied by educators is very dependent
on the approach chosen, so that each approach has its
own way or method of implementing learning.
The learning method is a very familiar term and cannot be
released in education, because the learning method
provides an important role in the process of achieving
educational goals. The learning method consists of two
words, the method and learning. The method is an orderly
way to carry out a job achieving the desired; systematic
work methods to facilitate the implementation of an

activity in order to achieve the specified goals, (Kbbi
Daring, 2020). The method has a system and regular in its
implementation in order to achieve the goals set.
Learning is a process of interaction between students and
educators and learning resources in a learning
environment, (UU No. 20, 2003). Therefore the learning
method is a systematic way of creating student
interaction with various learning resources so that it can
achieve the expected learning outcomes. Student learning
outcomes is one of the objectives of the learning process
in schools, (Nasution, 2017).
Learning approaches and methods need to be well
understood by educator, because to be able to achieve
good learning outcomes requires appropriate teaching
method so that students can understand the teaching
material provided, and can gain useful learning
experiences in their lives. Good learning methods are able
to have a positive impact on student learning outcomes,
(Kamsinah, 2008). Therefore the learning method
becomes one of the important components in learning as
an effort to develop students' cognitive, affective and
psychomotor. The development expected by education is
in accordance with the objectives of national education,
namely the development of the potential of students to
become human beings who believe and fear God
Almighty, noble, healthy, knowledgeable, capable,
creative, independent, and become citizens of a
democratic and responsible answer, (UU No. 20, 2003).
Teachers as education implementers who interact
directly with students need to understand and
comprehend and have skills that can support the
implementation of their main tasks. The new era is
normal with an alternative online approach that requires
educators to understand and be able to utilize
information technology in the learning process. Learning

that was originally carried out without using information
technology but now must be modified in such a way as
effective and efficient distance learning in the new normal
period. The learning method used is expected to be able
to provide students with knowledge and values that can
be useful in their future lives. Therefore, learning in the
new normal period requires adequate hard skills and soft
skills from educators.
2. Online Learning
Online is distance learning in a network using gadgets or
Personal Computers through several online learning
portals and applications, (Suharto, 2020). This Distance
Learning System utilizes internet network facilities and
learning applications that have been provided by the
government. Because of utilizing internet access, this
learning will only be carried out in areas that have good
internet access, and are supported by adequate devices or
Personal Computers.
The learning resources and media in the online system
have been prepared by the Ministry of Education and
Culture, as follows:
No Media Link
1. Rumah Belajar https://belajar.kemdikb
oleh Pusdatin ud.go.id
Kemendikbud
2. TV edukasi https://tve.kemdikbud.g
Kemendikbud o.id/live/
3. Pembelajaran Digital http://rumahbelajar.id
oleh Pusdatin dan
SEAMOLEC
Kemendikbud

No Media Link
4. Tatap muka daring pusdatin.webex.com
program sapa duta
rumah belajar
Pusdatin
Kemendikbud
5. LMS SIAJAR oleh http://lms.seamolec.org
SEAMOLEC,
Kemendikbud
6. Aplikasi daring untuk http://setara.kemdikbud
paket A,B,C .go.id/
7. Guru berbagi http://guruberbagi.kem
dikbud.go.id
8. Membaca digital http://aksi.puspendik.ke
mdikbud.go.id/membaca
digital/
9. Video pembelajaran http://video.kemdikbud
.go.id/
10. Suara edukasi https://suaraedukasi.ke
Kemendikbud mdikbud.go.id/
11. Radio edukasi https://radioedukasi.ke
Kemendikbud mdikbud.go.id
12. Sahabat keluarga https://sahabatkeluarga.
Sumber Informasi kemdikbud.go.id/laman/
dan bahan ajar
pengasuhan dan
pendidikan Keluarga
13. Ruang guru PAUD http://anggunpaud.kem
Kemendikbud dikbud.go.id/
14. Buku sekolah https://bse.kemdikbud.g

No Media Link
elektronik o.id/
15. Mobile edukasi Bahan https://m-
ajar multimedia edukasi.kemdikbud.go.id
/medukasi/
16. Modul Pendidikan https://emodul.kemdikb
Kesetaraan ud.go.id/
17. Sumber bahan ajar https://sumberbelajar.se
siswa SD, SMP, SMA, amolec.Org/
dan SMK
18. Kursus daring untuk http://mooc.seamolec.or
Guru dari SEAMOLEC g/
19. Kelas daring untuk http://elearning.seamole
siswa dan Mahasiswa c.org/
20. Repositori Institusi http://repositori.kemdik
Kemendikbud bud.go.id
21. Jurnal daring https://perpustakaan.ke
Kemendikbud mdikbud.go.id/jurnal-
kemendikbud
22. Buku digital open- http://pustaka-
access digital.kemdikbud.go.id
23. EPERPUSDIKBUD http://bit.ly/eperpusdik
(Google Play) bud
Source: (SE. Kemendikbud No. 15, 2020)
These learning resources are prepared to be accessible to
the whole community both educators and students during
the new normal era of learning. Therefore online learning
can be done from home by educators and students using
internet facilities and devices or Personal Computers.
Students do not need to come to school because learning

material has been uploaded on the website and students
can access or download it from home as long as it is
connected to the internet network. In addition
interactions can also be done with educators and will
provide feedback and can be consulted related to
learning.
Learning From Home (LFH) with an online system
requires collaboration from all relevant components,
namely educational institutions in this case schools,
educators, parents, the community and students. These
components need to work together in realizing the
success of learning conducted by the teacher. Some of the
responsibilities of schools and teachers in the pandemic
period shifted to parents, because starting from
supervising learning, guiding, and directing students was
replaced by parents at home. The teacher in this learning
functions as a provider of learning material,
communicates it through the Learning Management
System (LMS), evaluates and receives feedback from
students and communicates with parents.
Learning From Home (LFH) during the new normal
period carried out by the online system is considered to
be more effective in avoiding transmission of learners to
covid-19. Learning from home by using an online system,
can avoid contact between individuals, especially OTG
with children, and the surrounding air that might have
been contaminated with viruses. Covid-19 transmission
occurs through droplets/sparks when coughing, sneezing
or talking, (Masrul et al., 2020). Therefore, by carrying out
online learning physical distancing and social distancing
have occurred, so that the spread of Covid-19 can be
minimized in the educational environment. Online
learning is also carried out as an effort to encourage
students to remain silent at home because of the
possibility of airborne transmission is very possible,

because previously on July 9, 2020, the World Health
Organization (WHO) updated a scientific summary of
transmission and recommendations for prevention of
Covid-19 by adding the possibility airborne transmission,
(Tim, 2020).
Online learning requires educators and students to use
technology such as gadgets or Personal Computers.
Therefore learning in the new normal era makes
educators and students learn to utilize technology, even
though before the pandemic did not really understand, or
understood it only as a medium of communication.
Educators and students are forced to be able to use
technology, because if they do not have these abilities, the
learning process as the main task of educators cannot run
well, so students are required to understand the use of
devices as learning media. Parents' insights are also
increasingly related to information technology, which was
originally understood only as a medium of
communication and has now shifted into a learning
medium that is very much needed during the new normal
era.
The new normal era in the field of learning is the
implementation of effective and efficient learning and the
protection of students from Covid-19. Online learning is
very effective and efficient during the Covid-19 pandemic.
Learning material in a short time can be obtained, only by
accessing the sites that have been prepared by the
Ministry of Education and Culture. Learning by students,
too, can be done easily and without time limit.
Information technology as the main point in online
learning is very easy to get a variety of information, both
information related to the material and other things that
support. Information can be obtained by typing keywords
in Google and it will greatly help students and educators
in broadening their horizons to achieve learning goals.

Online learning is essentially learning that is flexible
where and at any time can be done as long as there is a
good internet connection. Internet access makes
communication possible in unlimited space, likewise
online learning is not limited by space and time, so that it
can be done by students anytime and anywhere as long as
there is an internet connection. Learning does not require
students to be in school, and not necessarily indoors, so
students are more free to choose a place of learning that
is considered comfortable for learning.
In online learning systems the teacher's burden is
reduced because learning is replaced by applications, and
some teacher responsibilities must be replaced by
parents. Educators only do the controlling besides giving
the material and uploading it on the page provided and
evaluating the success of learning. On the one hand
educators are facilitated by online learning, but on the
other hand educators have difficulty in conducting
assessments related to student attitudes and skills.
Online learning requires internet connection and uneven
internet access in all regions of Indonesia. Some areas
that cannot reach the internet network certainly cannot
take part in online learning. Media or learning resources
that can be accessed by internet facilities cannot be
enjoyed by students in certain areas with limited internet
access. This is a weakness in the use of online systems,
because not all Indonesian people can use it. Online can
only be done in urban and surrounding areas that have
internet access, but for areas included in the lagging,
leading and outermost does not implement the system.
Online learning will reveal the economic inequality of
people who have the ability to facilitate their children
with expensive gadgets, but it will also appear children
from underprivileged families, and even have to join with

friends to be able to learn. The imbalance will be very
clear, especially during the outbreak of Covid-19, many
employees were laid off and there were also companies
that laid off their work. In such difficult times it will be
very difficult to buy a device or Personal Computers for
the needs of their children, because to meet their daily
needs is difficult, especially to buy gadgets that are
classified as luxury goods for some people.
This has an impact on the uneven ownership of hardware
for online learning. The plague of Covid-19 had a
devastating effect on the economy of Indonesia and even
the world. The impact is felt by the people of Indonesia so
they need to fight hard to meet their daily needs. This has
become a weakness in the implementation of the system
from the new normal period, because the economy has
not recovered and is just moving towards a better
direction. Meeting the needs of the internet quota for
students will also be difficult to meet by parents, because for
the fulfillment of the needs are still not fulfilled properly.
Internet access for some areas that are not included in the
3T (lagging, leading and outermost) region has certainly
been able to access the subject matter well, but in some
places sometimes the internet is unstable, and in certain
places that have strong network quality. Therefore it will
be an obstacle in online learning, because to get the
network must go to certain places that might be located
very far from their homes. The problems faced become
complex when students and educators do not have the
same ability to use devices or Personal Computers.
Moreover, for all this time understanding gadgets are only
as a communication tool, not as a learning medium.
Educators who have entered old age, will be very difficult
to learn, so online learning cannot be done, because
learning requires mastery of technology both educators
and students.

3. Offline Learning
Online learning is highly dependent on internet access,
and is even a factor that is crucial for implementation,
because online learning cannot be implemented without
an internet network. To overcome this, the government
has issued a Circular of the Secretary General of the
Ministry of Education and Culture which provides
alternatives to the condition of schools that are not
possible to carry out online learning. An approach other
than online that can be applied in the new normal period
is by implementing an offline system. Offline approach is
defined as learning using television, radio, independent
learning modules and worksheets, printed teaching
materials and teaching aids and learning media from the
surrounding environment, (Suharto, 2020). Offline
learning does not require internet access, because in its
implementation learning is carried out by teachers with
technical implementation arranged so that it does not
violate health protocols.
The offline learning system is mainly implemented by
educational institutions located in remote areas of
Indonesia. regions with inadequate facilities and
infrastructure as well as infrastructure for easy access to
education are still lacking, namely frontier, outermost and
disadvantaged regions (3T), (Syafii, 2018). Basically there
are 122 regions in Indonesia included in the 3T region,
(Putra & Rhussary, 2018). The region is an area with
learning facilities and infrastructure, including
inadequate access to the internet for online learning.
Some of these regions have not or are very difficult to
access the internet, therefore in the new normal era
educators are expected to continue to carry out teaching
and learning processes by utilizing the facilities of the
education units.

Learning at home offline during Learning From Home
(LFH) can be carried out through:
a. Television, for example Learning Programs from
Home through TVRI;
b. Radio;
c. Self study modules and worksheets;
d. Print teaching materials; and Teaching aids and
learning media from objects and the environment,
(SE. Kemendikbud No. 15, 2020).
Learning with the Offline approach can also be applied by
educators in areas that have internet access, therefore it
is not absolutely necessary to use online. The application
can be done by paying attention to the condition of
students, parents and the community environment where
the students live. Things that can be taken into
consideration for educators who have internet access to
continue implementing the offline system are as follows:
a. Student Internet Quota.
The limitation of internet quota ownership is also a
problem in online learning so that the learning process
continues, educators can choose to teach without using
internet facilities. This is because the economic level of
parents of students is not evenly distributed, especially in
the midst of the outbreak of co-19 which resulted in some
companies laying off their employees, even data from the
Ministry of Manpower in the second week of April 2020
there were 2.8 million workers who were laid off and laid
off as the impact of Covid-19, (Bagus P et al., 2020).
The income of the community has decreased because
since the increase in positive cases in the 19th the
government has urged the public to remain silent at home
and implement Large Scale Social Restrictions. Since the
implementation of social distancing or physical
distancing, many economic activities have stalled, making

the production, distribution and consumption process
faltered as well as many manufacturing, trade and service
industries that have stopped operating, (Bagus P et al.,
2020). According to Sri Mulyani, Indonesia could
technically experience a review, which had an impact on
the difficulty of finding employment, followed by a fall in
people's purchasing power due to reduced income,
(Yuniar, 2020).
Some of these things have an impact on the decline in
people's purchasing power which also has an effect on
one of them is the internet quota purchasing power,
especially for students. Parents with uncertain income,
especially for daily workers, will have difficulty in
meeting their children's internet quota needs. Meanwhile
the need for internet quota is a priority when studying
online, (Jelita, 2020). The situation and conditions
become one of the considerations for educational
institutions, especially educators in choosing a learning
approach so that learning can continue to run in the new
normal period. The internet quota burden is quite heavy
for some parents of students so that the offline system
can be applied as an alternative so that the learning
process can run.
b. Unstable Internet Access
Some regions in Indonesia already have an internet
connection, making it possible for learning to be carried
out online, but in certain regions internet connections are
unstable which causes disruption to the learning process.
It is undeniable that some regions in Indonesia have often
unstable internet access, (Jelita, 2020). These conditions
make learning with an online system unable to run
effectively, and it requires another alternative teaching
system, namely an offline system. These areas are mainly
found in rural areas which usually consist of only one

tower built in one district by the provider to emit signals,
so the quality of the received signal is weak, especially for
places located far from the tower.
Offline learning can also be applied by educators whose
student area is on an internet network that is dependent
on PLN Electricity. This happened in several places,
especially rural areas, when the electricity went out soon
afterwards the internet network was also cut off. This is an
obstacle in the implementation of online systems during the
new normal era, although in fact the internet network can
be accessed properly when there is no blackout.
c. Ownership of students' devices
The purchasing power of Indonesian people is uneven,
there are parents who are able to buy their children with
fantastic prices, but there are also some who are unable
to buy their children. Problems in applying distance
learning with an online system when not all students have
adequate devices. For students who live with the privilege
of having a device or laptop that can be connected to the
internet will not find it difficult in online learning,
(Karwayu, 2020) but the problem lies in some students
who do not have or in an economic life that is completely
lacking. Both laptops, Personal Computers and gadgets
are the main means of online learning, so if ownership of
the facility is uneven or only a few have, it is advisable for
educators to implement an offline system. Even if viewed
from the aspect of network availability is very adequate,
students do not have devices, so online cannot be done.
Therefore, educators need to think about and make
aspects of ownership of facilities, especially hardware, as
a consideration for implementing an offline system.
Unequal ownership of facilities causes psychological
impact on children if online use continues. There are two
possibilities that arise if it is still done by educators, first

is that children from poor families will feel to be
disadvantaged children and feel inferior compared to
their friends. Both children will force parents to buy so
they can be the same as their friends. These two things
are not good for children, so educators must have their
own way to anticipate this if they continue to use the
online system.
d. Educators Limitations In Utilizing Technology.
Learning with online systems requires adequate
understanding and skills in the use of technology. Both
educators and students are required to be at least able to
operate computers and smart phones so that online
learning can be carried out. Some teachers cannot use
technology, others with technology both teachers and
students, (Karwayu, 2020). On the other hand, the
facilities and infrastructure are sufficient for online
implementation but the resources that will carry out do
not understand usage correctly in accordance with the
principles of learning. Educators and students need to
understand the use of the existing system as a learning
medium as learning needs in the new normal era.
(Karwayu, 2020). Hardware, software and internet access
are available, but users do not yet understand the
procedures for using online systems as needed. The use of
internet access and other facilities have not been fully
utilized in learning needs. Some students and even
educators so far are more likely to use it to open social
media with a longer duration than learning.
In situations educators can use alternatives to implement
offline systems that do not require too many skills in the
use of information technology. Devices and internet
access can be used as support, for example in working on
assignments given by the teacher or in adding references
in learning. Students who are unable to utilize technology

will be able to take advantage of other means of carrying
out the tasks assigned. Other means can be in the form of
reading from books or asking people around them who
they think understand.
e. Transfer Of Value In The Learning Process
Learning basically does not only teach students to be able
to know something, but rather to the understanding and
inculcation of values that can mature them. Learning is
not only the transfer of knowledge, but convey and
transfer of value that is useful to mature, (Kirom, 2017).
The end of learning by the teacher is expected to result
not only in students mastering the cognitive aspects, but
also the affective and psychomotor aspects. Affective
aspects as characters possessed by students after
participating in the learning process. Character education
in its implementation is the application of the values
contained in the basis of the State namely Pancasila,
(Mertayasa, 2019). Character education has been outlined
as one of the important points in the K13 curriculum
which is still being implemented by the Ministry of
Education and Culture. Character values as a result of
learning in the form of noble character that can be
implemented by students in social life.
In the online learning system, between educators and
students are not in a face to face position, because this
system uses internet connection facilities that connect
between educators and students and other learning
resources. This is certainly not the same as learning in
class, where educators and students face to face and
converse. The online system makes the movement of
educators in observing the movements and expression of
students limited, so that in online learning there is little
opportunity for teachers to transfer of value and be
dominated by the transfer of knowledge.

The incorporation of online and offline systems in
learning during the new normal era can be done by
educators taking into account the things mentioned
above. This learning can be done by educators whose
working area has internet access, because learning is not
entirely done offline. This system is carried out as an
effort to cover up weaknesses in the online learning
system, and weaknesses in the offline learning system.
Because this mix is a very effective system to do in
learning during the new normal era.
C. Conclusion
Educators need to understand the approach to learning in
the new normal era, so they can carry out learning while
still avoiding covid-19 exposure. The approach that
educators can use is to use an online and offline system
approach. Online can be used if the conditions in the area
where the education is carried out have internet access,
and can be reached well by educators and students. The
offline approach can also be applied especially in areas
that do not have internet access, because this learning is
offline or outside the network. In certain situations
educators can also apply by combining the two
approaches, taking into account the things that are
considered important in the implementation of learning
and the achievement of learning objectives.
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https://doi.org/10.24252/ip.v5i2.3480

What Are The Information And
Communication Technology
Abilities That The Indonesian
Language Teachers Candidates
Need Toward A New Normal Era?
R. Panji Hermoyo, Himmatul Mursyidah

Universitas Muhammadiyah Surabaya, Indonesia
A. Introduction
The world was stirred by the emergence of a new virus in
early 2020. This virus has actually appeared since
November 2019 in Wuhan, the capital of Hubei Province,
Republic of China. This virus has no cure and vaccine; the
disease caused by the virus attacks the human respiratory
system (Chowdhury & Anwar, 2020). Furthermore, the
disease is named COVID-19 stands for Corona Virus
Disease 2019, and people used to call it Corona. The new
disease caused by the corona virus (Novel SARSCoV-2) or
known as COVID-19 has spread rapidly to other countries
(Velavan & Meyer, 2020). This caused the World Health
Organization (WHO) establishes COVID-19 as a pandemic
in March 2020 (Mailizar, Almanthari, Maulina, & Bruce,
2020; Velavan & Meyer, 2020). The Greek pandemic, pan
which means all and demos means people, so that it can
be interpreted as a disease epidemic that has spread
widely to several countries on the continent or
throughout the world. But endemic diseases that have
been widespread with stable infected patients are not
called pandemics (Madhav et al., 2018).
R. Panji Hermoyo, Himmatul Mursyidah | 200

In Indonesia, COVID-19 was first detected by Indonesian
citizens from Depok, West Java, at the end of February
2020. The case was included in the imported case
category because Indonesian citizens who were first
infected with COVID-19 were infected from Japanese
citizens who had visited Indonesia. Over time, local
transmission of the SARSCov-2 occurred in Indonesia, and
WHO established COVID-19 as a pandemic. This made the
Indonesian government make a policy of learning,
working, and worshiping from home (Hermoyo, 2020).
Schools and Colleges in Indonesia were required to study
at home until an undetermined time (Dewi, 2020).
Following the government regulation, all schools and
universities in Indonesia inevitably have to change the
learning method from face to face directly into online
learning using internet technology or better known as e-
learning (Jamaluddin, Ratnasih, Gunawan, & Paujiah,
2020). That was a challenge for all elements of education,
i.e. teachers, students, until the school or university
managerial because Indonesia is an archipelagic country
where internet access has not been evenly reached in all
regions (Fitriani, Arifien, & Juhadi, 2018).
Other problems experienced are the ability to have
information technology media such as mobile phones,
tablets, laptops, or computers and the provision of
internet costs for e-learning. In addition, the ability of
teachers, students, and parents (for elementary school
students) to use information and communication
technology for e-learning is also a big problem in the e-
learning process during this pandemic (Dewi, 2020).
Teachers were not accustomed to using blended learning
models before the pandemic. This is evidenced by the
results of the questionnaire that we have distributed to
Indonesian language subject teachers in East Java as
shown in Figure 1.

Ever
40%
Never
60%
Figure 1. Experiences of Indonesian Language Subject

Teachers in Using Blended Learning Models before the
COVID-19 Pandemic
Respondents who participated were 40 Indonesian
Language teachers from 10 districts/cities in East Java, i.e.
Banyuwangi, Gresik, Lamongan, Malang, Mojokerto,
Nganjuk, Ngawi, Ponorogo, Sidoarjo, and Surabaya. Based
on the overall respondents, 20% of them teach in
elementary school, 42.5% teach in junior high school, and
37.5% of respondents teach in senior high school. We
used East Java as the target location for respondents
because East Java is in the first place with the most
COVID-19 cases in Indonesia, until July 26, 2020 there
were 20,539 positive COVID-19 people (Liputan6.com,
2020). Regions in East Java also have regional diversity,
there are big cities and there are also remote villages with
limited access.
The results of the survey show that there are still
many teachers who are not familiar with learning
platforms and applications that can be used to support
the teaching and learning process as a result many
teachers were not used to using it before the pandemic.

Such that there were not many variations of platforms
and learning applications that can be used by teachers
during the pandemic. This can be seen in Table 1.
Table 1. Platforms and Applications used by Indonesian
Language Teachers Before and During Pandemic
Based on 16 teachers who had ever implemented Blended

Learning Model before the pandemic, only 13 teachers
had used an online learning platform and one teacher had
ever used more than one platform, whereas 3 other
teachers only use online learning applications such as
YouTube, Google Form, etc. Meanwhile, 24 out of 40
respondents used the online learning platform during the
pandemic. The rest only used the application. The most
applications used by Indonesian language teachers during
the pandemic are WhatsApp and YouTube.
We also collected information related to the teacher’s
contribution of preparing the material displayed in the
learning platforms and applications used as in Table 2.

Table 2. Indonesian Language Teacher’s Contribution in
Preparing Material Displayed in The Learning Platforms
and Applications
Percentage of Teachers Prepare
Material Material
Preparation Time by themselves Not by
themselves
Before Pandemic 81% 19%
During Pandemic 87.5% 12.5%
Based on Table 2, we know that there were still

Indonesian Language teachers who did not prepare
teaching materials themselves. Therefore, it is necessary
to conduct a review of the material provided to
Indonesian Language teacher candidates at universities
on Information and Communication Technology.
Universitas Muhammadiyah Surabaya as one of the
universities that has the Indonesian Language and
Literature Education Department has trained the ability
to use information and communication technology for
Indonesian Language teacher candidates. One form is the
presence of Information and Communication Technology
(ICT) courses. However, the material provided so far is
only about making material in an interesting PowerPoint.
Therefore, this paper discusses the importance and what
can be done to improve the ICT learning plan for students
of the Indonesian Language and Literature Education
Department. This is not only for the Universitas
Muhammadiyah Surabaya, but also for other universities
in Indonesia toward a new normal era.

B. Discussion
We know that the Indonesian government began to
explore the implementation of new normal after 3 months
through the emergency response period and Large-Scale
Social Restrictions. On May 26, 2020, the Minister of
National Development Planning together with the
Minister of Foreign Affairs, and the Expert Team for the
Handling of the COVID-19 Task Force conducted a press
conference to convey the productive and safe community
protocol of COVID-19 towards a new normal, living side
by side with COVID-19 (Muhyiddin, 2020). According to a
politics lecturer in Universitas Gajah Mada, Sigit
Pamungkas explained that new normal is a new way of
life or a new way of carrying out life activities in the midst
of an unfinished COVID-19 pandemic, new normal is
needed to solve life problems during COVID-19 (Habibi,
2020).
Figure 2. Indonesian Fairy Tale Learning Videos (Fables)

by Universitas Muhammadiyah Surabaya Student in
YouTube

The protocol that applies in the new normal era certainly
covers various aspects of social life, including education.
The Minister of Education Decree issued on June 15, 2020
contains regulations on the implementation of education,
including face-to-face learning in the green zone, which is
allowed by complying with health protocols and is carried
out in stages starting from high school, elementary school
and kindergarten. However, if there are additional cases
or local risk levels go up, the education unit must be
closed again (Kementerian Pendidikan dan Kebudayaan,
2020). This shows that it is possible that schools will
often use the Blended Learning Model in the new normal
era; it means that the ability to use information
technology for teachers and teacher candidates is
important. Therefore, good preparation in improving the
learning plan of ICT courses for Indonesian Language and
Literature Education Department students is very
necessary toward a new normal era.
Figure 3. Fantasy Story Learning Videos for Class VII

Junior High School by Universitas Muhammadiyah
Surabaya Student in YouTube

Based on the problems faced by Indonesian Language
teachers during the pandemic, there are 3 information
technology capabilities that Indonesian teacher
candidates must have towards a new normal era. They
are the ability to use online learning platforms, the ability
to use online learning applications or other applications
supporting online learning, and the ability to use
applications to create learning media. Related to the
ability to use applications supporting online learning and
applications to create learning media, ICT lecturer at the
Indonesian Language and Literature Education
Department of Universitas Muhammadiyah Surabaya has
made improvements to the learning plan during the
pandemic.
ICT learning which initially only focused on making
learning resources in the form of an interesting
PowerPoint presentation slide into learning to use
YouTube as a learning application. This was done because
the survey results showed that 62.5% of Indonesian
language teachers used it, but the survey results also
showed that there were still 12.5% of teachers not
making learning materials themselves. Therefore,
improvements to the learning plan are also carried out to
train students to make their own learning videos
uploaded on YouTube. The results of ICT learning for
students of the Indonesian Language and Literature
Education Department are learning videos on YouTube
which can be seen in Figures 2, 3, and 4.

Figure 4. Learning Video about Tips on Making Poetry by
Universitas Muhammadiyah Surabaya Students in
YouTube
However, this is not perfect considering the immature
preparation. As a result, lecturers have not directed
students to learn certain video creation software
applications; students still use various applications as in
Table 3. That caused student abilities cannot be measured
properly. In addition, based on the results of online
interviews with several students, it is known that there
are obstacles experienced by students when making
learning videos to be uploaded on YouTube. They are
students' lack of understanding related to the ratio of
videos made, it causes the video which initially full screen
turned to not full screen and the display looks
unattractive. Misunderstanding in the operation of the
application also becomes the biggest obstacle because
some applications are only available for trial.

Table 3. Types of Applications for Creating Videos that
Students Have Used
Application Number of
Name Students
DU Recorder 1
Filmora 3
InShot 4
KineMaster 3
PicsArt 1
Powtoon 2
VlogU 1
To overcome these problems, appropriate steps are

needed for ICT lecturers, i.e.
1. Determine online learning platforms taught to
students. There are so many online learning platforms,
but it is better for lecturers to teach 1 to 2 learning
platforms that can be used freely and easy to use, such
as Google Classroom, Schoology, or Edmodo. Google
Classroom is one of the learning platforms developed
by Google and can be accessed freely, such that
students can access learning materials, interact with
instructors or teachers and other students via the
internet (Ansong-Gyimah, 2020). Schoology is a
learning platform that was built inspired by Facebook.
It is easy to use and freely access. Teachers can post
announcements such as Facebook status in Schoology
where interaction between teacher and student can be
done through comments, teachers can also sharing
learning resources, making questions and interactive
quizzes online, etc (Rokhaniyah & Utama, 2019).

Similar to Google Classroom and Schoology, Edmodo
is a learning platform that makes it easy for teachers
to communicate with students and parents. Using
Edmodo, teachers can share content, text, videos,
homework and assignments with their students online
(Erdemir & Yangın-Ekşi, 2019).
2. Determine online learning applications or applications
to support online learning taught to students. In
addition to the learning platform, students also need
to be provided with the introduction of learning
support applications. This application can not only be
used when the teacher is doing online distance
learning, but even when learning in the classroom this
application can be used. Examples of these
applications are Kahoot, Quizizz, and YouTube. All
three applications are quite easy to learn and can be
used free of charge. However, there are still many
other applications that can be used to support ICT-
based learning.
3. Determine the application to make ICT-based learning
media taught to students. This is also important so
that teachers can create learning media that follows
the development of the era. For example, if an ICT
lecturer wishes to teach how to make a learning video,
the lecturer can provide knowledge and practice
related to video editing software or applications. It
would be wise if the lecturer took example using
software or applications that were legal or could be
used for free considering the ability of students.
The most important thing to consider when learning the
ICT course is to provide as many opportunities as
possible for students to try and practice.

C. Conclusion
The COVID-19 pandemic led the Indonesian government
to issue a policy to the public for adapting and coexisting
with the virus by complying with health protocols. This is
known as the new normal era. This makes changes in
various aspects of life, including education. Therefore, the
ability to use information and communication technology
is very important, including for Indonesian Language
teacher candidates. To answer these challenges requires a
good preparation of ICT learning plans that will be taught
to students. There are three important abilities that need
to be given to students of the Indonesian Language and
Literature Education Department, i.e. the ability to use
online learning platforms, the ability to use online
learning applications or other applications that support
online learning, and the ability to use applications or
software to create ICT-based learning media.
References
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Emerging Technologies in Learning, 15(11), 236–
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The Use Of Ruang Guru Application
As Online Teaching Communication
Media In The New Normal Era
I Gede Dharman Gunawan1, Pranata2,

Ni Putu Eka Merliana3, Hadianto Ego Gantiano4,
I Made Yogi Marantika5
1234Institut
Agama Hindu Negeri Tampung Penyang
Palangka Raya
5Universitas Mahasaraswati Denpasar
A. Introduction
The development of science and technology has wide
influence in various fields of life, including education.
Education is not antipathy or allergic to the development
of science and technology, but rather as a subject or a
pioneer in its development. The use of technology in
education, especially in classroom learning during the
Covid-19 pandemic is still less than optimal. There are
still a lot of conventional learning processes that
areboring and less effective. This condition is very
unfortunate because the use of technology should be done
to improve the quality of education. In this new normal
era with technological advances, the world of education,
especially schools must be willing to hold positive
innovations for the improvement of education. The
expected innovation is a comprehensive innovation in
every educational activity (Gunawan, 2017:16).
Related to the use of technology as an innovation in
education, android technology has become one of the
most rapidly developing communication technologies in
I GedeDharmanGunawan, Pranata, Ni PutuEkaMerliana,
Hadianto Ego Gantiano, I Made Yogi Marantika | 214
which all users, both young and old, are already using this
technology. Android becomes the most popular
technology because it is easy to use and it can access any
information anywhere and anytime. From the results of a
survey, android technology more widely used by young
people in whichit is used as a lifestyle in the current era of
globalization that supports the modern education system
(Merliana, 2018:39).
E-learning is an important technological advance in the
modern education system. Therefore, its methods and
content create new changes and challenges in technical
and social terms. With the development of e-learning,
students no longer need to come to the tutoring center
two or even three times a week. They can learn whenever
they want by bringing a laptop or smartphone. This
phenomenon is called online tutoring. Every lesson that
students get at school can be learned through this online
tutoring. The curriculum that has been prepared by the
government which is usually applied in schools also exists
in online tutoring (Shoumi, 2019).
Furthermore, with the phenomenon of online tutoring,
Ruang Guru application can be said as a technology-based
service provider and educational content by providing
online tutoring. By being connected to the internet
network on various gadgets or smartphones, this
application can be used by people. Ruang Guru application
can be used by the students from elementary to high
school. There are several features provided in this
application, such as ruang belajar, ruang les, ruang les
online, ruang tes, and ruang kelas. Communication can
take place from anywhere, both directly and indirectly,
for example by using a cellphone or mobile phone.
Nowadays smartphones are the most widely used
communication media by the public (Timbowo, 2016).
Many things can be done using a smartphone, such as

utilizing applications found on smartphones, like Ruang
Guru.
Ruang Guru application contains various exercises that
are arranged based on subject topics, such as being able
to be conquered while catching monsters that are
scattered on each subject topic. Interesting learning
concepts and exercises are deliberately presented in this
application to make learning activity more fun and
increase learning interest. Private learning using Ruang
Guru application can be done anytime and anywhere in a
fairly easy way. Moreover, by screen shotting difficult
questions, uploading and sending messages or calling the
teacher online, the students will be able to utilize their
smartphones and laptops (Rahmadani, 2019:241). It can
be said that Ruang Guru application can be a medium of
learning and also a medium of communication in online
tutoring. This paper seeks to examine the use of this
application as a medium of online guidance
communication for students in new normal era.
B. Discussion
1. Utilization of Ruang Guru Application for Online
Tutoring
The most common problem in education is about the
learning process. The transfer of knowledge is carried out
during the learning process that has not been maximized
so that the level of the students’ understanding is low. It is
because most teachers or instructors do not want to use
tools or practical materials in the learning process and
they only explain the concept from textbooks and other
references so that students are not too enthusiastic in
understanding how to learn something (Merliana,
2018:43).

In teaching the students, most of the teachers usually
explain the theory conceptually from the textbook. Every
conventional tutoring also provides students with
material and modules that are appropriate to the level of
education of the student. The weakness of such a system
is that students will indeed receive explanations from
mentors in the class but students will not be able to
repeat what the mentors convey unless the student
records the explanation. Meanwhile, the online system of
online tutoring allows students to be able to repeat the
material provided (Gideon, 2018:176). In this new normal
era, technological developments are increasingly fast and
sophisticated that make someone easy to obtain or
distribute information, discuss, and share ideas with
other people. One of them is by utilizing a smartphone. In
a smartphone, there is an application to make the
students easier to find information and provide them with
some exercises, like Ruang Guru.
Teaching and learning activities that are generally carried
out in classrooms have limited time and space, require
participants to be present in the classroom at designated
periods to obtain information (Prawenda, 2018). This
situation may make the learning process boring.
Therefore, Ruang Guru application as one of learning
application is necessary to make the atmosphere of
learning process more fun with its interesting features.
Ruang Guru application provides a learning governance
system that can be used to manage virtual learning
activities in the classroom. With thousands of question
banks in whichthe content is already adjusted to the
curriculum in Indonesia, as well as test results analysis
tools, the users can use them free of charge. The content
of this application is specifically designed by the best and
experienced teachers and it includes some materials from
elementary to high school. By using online applications in

the world of education during new normal era, people
will have to adapt to a new habit of learning that can be
passed down from generation to generation through
training or research. Moreover, this application is
beneficial for the students to learn the materials and it
will be done in interesting way.
The role of Ruang Guru during this pandemic is as a place
or forum where everyone looks for some information,
discusses and shares thoughts with the others by using a
mobile device or technology connected to the internet.
The existence of Ruang Guru application also makes the
students easy to learn and add insight about various
disciplines. Learning activity is now simple because it can
be done wherever the students are, so they do not need to
go to their school library or even public library to get
information and spend much money for attending
conventional tutoring class. By using their smartphones,
the students get the information related to the subject
matters they look for. This application is able to provide
education to its members in the chat group forum and
allow the members to communicate with other members.
In this forum, the teachers also help the students to do
their school work.
In Ruang Guru application, there is a variety of questions
arranged based on the topic of the subject and they can be
completed while capturing the monsters that are
scattered in each topic of a subject. The most up-to-date
concepts available in this online exercise are intentionally
presented to make learning activities more interesting.
Private learning using this application can also be done
anytime and anywhere in a fairly easy way through
capturing difficult questions, uploading and sending
messages or even contacting the teacher online. It also
makes students able to further utilize their smartphones.
The learning management system of Ruang Guru

application provides a dashboard panel and insight data
for governments to support data-based policy making in
which that was not possible before. Through the use of
content access via mobile devices, Ruang Guru application
seeks to provide educational content through technology
to students at a more affordable cost in the new normal
era.
2. Ruang Guru Application as An Online Tutoring

Communication Media
Current technology has made communication media
possible to be reached by people. Communication media
are tools that can be used to communicate (Prasanti,
2016:70). Information and communication technology
have caused some changes in communication media that
have the potential of how children in the millennium era
have different characteristics from previous generations.
Social life cannot be separated from the communication
process. In addition to being able to provide information
and data, internet services are currently used as a means
of communicating media (Gantiano, 2017).
Communication using online media technically and
physically is a new phenomenon in the communication
process by humans at the end of the 20th century and has
become an integral part of society, education, industry
and government. Even though online communication
activities and processes are exchanging data through
devices, such as computers, gadgets, etc., they still involve
humans as context or situation providers in those
communication activities and processes, which include
individual, group, organizational, mass and social
contexts. The characteristics of the media in
communication studies are all matters relating to the
characteristics, abilities, strengths and weaknesses of a

communication media. The characteristics of a media can
be considered as a means to match the message to be
conveyed with the situation, condition and the target
message. The characteristics of media also categorize the
types of media in the application based ontheir use.
Online communication media are not limited to
geographical boundaries so that international contact can
be achieved that enable intercultural communication and
interaction. If the geographical barriers can be overcome,
the time barriers by online communication media are
relatively faster in their capacity to convey messages in
the form of digital technology, liketext, graphics, audio or
video. The speed of all forms of the message depends on
the transmission route that must be traversed and it is
also very dependent on the recipient’s need to view the
messages (Effendi, 2010:130).
Due to Covid-19 pandemic, learning process that is
usually done in the classroom should be changed into a
distance learning. This condition makes people use
technology to maintain the quality of learning. Along with
the development of technology, the stakeholders must be
willing to hold positive innovations for the improvement
of education. The expected innovation is a comprehensive
innovation in every educational activity (Gunawan, 2020).
This can be interpreted that after the Covid-19 pandemic,
the use of online-based information technology is very
important for the learning process to be carried out
digitally using the smartphone or gadget in this new
normal era.
Lately there are various issues that accompany human life
and enter various systematic life. One of them is the issue
of the industrial revolution 4.0. The issue require a
digital-based human life, for instance, if someone wants
something, he no longer needs to spend much time,
thought and energy because it can easily be done by using

various applications via smartphone or gadget. These
problems are certainly started from the most basic things,
including education. However, it is unfortunate that not
all children or young generation can get an education due
to various factors. One effort that can be done is to use the
smartphone or gadget as an educational tool in addition
to entertainment facilities (Rahmadani, 2019:243).
Ruang Guru application provides several features that can
help, such as ruang belajar, ruang les online, digital boot
camps, ruang uji, ruang les and ruang kelas. The ruang
belajar helps students realize exciting learning with
videos and some exercises. The ruang les online helps the
students to do the tasks given by the teacher that are not
understood and can be directly asked via this feature.
Additionally, digital boot camp provides an atmosphere of
learning like being in a classroom because the students
will learn online in groups with others all over Indonesia.
Ruang uji can help students prepare for the semester
exams, national exams and higher education entrance
exam. The students can also see the results of the practice
that they have done. Ruang les is used as a communication
medium for finding and calling the best private teachers
to come home and be ready to help with learning
problems. Ruang kelas, as a communication medium
provides management system services as a classroom tool
for teachers and students. Therefore, Ruang Guru
application is a medium of communication where
everyone can search and provide information, discuss,
and share thoughts about learning problems between one
or more people just by using a smartphone and laptop
connected to the internet. By using this application, it can
add fascinating insight into various disciplines through
interesting learning so as to increase learning interest of
the students. The purpose of Ruang Guru application is to
give a hope so that students can be enthusiastic in

learning or even improving achievement and it also
provides a cool and creative way of learning (Langi,
2019).
Online tutoring application media is one alternative that
can greatly help students in learning with visual media,
interesting and understandable languages. By installing
Ruang Guru application, in addition to being able to be
opened by students, parents can also open this
application so they can see the developments and
materials provided by Ruang Guru. As a media of online
tutoring, Ruang Guru can be accesed by parents who are
unable to directly monitor the learning process in schools
so that they can help their children to do the homework
given by the teachers and give them much time to study
together with their beloved children at home. Children
can also learn various topics and discussions in the form
of written theories or video (Amalliah, 2019:153).
C. Conclusion
In the new normal era, technological developments,
especially information technology, through the internet
network brings many changes in people’s lives. With
various facilities, the internet as an online media can be
categorized as one of the communication media. The
presence of the internet has an impact on society, both
positive and negative, in the social, cultural, economic,
educational and other fields. There has been a major
change in communication, both in terms of theoretical
and applicable since the number of internet users is
growing rapidly. The existence of an online media
tutoring application is an alternative. Ruang Guru
applicationis one of alternative media of online tutoring
communication as part of educational progress. This
application is used to help the students to get online

learning and it also introduces interactive and enjoyable
learning activities so that the students improve their
learning achievement.
References
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Media Komunikasi Orang Tua Dan Anak Dalam
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Impact Analysis of Online Learning
Toward Character Education of
Elementary School Students In The
New Normal Era
L. Virginayoga Hignasari1,
I Komang Wisnu Budi Wijaya2
1Universitas Mahendradatta
2Universitas Hindu Negeri I Gusti Bagus Sugriwa
Denpasar
A. Introduction
Pandemic Covid-19 in Indonesia is now entering a new
chapter. Since it was announced by the Indonesian
Government, that to stimulate the Indonesian economy,
based on the president's decision to keep the attention of
the WHO, Indonesia has begun to implement the new
normal era. New normal is a new order, habit and
behavior based on adaptation to cultivate the behavior of
clean and healthy living was then called as new
normal (Kementrian Kesehatan Republik Indonesia,
2020). As for the new habits and behaviors were ways
that were done with routine such as washing hands soap,
wear masks when out home, keep a safe distance and
avoid the crowd. With this new habit was expected to be a
collective consciousness to be able to run well in order to
reduce the number of people affected by this virus. WHO
gives some indicators that were requested to be complied
with by all the countries in the world in order to adjust
their normal life, new normalcy with Covid-19
namely:1.Not adding transmission or expanding
transmission or reduce transmission maximally. 2. Using
L. Virginayoga Hignasari, I Komang Wisnu Budi Wijaya. 225

a health system indicator that was how high the
adaptation and capacity of the health system can respond
to the service Covid-19. 3. Surveillance how to test
someone or a bunch of crowds whether he could
potentially have a covid-19 or not so did the massif test
(Putsanra, 2020).
In this new normal era some sectors began to be opened
gradually. Shops, offices, tourist attractions, slowly began
to open. But different from schools and colleges. Although
in new normal era, learning activities of students has not
been considered safe to do with face to face. Therefore,
learning was still implamanted by online. Although
learning was still by online, the fact that many obstacles
occur in the field. Not all students were able to adapt to
this new method of education especially elementary
school students. Children who were at the level of
education were very vulnerable in the case of not getting
the same study material, if there was no good cooperation
between the teacher and the parents. Therefore, the
Ministry of Education and Culture asked that teachers not
only focus on pursuing the curriculum targets. But also
equip students with life-enhanced abilities with character
values. The aim was that the distance learning methods
no longer burden teachers, students, or parents. This
adjustment of learning has been described as in circular
Letter Number 2 Year 2020 concerning the prevention
and handling of Covid-19 in the Ministry of Education and
Culture neighborhood, as well as in circular letter Number
3 Year 2020 on the prevention of Covid-19 in the
education unit.
Education of character related to education that built and
developed individuals in whole both physical and
spiritual and can be implemented in accordance with the
national education system in Indonesia. Characters were
identical to morality, ethics, and moral, so that the

character was a universal human behavior values
encompassing the entire human activity, both in order to
connect with God, with himself, with his fellow man, as
well as with his environment, which manifested in the
mind, attitudes, feelings, words, and deeds based on
religious norms, law, manners, culture, and customs
Characters relate to manners, morality, self-esteem,
ambition, choosing close friends, sincerity, wills, and
modernity. Thus, character education was an education
related to the quality of the individual instrinsics, whether
personality, character, temperament, talent, human
interaction with God, human interaction with others, and
human interaction with the environment (Sari, 2020).
The systematic structured character education has a
positive impact on academic achievement (Salafudin,
2013). The internalization of this character's education
will be an indirect power to select and filter out every
challenge that comes from the outside of both the
Western culture, the values of society, and the thoughts
through print and electronic media. The war of thought,
culture, economics, morals and values occurred so
devastating in the era of open competitions today, so it
takes individuals and communities who were resilient
and consistently undergo sublime values that have been
implanted early on. Character building and character
education was a must because education not only makes
students intelligent, also had the character and manners,
so that its existence as a member of the community
becomes meaningful to both himself and others. The
easiest construction of the character was when the
children are still seated in elementary school (Judiani,
2010).
As long as the learning was implemented by online in
the new normal era, surely there will be some learning
components that were missing when compared to the

lessons learned in the classroom. The submission of
materials can be transferred by online learning, but the
values contained during the study conducted in the class
with direct face-to-face and any learning activities that
support the school do not be transferred through
online. One of them was character education. In the online
learning, teachers cannot directly direct the students in
relation to the character values expected according to the
curriculum. Teachers can only convey verbally the
character's values. A deeper understanding of the
character was actually gained through practice
directly. This was an important role for parents as long as
the children study at home. The education of characters
that cannot be transferred directly by online learning by
the teacher. It should be replaced by activities in the
home who were able to facilitate the character's
education. Parents can be instrumental in creating an
effective learning atmosphere and were able to put
sublime values in accordance with character education in
the curriculum. Not only focuses on the learning
materials, but character education was also very
important especially for the mental development of
students at the elementary school level. Seeing the
importance of character education in students and seeing
the learning problems that are naturally occurring in
this new normal era, the purpose of this writing was to
discuss the impact of online learning on the character
building of elementary school students.
B. Discussion
1. Elementary School Education in the New Normal
Era
Entering in new normal era, the sector in education was
one of the government's focus. Although some sectors

have begun to be allowed to operate while paying
attention to the applicable health protocols, our education
still cannot be carried out as it should be like the time
before the Covid-19 pandemic. Learning activities in
the New Normal era still implemented by online learning,
it was do for the safety of all students. There were
changes in the context of the activities that occured in
the new normal era it were.
a. Advanced technology in learning with maximum;
b. Synergy between techers, students and parents in
learning activities from home;
c. Teachers, students and parents must be proficient in
using technology;
d. Teachers and parents become more creative to
create engaging and meaningful content and
learning activities for children;
e. Restore the primary role of the family in this parent
as the primary educator for the child;
f. The closeness between children and parents was
stronger
This digital era was precisely in need of a teacher's role in
filtering information to students. Therefore, it becomes
the challenge of educators to be able to adapt to the
developments of the era especially this digital age to open
innovation in teaching. Educators should not be reluctant
and hesitate to try a digital platform, through a digital
platform, the task division becomes easier and also
schedules the learning process easier with the learning
management system . In this era of new normal, teachers
and parents were required to familiarize themselves with
the technology to seek information and communicate,
when students had to do learning from home (Wijoyo &
Indrawan, 2020). This government policy was very good
to be applied because with this online learning, teachers
were more creative and able to innovate in designing

meaningful learning for children. In addition to the study
done at home restores the role of parents as the primary
educator for children in the family.
Learning in this new normal era that was had a positive
and negative side. If viewed from the positive side of
learning online gave students the opportunity to be able
to study independently, students can access learning
materials online anywhere and anytime. But if viewed
from negative side, there was a lot of complaints
happening in the community, especially the parents of
students. For those who live in rural areas and Internet
access was difficult, surely it will be a factor of students in
following the learning during this normal new period. There
were several obstacles faced by the unit of educators,
parents and students in the implementation of the learning
in the new normal era: (1) There was no definite guideline
in teaching distance, (2) Parents did not understand the
learning materials in elementary school so that the results
do not match the expectations of teachers, (3) Difficulty to
create a narrative of child Development Report, (4)
Limitation of infrastructure will impede educational
innovation, (5) The use of educational technology
requires funds for teachers or parents especially the
Internet (Wijoyo & Indrawan, 2020). But addressing the
matter, the government made alternative distance
learning was the delivery of learning conducted through
television media. It is expected that more children will be
students in remote areas and students in the middle and
lower level of society to keep learning materials even
with limited facilities.
2. Character Education Elementary School Students

The Indonesian government had now issued a mandate to
all elements of education to carry out character education.

This was stated in Presidential Regulation Number 87 of
2017 concerning Strengthening Character Education and
Minister of Education and Culture Regulation Number 20
of 2018 regarding Strengthening Character Education in
Formal Education Units. Character education was
triggered because currently, the Indonesian nation was
experiencing moral degradation. The Indonesian nation
seems to have lost the positive character of the
Indonesian people, for instance friendly, tolerant,
religious, and hard work. Increasing cases of violence and
crime are evidence that the Indonesian nation has
undergone moral degradation.
Character education was an effort to build positive
individual character through education so that it supports
students' social, emotional, and ethical development
(Aeni, 2014). Character education can further be
interpreted as a planned and systematic attempt to instill
positive values to citizens in order to form personal
character with noble character (Rahayu, 2012). Character
education was also termed moral education. Lickona
(2003) divides three moral domains, namely moral
knowing (insight about morals), moral feeling (feelings
about morals), and moral action (actions about morals)
(Lickona, 2003). Moral knowing includes some aspects,
such as (1) Moral awareness, (2) Knowing moral values,
(3) Perspective-taking, (4) Moral reasoning, (5) Decision-
making, and (6) Self-knowledge; Moral Feeling includes
aspects of (1) Conscience, (2) Self-Esteem, (3) Empathy,
(4) Loving the good, (5) Self-control, and (6) Humility;
while Moral Action covers aspects: (1) Competence, (2)
Will, and (3) Habit (Sastroatmodjo, 2012).
In Indonesia, the implementation of character education
was carried out at the Tri Education Center namely
family, school, and community. There are 18 (eighteen)
characters that must be taught in children, namely

religious, honest, tolerance, discipline, hard work,
creative, independent, democratic, curiosity, national
spirit, love of the motherland, respect for achievement,
friendship, peace, love reading, caring about the
environment, caring socially and responsibly.
Explanations of each character item are presented in
Table 1.
Table 1. Description of the Nation's Character Value
No Character Description
Value
1 Religious Obedient attitudes and
behaviors in implementing
religious teachings, being
tolerant of the implementation
of other religious worship, and
living in harmony with
followers of other religions.
2 Honest Behavior that is based on efforts
to make someone as a person
can continually be trusted in
words, actions, and work.
3 Tolerance Attitudes and actions that
respect differences in religion
and ethnicity of others.
4 Discipline Actions that exhibit orderly
behavior and comply with
various rules and regulations.
5 Hard Work Actions that exhibit orderly
behavior and comply with
various rules and regulations.
6 Creative Think and do something to
produce a new way or result

from something we already
have.
7 Independent Attitudes and behaviors that are
not easy depend on others in
completing tasks.
8 Democratic How to think, behave, and act
that assesses the same rights
and obligations of someone and
others.
9 Curiosity Attitudes and actions that
always strive to find out more
deeply and extensively from
something that is learned, seen,
and heard.
10 National A way of thinking, acting and
Spirit having the insight that places
the interests of the nation and
the state above self and group
interests.
11 Love of the A way of thinking, acting and
Motherland having the insight that places
the interests of the nation and
the state above self and group
interests.
12 Respect for Attitudes and actions that
Achievement encourage him/her to produce
something that is useful for
society, acknowledge, and
respect the success of others.
13 Friendship Attitudes and actions that
encourage someone to produce

14 Peace Attitudes and actions that
encourage someone to produce
15 Love Reading The habit of providing time to
read various readings that
render virtue for someone.
16 Caring about Attitudes and actions that
the perpetually try to prevent
Environment damage to the surrounding
natural environment, and
develop efforts to restore
natural damage that has already
occurred.
17 Caring Attitudes and actions that
Socially continuously desire to present
assistance to others and people
in need.
18 Responsibly The attitude and behavior of a
person to carry out their duties
and obligations, which he/she
should do, towards oneself,
society, environment (natural,
social and cultural), the state,
and God Almighty.
(Source : (Kemdiknas, 2011)
The implementation of character education for students
must pay attention to certain principles. The principles of
implementing character education were as follows:

a. The noble values of the nation's culture can be
taught through feeling, thought, heart, and sports by
integrating certain subjects.
b. The development of character values was carried
out through the learning process in each subject.
c. The development of character values was an
ongoing process.
d. The program of the development goes through
routine activities of school culture, modeling,
spontaneous activities at the time of the event,
conditioning and integrating the education of
character values with the subject matter, and
referring to the development of the basic
competencies of each subject (Bahri, 2015).
Character education should be performed to students
since elementary school age. In its implementation, of
course, must pay attention to the affective development of
elementary school-age children. Affective development of
elementary school-age children is when children possess
high egocentric nature, like to hang out in groups, hate
failure, and like to use social norm comparisons
(Budiman, 2017). Based on this fact, the implementation
of character education in elementary schools can utilize
three approaches, namely:
a. Exemplary Approach: The exemplary approach was
frequently identified as the model approach. In
internalizing values to students, teachers were
expected to be models or role models. In this case,
the teacher was required to convince good behavior
to students. In using the exemplary approach,
students with good character can also be used as
role models for other students.
b. Integrative approach. Character was a collection of
values that characterize a person. A number of
character-forming values must be internalized in an

integrated manner, not internalized separately. In
addition, the internalization of character values can
be integrated into all subjects. In this case, each
teacher must be able to indirectly internalize
character values. Therefore, all teachers play a very
vital role in strengthening and developing the
character of students.
c. Comprehensive approach. A comprehensive
approach to character education involves various
related components and various backgrounds
(Sudiana, 2019).
3. Impact of Online Learning on Character Building

Character education was an education that develops
character values in students so that they have values and
characters as a character himself, applying those values in
his life, as a member of society and citizens who are
religious, nationalist, productive, and creative. Character
education functions are: 1) development; 2) repairs; and
3) filters (Judiani, 2010). Development, namely the
development of potential learners to be privately behaved
well, especially for learners who have had attitudes and
behaviors that reflect the character of the nation. The
improvement was to strengthen the national education
career to be responsible in developing more dignified
learners potential. The screener, which is to select the
culture of the nation itself and the culture of other nations
that does not conform to the values of dignified character.
The purpose of character education was : 1) develop the
potential for the kalbu/conscience/affective learners as
human beings and citizens who possess the values of the
nation's character; 2) Develop the habits and behaviors of
the most praised learners and align with the universal
values and cultural traditions of the religious nation; 3)

Instilling the spirit of leadership and responsibility of
learners as generations of the nation's successors; 4)
Develop student’s ability to be independent, creative,
national-oriented; and 5) expands the environment of the
school life as a learning environment safe, honest, full of
creativity and friendship, and with a high and strong
national flavor (Judiani, 2010).
Character education was not a new stand-alone subject,
not being included as a new standard of competency and
basic competence, but integrated into existing subjects,
self-development, and school culture. Therefore, teachers
and schools need to integrate the values that are
developed in character education into the curriculum,
syllabus, and Learning Program plan (Judiani, 2010).
Character education learning before the Covid-19
pandemic using an active and child-centered student
learning approach was usually done through a variety of
activities in classrooms, schools, and
communities. Activities in the classroom, the
development of certain values such as hard work,
honesty, tolerance, discipline, self-reliant, national spirit,
love of homeland, and like to read can be through the
learning activities that teachers commonly do. For the
development of some other values such as social care,
environmental concern, curiosity, and creative require
conditioning efforts so that learners have the opportunity
to elicit behaviors that demonstrate those values. The
implementation of character education development at
the time before the pandemic was not without barriers,
there was still constraints from the inside and outside the
educational environment itself. Constraints from the
outside of the form of social change that change the value,
norms, culture of the nation that become free, while the
constraints originating from within the educational

environment include the mind set, education policy, and
curriculum (Yulianti et al., 2013).
In this period, learning activities were still done online
from home. For elementary school students, learning at
home will certainly give a different atmosphere for
them. Most students consider not learning at school to
make them more relaxed in carrying out learning from
home. In addition, the constraints of direct interaction
with teachers also make the delivery of learning materials
very limited. Limited delivery also has an impact on the
character's building. It was what made the role of parents
in this situation very important. In this new normal era,
children were more engaged with parents and
families. Time online interactions with teachers are very
limited. Parents are required to accompany and
supervision the child during learning was still done
remotely. Parents should play an active role to create
effective learning atmosphere so that children can learn
well.
Learning from home did not mean the child was just
sitting in front of the screen and listening to the teacher
conveys learning materials. The consequence of learning
from home was that children will surely be tempted to do
other activities such as playing or watching television. If
not directed by parents, the child will feel that the
learning activities were done from home as a long
holiday. Parents in this situation should be able to invite
children to keep learning with routine and
discipline. Besides learning materials, character education
must also be implemented. Through daily activities at
home, parents should be able to invite children to engage
and instill the sublime values that exist in the
home. Activities undertaken during the children were at
home, must be able to teach the character set in the
curriculum. Therefore, communication between teachers

and parents was very important in designing home
learning activities that facilitate the character's education.
In addition to conducting online learning that was guided
by teachers, while at home children will do more non-
academic activities such as playing, exercising, helping
parents and others. Character education that was initially
implied in the learning activities in the classroom, now
character education can be taught through the activities
that children do daily at home. But most of the parents
have not realized that the activities that children do
during the home can become a medium to teach the
character education to the child. Children's activities that
take place at home during the normal new era run
naturally, without any emphasis on the character's
education itself. But the other parents group were focused
solely on understanding the learning materials and the
assignments given by the teacher. On the other hand,
there was also a group of parents who foster character
education based on the norms that the family
embraced. This was like the results of the research
conducted by Sari stating that the activities performed by
children during the home like to help mothers cook, clean
the equipment and utensils, and clean the house. Based on
these three activities, family values are obtained
regarding hygiene, health, and responsibilities. In
addition, giving happiness to his father by massaging was
one of the educational character education as a
manifestation of affection and respect for parents (Sari,
2020) Other activities that can be done to facilitate
character education during the time of study at home was
to invite the child to gardening. With gardening children
will learn to appreciate and understand with the
processes, learning to work through stages, such as
preparing seeds and setting up a place, gardening can also
be a workspace among family members, as well as

learning new things about plants, gardening in confined
spaces, and proper gardening methods. The benefits of
gardening during Covid-19 are filling activities while at
home, avoiding saturation/stress, and improving
immunity (Sari, 2020).
Based on the above exposure, it can be naturalistic that,
positive activities undertaken at home were able to foster
a good spirit and education in the family environment,
one of which was character education. Activities
undertaken by children along with families at home were
able to teach children about character education that was
appropriate to the norms embraced by each family and
does not contradict the surrounding community. But it is
back again to the awareness of parents in educating his
children. It was also not detached from the role of the
teacher in communicating to the parents how important
the character education is especially for elementary
school students. Although during this period, learning
was implemented by online by utilizing technology, but
the real role of the teacher can not be replaced by
technology. Because teachers were not merely sources of
science, they must be examples and examples that
transfer sublime values to students. The physical
existence of a teacher continues to be needed by the
students in the learning process because its function was
not only to convey material and transfer of science but
educate the character and teach how to interpret and live
life better. The thing that needs to be reflected, that the
important thing in life such as responsibility, discipline,
empathy to others, honest, hard work, mutual respect,
loving fellow man, simplicity, sincerity, and others can not
be found even in sophisticated technology though. It is
only derived from the character's transparency and
habituation. That is the true role teachers cannot afford to
replace by any technology.

The difference that occurs in this era was the role of
parents was very important as a facilitator in providing
character education to children. With the learning did at
home will certainly restore the role of parents as the
primary educator of the child. In the beginning, children
will be taught more and learned in school whether it was
subject matter or character education. But with this kind
of condition, the important role that parents should do for
a child's medidik especially implanting sublime values
was restored again in accordance with with their
essence. Parents who care about the development of his
son will strive to create an effective home learning
activities and be able to invite the child to perform
positive activities that can be used as a media in character
education. The synergy between parents and teachers in
this era was very important. Parents must always
accompany the child to learn and always strive to teach
the children about the sublime values instilled in the
family norms. A well-created cooperation between
teachers and parents will make the child during the study
at home to gain maximum learning and education.
C. Conclusion
Entering the new normal era, the government of
Indonesia was still with the same policy in education that
learning was still implemented by online from home. It
was considered because it was somewhat difficult to
implement the Covid-19 health protocol among students
especially for elementary school students. With that in
consideration, all learning activities were still
implemented in their respective homes. Reality happens,
learning in a new normal era that was had two distinct
sides, namely the positive side and the negative side. In
spite of this, the impact of learning in this era was that

teachers were more focused on transferring the content
of learning materials delivered to students. Character
education that should be implied in every learning, with
conditions like this the meaninglessness of character
education was not up to the maximum to the
students. This was what resulted between parents and
teachers must synergize to create a learning atmosphere
that can teach character education to children. Parent’s
role is very important as a facilitator in providing
character education to children. With the learning at
home will certainly restore the role of parents as the
primary educator of the child. In the beginning, the child
will be taught more and learned in school whether it was
subject matter or character education, but with these
conditions, the important role that parents should
educate children especially implanting sublime values
was returned in accordance with the essence. With the
conditions faced today, making the relationship and
proximity between parents and children is getting
closer. A well-created cooperation between teachers and
parents will make the child during the study at home to
gain maximum learning and education.
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The Role of Parents in Early
Childhood Education During the
New Normal Life
Ni Nyoman Sudiani
Sekolah Tinggi Agama Hindu Dharma Nusantara Jakarta
A. Introduction
Education is a planned activity that must be done in order
to change the mindset of the community. A country will
develop if the members of the country and it’s citizen had
educated. Through the education, people able to think
about many solution in variety way in solving any
problem that they face and they also able to create things
that can be useful to the human kind. Creativity will arise
if the society is educated. Education in Indonesia is
carried out in stages, started from basic education
(elementary), first middle education (junior high) and
intermediate advance (senior high). But now, it is called
1st grade until 12th grade. Education from 1st grade to
9th grade is required for all Indonesian, the goal is to
alleviate the illiterate in the society. The education gained
from 1st grade to 9th grade is called 9-year compulsory
education. Apart from that 1st grade to 12th grade of the
education stages, then it need to be seen the other side of
education which is even more important is early
childhood education. The importance of the early
childhood education is because of this education is the
first step or stage about how to put basic life experiences
to the children. The experience meant is the experience of
the five senses and sense of propulsion (body movement),
in Hindu teaching it is called Panca Budhi Indriya and
Panca Karmendriya.
Ni Nyoman Sudiani | 245

The implementation of education is currently
experiencing obstacles because of the CORONA-19 virus is
attacking the world. The plague of CORONA-19 virus
cause all of the activities to stop, from education
activity,economic side and entertainment. But when the
state limits the movement of the community, new
problem has arise namely economic problems such a
poverty. Because of these economic problems, the
governments re-open the economic activities. The society
must follow some government strict health protocols. By
re-opening the society movements and activities in
CORONA-19 virus pandemic time, the government name
it New Normal Life, by following the health protocols
which have been st by WHO (World Health Organization).
Beside the economic activities, the education activities
also should be held in this new normal life because only
through cognitive education human kind can be
developed. It is not just for the cognitive development but
also for developing the affective and psychomotor side.
But because this New Normal Life due to the COVID-19
virus, the education that already held by face to face
among teachers and students in the classrooms need to
think again, especially for the early childhood students.
Early childhood is far more dangerous when exposed to
the COVID-19 virus because her/his body not as strong as
adult person. Therefore, the decision to reopen the school
foe the early children must be considered carefully.
In WHO website that coronavirus disease on July 15th
2020 at 05.01 pm written the amount of the new cases
are 185.836, so the total cases until 15 July are
13.150.645 with the number of death is 574.464. The
highest case happen in The United State of America with
the amount case is 6.884.15. In South East Asia has
reported the amount of case is 1.231.014 on July 15th
2020 (“WHO Coronavirus Disease (COVID-19)

Dashboard,” 2020). These data show that this disease has
not ended yet to this moment. How about the COVID-19 in
Indonesia? Kompas.com reported the new amount of the
CORONA-19 virus case in Indonesia to July 28th 2020 is
1.525 cases. The increase in the number of new cases
makes a total number of Covid-19 that has been
confirmed is more than 4.838 cases, 57 cases increased
from the previous day. Meanwhile, the amount of
recovery patients come to amount of 1.518 people, the
total is 58.173 people. These cases are spread in 34
province and 471 districts/cities in Indonesia.
(Mukaromah, 2020). This statement shows that COVID-19
cases in Indonesia has not slow down yet, therefore we
can not be careless and stay alert and keep following the
government’s health protocol.
See the high of COVID-19 cases in Indonesia, the parents
must apply the risk management in making decision for
the early childhood education. Whether they should take
their children to school or study at home. There are three
central places for educating children, they are home,
society and school. Parents take the most important role
to accompany the early childhood when the education or
study is held at home. Educating early childhood is more
difficult than intermediate students because the
development cognitive of early childhood (aged 2-7 years
old) is in the preoperational stage. In this stage the
children are more egocentric and intuitive than logical,
because of that, if the education for the early childhood is
held at home, the parents should think of some and
variety methods in teaching their children. The children
education method chosen must be suitable for early
childhood education in order to be useful for the
development of aspect religious-morals, physical-motor,
cognitive, language, social-emotional and arts.

B. Discussion
1. Parent’s Decision Regarding Education Of Early
Childhood At Home
Although the government has decided to treat the New
Normal Life, it does not mean that the citizens can do the
activities freely pretend there is no CORONA-19 virus
anymore. New Normal Life is a situation or a new normal
life which is conducted because uncertainty the time of
CORONA-19 will over. New Normal Life situation will be
conducted as long as the CORONA-19 virus vaccine has
not found yet. The policy in conducting the New Normal
Life is to restore economic conditions that had collapsed
because of the disease that spreads around the world. If
the economy stops will cause a new disaster such as
starving, economic bankruptcy and poverty.
Rules in conducting the New Normal Life must be strictly
obeyed to avoid cluster or new group in spreading the
CORONA-19 virus. In order to protect human being from
the CORONA-19 virus, WHO issued rules regarding to the
preparation for enforcement of the New Normal Life
delivered by Director General of WHO Tedros Adhanom
Ghebreyesus (Nugroho, 2020), such as:
a. The ability to control transmission,
b. The health system is able to detect, test, isolate,
tracking contact in all positive cases,
c. Minimize the risk of outbreaks, especially in health
facilities and nursing home,
d. School, office, and other important places or public
places able to do and implementing prevention
efforts,
e. The risk of import cases can be handled,
f. Society community is really educated, get involve,
and strengthened to live in new normal life.

It clearly shows that to be able to conduct New Normal
Life time, the six rules above that has been established by
WHO must be obeyed for our safety. President Joko
Widodo ( Jokowi) also said, “when new normal conduct, it
is very important for the society even for the whole
citizens to pay attention and to obey the health protocol
rules of COVID-19” (Sumartiningtyas, 2020). Every
person must be discipline, social distancing, wearing
mask, washing hands and obey cough ethics when we are
outside the house. About social distancing, World Health
Organization (WHO) recommend a meter or around 3,3
feet or more distance from one to another to avoid
potential spread of corona virus (Sumartiningtyas, 2020).
Indonesian lung doctor association (PDPI) issued a
number of appeals respond to the official statement from
the World Health Organization (WHO) who acknowledge
the corona virus SARS CoV-2 has potential spreading
through the air. Based on WHO guidelines, corona virus
possibly spread through the air or airborne. At the
previous, known that corona virus contagious through
droplet or from the infected person sparks and it can stick
to the skin surface and to objects. The difference,
contagious through the air can occur at a distance more
than one meter, whereas contagious through droplet can
occur in a distance less than one meter. Beside that,
airborne last long in the air, droplet does not last long in
the air. This significant differences carry different
implications in handling prevention and control of the
Covid-19 virus (Rizal, 2020). Contagious of the Corona-19
virus through the air occur in closed rooms with poor air
ventilation.
WHO appeals shows that the current situation is more
dangerous than before. Letting the early childhood go to
school for studying face to face with other students and
teacher in this New Normal Life time is not a right choice.

The best decision is when parents decide to keep their
early childhood get the education at home.
2. Parents Take Role In Early Childhood Education At

Home
If the situation is not possible yet to conduct the learning
in the school classrooms, so the children learning keep
doing at home. And if the learning is done at home, the
parents must take an important role to help their children
study at home. According to Ki Hajar Dewantara, ”there
are three places of association as the center of education
that very important for the children life, they are : family,
college realm and the youth movement, and those three
called System Trisentra” (Dewantara, 2004, p. 70). Based
on the Ki Hajar Dewantara statement, it meant that
education centers are in the three locations, the locations
are: family, society and school. Therefore, the education
is not just must be done in the school buildings, but also
can be done at home and the society.
In this pandemic of COVID-19, conducting education from
school and society is risky. Even though the education
carried out at home does not as perfect as at school, but
education that carried out at home is much safer.
Education is an important thing, but health is much more
important. Pestalozzi believed that a mother can teach
her children in the best way (Morrison, 2012, p. 62), it
means, children education that carried out at home in this
New Normal Life time does not need to be worry because
a mother is the best teacher for her son and daughter. The
high risk of conducting the education face to face in
school due to the spreading of the Corona-19 virus is not
over yet. In this New Normal Life period, the addition of
the exposed patients from the deathly virus is getting high
and there are new clusters of spreading CORONA-19

virus, such as in the markets. Kompas.com reported the
amount of CORONA-19 virus new cases on July 28th 2020
is 1.525. This addition of the new cases make the total
confirmed number of Covid-19 get through 100.000
cases,there are 100.303 cases. Beside that, the number of
death getting higher become 4.838 body, increase
57death body from the day before. Meanwhile, the
patients that confirmed cured increase to 1.518 people.
These cases spread in 34 provinces and 471 districts
across Indonesia (Mukaromah, 2020).
The early childhood are very happy when they meet their
friends of the same age and they play together, whereas in
this pandemic of CORONA-19 period, social distancing is
very important part to avoid the contagious of the
disease. It is very impossible for the early childhood play
in long distance from their friends. They will not happy
about the physical distancing. Moreover, after a long time
they never allowed to go to school and they never meet
their friends too long. When they meet each other, the
early childhood must be very happy and they will play
directly. While the early childhood play, the teacher will
find difficulties to remind the children to always do the
physical distancing and obey the health protocol in New
Normal Life period. Furthermore, according to the result
of WHO research that the CORONA-19 can occur through
the air, this thing is very dangerous for the early
childhood health.
Hindu teachings recognize four types of teacher called
Catur Guru, they are consist of 1) Guru Rupaka (parents),
2) Guru Pengajian (school teacher), 3) Guru Wisesa
(government) and 4) Guru Swadhyaya (The All Mighty
God). Because teacher at the school can not give the
tutorial of the school subjects face to face, then parents
can replace the school teacher to teach their children at
home. Children in Hindu teachings are the gift from God

who have to be protected and educated in a good way, so
they will grow up become human who have god’s
attitudes that called Daivi Sampat (Pudja, 2004, pp. 371–
372). Teaching method for the early childhood according
to Slokantara book is treating the children as a “king”
(Sudharta, 2003, p. 85). It means that parents must fulfill
every single kids wishes for their growth, just like people
obey their king. The needs of all five senses such as,
listening, seeing, tasting, touching, smelling and also
motor sense such as hands and feet have to get attention
and fulfillment so it can develop aspects of the early
childhood growth.
According to the UNICEF based on survey that held in
2011 about things that make child happy is the time with
their family (Waller & Davis, 2014, p. 3). UNICEF survey
meant that children can experience the happiness when
they are with their family. Closeness and time together
with family can improve happiness to the early childhood,
and from that happiness cognitive, affective and
psychomotor of the children will develop. When a child
experiences the happiness, it will easier for them to
absorb positive things such as school lessons. Closeness
with the family will grow self confidence to the early
childhood, and this will also as a positive impact in the
child grow up moment. Based on that statement, it is very
precise if the early childhood educated by the family
member at home in this New Normal Life period. It
means, parents take a very important role in early
childhood education at home in the period of the New
Norma Life in development of cognitive, affective and
psychomotor.

3. Early Childhood Education Method At Home By
Parents
In the context of carry out the early childhood education
at home, ideally parents must know the education
method. However, not all of the parents have knowledge
about the education method for the early childhood. But it
doe not mean parents can not do their duty to educate
children at home. The most important thing that parents
should giving attention is the early childhood education is
directed to the development of religion-moral, physical-
motor, cognitive, language, society emotional and arts in
accordance with the 2013 PAUD curriculum based on
PERMENDIKBUD No 146 in 2014 (Azizah, 2015, p. 4)
should be done in many and variety ways. The main
point is the parents will able to educate the early
childhood at home in a good and meaningful if the
education conducted with many activities. According to
the early childhood education expert, teaching the early
childhood must be done through the five senses
(Morrison, 2012, p. 61), it means, those five senses
function of child must be use when the parents educate
the early childhood. Education that based on variety
activities will make the early childhood five senses
function work optimally, so the cognitive, affective and
their psychomotor will develop proficient.
The early childhood education at home by parents can be
done by playing and creativity. According to Paulette,
“play and creativity are two important, overlapping,
aspects of early childhood theory and practice” (Seefeldt
& Wasik, 2006, p. 129), however, in my opinion child
creativity can be extracted and develop through play.
Playing make the child happy and they do not realize that
they are studying too. Therefore, the most important
thing in educating early childhood is centered on child
activity which done by playing. Every activity of the

lesson is done by playing will able to make child happy.
When the child feel happy, parents will get easy to ask
them to study. If the parents can embed the education to
the children with a simple way it will develop the
psychomotor, affective and cognitive of the children, by
means, parents have take important role in the early
childhood education.
As for learning activities that parents can do are:
a. Cooking
Cooking activity is one of the activities for the early
childhood education, because from this activity child
cognitive will develop, such as their ability in basic math
for example, one to one correspondence, counting,
classifying, shape, space, comparing, seriation (sequence)
(Charlesworth & Lind, 1995, pp. 1 & 9). Through this
cooking activity, parents can make dialog with their
children by asking some question, “ how many carrots are
there?”; “how many chilli are there?”; “which one is
vegetable, which one is fruit?”, “how is tomato shape?”;
“how is glass shape, cup, spoon and plate shape?”; “which
one is bigger carrot or cucumber?”. Those questions can
develop the math concept the early childhood. According
to Mayesky, “such question reveal mathematical ideas
involved in simple activities and lay the foundation for
children's understanding of more complex mathematical
concepts as they grow older” (Mayesky, 2012, p. 494).
Cooking time also useful in introducing color, parents can
ask some question such as: “what is the color of the
carrot?”; “what is the color of cucumber?”; “which one is
white?”.it also can be an opportunity to introduce kitchen
and dining stuffs, such as: spoon, plate, glass, fork and
knife. Child language can develop by conversation with
the parents while cooking activity. Child asked to giving
help to take the vegetable, chopping the mustard green,

put the spoon, and stir flour, these activities will develop
physical-motor aspect. Child given the opportunity to
chop the carrot in many shapes, make cookie dough in
animals, flowers and toy cars shape to whet the art aspect
of the early childhood. Developing the religion-moral
aspect can be done by asking the child to pray before
having meal. Praying before having meal is the way we
thank God for His gift in the form of food, so the family
can enjoy the food everyday.
Cooking activity is an activity to weave closeness between
parents and the children. The early childhood generally
feel happy when they ask to cook. She or he also allowed
to taste many different taste of food, how does sweet,
bitter, salty, spicy and sour taste. Parents can see the child
expression when they are trying the food. Studying
through playing,such as cooking definitely loved and
make the children be happy. Good education is the
education that can attract interest of the children to
study, so the experiences or stimulus that given by the
parents easily accepted by the children. Dewey said that
the best way for children to show their interest is through
the activity which use daily skill, such as cooking
(Morrison, 2012, p. 68). Things Dewey convey is very
clear that child is happier study through daily natural
activity.
b. Gardening
Gardening is an outdoor activity that can be done to
educate the early childhood at home for the New Normal
Life period. Through gardening activity can develop the
child love feelings to the nature. Loving environment
must be implanted to the child since the early childhood.
According to Sudiani, loving the environment has been
taught to the human kind since the Veda teaching passed
down (Sudarsana et al., 2020, p. 140). Gardening is also

an interesting activity for the early childhood, because it
is done while playing. Child can learn about many kinds of
plants, leaf shape, shape and the color of the flower and
this done directly in the garden.
Child can be taught not to pick and step on the plants.
Every plant must be protected because of plants are very
useful for the human kind, such as prevent erosion,
seasoning, foods, to decorate the yard and other else.
Preservation of many kind of plants can be implanted to
the child since the early childhood while playing. Without
touching experiences of plants, such as leaf, flowers and
trunk, how the child become a plant lover when she/he
grow up. Plants can be groped accordingly to their type,
such as flowers, seasoning and medicine, or grouped
based on the color. By the gardening activity, child has
been taught about grouping plants, shape, low-high size,
long-short and color.
How does the gardening can improve the sixth ability the
development aspect of the early childhood? The
development of physical-motor aspect can be done by
asking the child to move such as: ask the child to take the
bucket, squat down, hold the plant trunk, pick the
withered leaf and watering the plants. Language
development can be done by asking the child mentions
the plant’s name, leaf’s and flower’s color. For example,
“this is frangipani flower tree”, “please tell me, what is the
flower’s color?”, “what the leaf’s color?”, “how many leaf is
there?”, “please count how many flower crown?”, etc. Art
development is done by asking the child to take a paper,
then try to draw and coloring the plants that she/he
planted before.
Social emotional development done as long as the
gardening activity which is implanted the child love to the
plants. Religion and moral value develop by asking the

child to grateful for the God’s gift who has grown fertile
planted crops. Gardening activity can help in developing
cognitive aspect such as basic math by introducing the
size of high-low, wide-narrow, long-short, grouping and
counting. Gardening activity is a part of experience that
very important to the early childhood cognitive
development. This information acceptance known by
name assimilation by Piaget. Assimilation is the process of
taking in, of absorbing some event or experience to some
scheme (Bee, 1999, p. 49). Experience while gardening is
the acceptance process and absorb the knowledge for the
early childhood, such as color, size, shape and physically
acts.
c. Singing
Singing is a natural activity for everybody. According to
Young, cheerful and admiration of the music experienced
spontaneously by everyone include the children. Songs
and music are the main part of the beginning of the
meeting (Seefeldt & Wasik, 2006, p. 296). Singing can
make children feel happy. Parents can educate their
children at home through Gending Rare which is the song
of the people of the Bali, and with that music the children
become cheerful (Sudiani, 2015, p. 61). Educating the
early childhood through Gending Rare is much easier
because of Gending Rare is Balinese folk song, so the
children has closeness to the song. Every culture has their
own folk songs (Seefeldt & Wasik, 2006, p. 311), can be
said that folk songs are education tools since for along
time ago.
Songs can develop language capability and the character
of the early childhood. Children can study many kind of
vocabularies from song lyrics and the values from the
song can educate the early childhood character. The
values that can be found in Gending Rare full of character

education, such as religious, responsibility, independent,
environment care, team work and strong. Not only in
developing language, song also develop the ability in math
and awaken the arts aspect of the child. Therefore, if the
parents can educate their children through song at home,
the ability of language, math,art and character of the early
childhood will develop.
d. Story telling
Storytelling is an ancient art form, before the book is
printed; it is the main way that history and culture are
preserved and passed on to the next generation (Koster,
2012, p. 376). History and culture can be known
throughout the ages by the different generations, if the
history and culture are delivered continuously from
generation to generation. Before writing was found, the
way people delivered the history through story telling.
The same thing also mentioned by Bruce that ancient
stories were told orally, long before people write (Jaeckle
et al., 2013, p. 115). Until now story people still doing the
story telling both oral and book. Parents who own story
books, the story telling activity can be done by reading the
books.
Story telling can be as a media for educating early
childhood at home by parents. Parents can create an
interesting story so it attracts the children interest in
studying. Story is an effective media of character
education for young children, because they love to hear
story and still looking for a role model for their behavior.
Parents are encouraged to give a good model for their
child (Sudiani, 2017, p. 63). Stories become an effective
media for education because the early childhood are
easier to accept the study through messages that
delivered by story telling. If there are some messages in a
story, the parents should give emphasis into that part so

the story can be understood by the children. Giving the
emphasis can be done by repeating the story’s sentences
or raising the voice intonation, so the early childhood
focus on that sentence.
Benefits of story telling are closeness of the parents and
the children and also developing the religion-moral
aspect, psychomotor, cognitive, language, social emotion
and arts. Parents can create figures in the story to attract
the child attention and also by making shape or picture or
the figures in the story. Story telling also can be
completed by using dolls, wayang, toy cars as the cast to
get the child attention. Story telling equipped by figures
has been done or a long time ago, for example in Bali,
story telling using wayang as media and the wayang
character names are Arjuna, Bhīma, Ghaţotkaca,
Hanoman, Sri Krișņa, Yudhișţhira, Dewi Kunti, Dewi
Draupadī, etc. These wayang characters very famous in
Balinese, and also throughout archipelago. Hindu teaching
that originated from Veda Holy Book, before written was
found also spread orally by the holy teachers. Parents can
educate their children at home for the period time of New
Normal Life in developing the six early childhood
development aspects by story telling.
C. Conclusions
Letting the early childhood going back into school during
this New Normal Life is a risky decision, therefore,
parents must think seriously. Beside studying at school,
child also can study at home, parents must take the
important role in educating the early childhood at home,
accompany and guide them while studying. Parents can
educate their children at home with the learning based on
activity which conducting by playing to get the child
attracts to study. As for the activities that can be done are
cooking, gardening, singing and story telling.

All of the study activities at home are useful to maintain
the closeness between parents and children and for the
development aspects are religion-moral, psychomotor,
cognitive, language, social emotional and arts of the early
childhood. Through playing, children will not aware if
they are studying, children are happy, so they do not get
bored. When the children are happy, parents can give
them a new experience to develop the development
aspects of the early childhood such as: religion-moral,
psychomotor, cognitive, language, social-emotional and
arts.
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Verbal and Nonverbal
Communication Creativity
In The New Normal Era
Ni Kadek Juliantari
STKIP Agama Hindu Amlapura
A. Introduction
The new normal policy issued by the Indonesian
government brought changes to various aspects of human
life. The new normal era is an adaptation of new habits
that need to be done by the community in carrying out
social activities without ignoring health protocols. The
health protocol in question is to wear a mask, wash hands,
and maintain a safe distance with others who are invited
to interact. So, even though the activity seems normal, but
all aspects of the health protocol must be obeyed by all
people.
In daily life, every member of the community always
conducts social interactions. During this time, the
existence of the Covid-19 pandemic has limited the social
interaction activities of the community with others. This
happened because during the Covid-19 pandemic the
community was emphasized to conduct physical
distancing and social distancing. However, in the new
normal era the community was directed to adapt new
habits, namely carrying out activities as before, but still
paying attention to health protocols. Likewise, in
conducting social interactions.
Adaptation of this new habit also influences the
communication patterns carried out by the community
Ni KadekJuliantari | 263
that was originally directly communicating, during this
pandemic and new normal era, communication activities
are more likely to lead to indirect communication
activities. In communicating in this new normal era, the
use of verbal and nonverbal language is optimized, both
in direct and indirect communication.
There are various forms of direct and indirect
communication carried out by the people in this new
normal era to keep in touch with others. This change in
communication patterns is an interesting discussion
because it is closely related to the attitudes and choices of
language features used in communication. In addition,
there are also communication creations that are carried
out in this new normal era so that they become
increasingly interesting as study material. Fisher (2004)
and Swann (2018) revealed that communication
creativity refers to the creation of new features or
communication styles. Based on the description, several
things that refer to the creativity of verbal and nonverbal
communication in the new normal era are discussed in
the next section.
B. Discussion
According to Mulyana (2005), communication is an
interaction carried out by the speaker and the speech
partner (in the context of oral communication), or the
writer and reader (in the context of written
communication). In the context of oral or written
communication can be done by using verbal or nonverbal
language (Kusumawati, 2016). Communication using
nonverbal language can also be called verbal
communication. Verbal communication is done by using
words to convey ideas or opinions to others in the
process of social interaction,while nonverbal
communication is carried out by utilizing body gestures
or facial expressions that also reflect an action or
response to the speech partner. In this new normal era,
forms of verbal communication can be done directly or
indirectly. The following is an explanation of each.
1. Verbal Communication
Verbal communication can be done directly or indirectly.
In the new normal era during the Covid-19 pandemic, it
seems that indirect verbal communication is more
prevalent, while verbal communication is directly
minimized. This kind of communication situation
certainly happens because the real pandemic is not over
and everyone is expected to continue to follow the health
protocol, which is to keep a safe distance in the social
interaction. Therefore, indirect verbal communication
seems to be the right choice to deal with physical
distancing and social distancing.
a. Direct Communication
Direct communication occurs when the speaker and
speech partner meet directly and interact. However, in
carrying out such communication activities, a safe
distance of at least 2 meters must be kept in mind by
speakers and speech partners. In direct communication in
this new normal era, the tendency of people to the point
convey the essence of communication to avoid prolonged
social contact. Sometimes when the speaker and speech
partner have found a comfortable point in
communicating, in the sense that communication is
connected, then usually forgets everything and includes
also forgetting to apply health protocols. Therefore, social
contact should be made as short as possible through to
the point in the delivering messages.
b. Indirect Communication
Indirect communication that is rife in the new normal era
of the Covid-19 pandemic is virtual communication. This
virtual communication includes a number of
communication activities that utilize digital media so
there is no physical contact between the speaker and the
speech partner. Virtual communication is done via
communication via telephone (video call), or
communication via chat (whatsapp, tellegram, facebook),
and communication via other applications (google meet
or zoom). This virtual communication provides space for
each individual to carry out social interactions or convey
ideas in a complex manner without having to make
physical contact with those invited to communicate. In
the new normal era of the Covid-19 pandemic, this
method was seen as a relevant choice to suppress
physical contact and social contact, but still be able to
carry out the role of social beings who needed interaction
with others.In the new normal era, virtual verbal
communication provides a variety of benefits for the
community. These advantages include the following. First,
communication can be effectively carried out without face
to face. Second, distance is not an obstacle in doing
communication. Third, health protocols (physical
distancing and social distancing) can still be obeyed
through virtual communication.
2. Nonverbal Communication
In addition to the dominant verbal communication done
indirectly, in this new normal era nonverbal
communication also tends to be carried out. A prominent
form of nonverbal communication occurring in the new
normal era of the Covid-19 pandemic is communication
with body gestures and facial expressions.
a. Body Gestures
Nonverbal communication with body movements
includes various actions / body movements that are used
to respond or convey ideas. Forms of nonverbal
communication by utilizing gestures include a nod of the
head expressing agreement, a shake of the head
expressing disapproval / rejection, including a hand
expressing thanks or greeting, a thumbs up expressing
praise or approval, and waving a hand declaring an
agreement, goodbye, or rejection. Various nonverbal
communication needs through body movements can be
known based on the context of the conversation.
In addition to some commonly used body movements, it
turns out that in this new normal era, nonverbal
communication with other movements also appears, such
as between the speaker and the speech partner clenching
their fists, then combining the ends of their fists so they
touch each other. Another unique way is that the speaker
and the talking partner combine the elbows with each
other so that they touch the elbow of the speaker and the
talking partner. This unique method is used by speakers
and speech partners as a substitute for a handshake.
During the Covid-19 pandemic, a handshake was not
expected because the spread of Covid-19 could occur
through shaking hands. Therefore, instead of nonverbal
handshake communication forms, hand coverage is used,
fists clash with each other, touch elbows of the speaker
and the talking partner, and gestures of the respect to
declare ready.
To make it easier to understand the intended body
gestures, the following are presented a number of
illustrations that refer to nonverbal forms of
communication through these body gestures.
Figure 01 Illustration of Hand Coverage
Figure 02 Illustration of Body Gesture "Ready"
Figure 03 Illustration of Combined Boxing

as a substitute for a handshake
Figure 04 Illustration of Colliding Elbows
as a substitute for a handshake
Various body movements instead of handshakes are

referred to by various groups as "greetings corona".
"Salam corona" is used instead of a handshake. Therefore,
to maintain the rope of solidarity in social interaction
various forms of "greeting corona" emerge.
b. Facial expression
Nonverbal communication used by people in social
interactions other than gestures is facial expression.
These facial expressions include smiling (which expresses
happiness), frowning (which expresses sadness), or
various other expressions. This form of nonverbal
communication is actually common among people before
the Covid-19 pandemic. However, during Covid-19 and
the new normal era that required every community to
remain compliant with health protocols, one of which was
still using masks, a change in facial nonverbal
communication occurred.
Facial expression before the Covid-19 pandemic can be
done directly. However, during the Covid-19 and the new
normal era, facial expressions cannot be done directly
because some faces are covered with masks. Therefore,
instead of expressing facial expressions, character masks
are used instead. Examples of character masks can be
seen in the following image.
Figure 05 Illustration of Facial Mimics Expressed

Through Masks
Based on Figure 05, various facial expressions can be seen

through the mask used. In pictures 05 numbers 1, 5, and 6
clearly show expressions of pleasure or cheerfulness;
numbers 2 and 4 show teasing expressions; while number
3 shows flatfacial expression. Facial expressions can
actually be done directly with the original face, but when
the Covid-19 pandemic the face is covered by the mask, so
facial expressions are replaced by character mask
expression.
Various forms of verbal and nonverbal communication
that emerged during the Covid-19 or the new normal era
indicate unlimited creativity carried out by everyone in
carrying out their role as social beings. This creativity
occurs because of conditions that require everyone to
adapt to new ways. Thus, in order to be able to carry out
effective communication and without causing offense due
to changes in communication patterns that are done (for
example, do not want to be invited to shake hands, facial
expressions are not visible when being invited to
communication), this kind of creativity is also done.
From this linguistic social phenomenon, it can also be
seen that basically every person has the creative and
productive power to create something new according to
the situation and conditions they face. This is also a form
of adaptation of new habits carried out by the people in
the new normal era. For example, people are accustomed
to greeting hands. However, the adaptation of the new
habit of turning the handshake into a clash or elbow fist
clash. This is one form of creativity carried out by people
in the new normal era.
Richards (2013) argues that basically everyone is able to
create something new based on the creativity that they
have. That is, each person has a different creative power
in expressing themselves, including in communication.
This is actually inseparable from the adaptive nature of
everyone. Every person basically has the ability to adapt
to certain situations to maintain and establish social
relationships on an ongoing basis, even at different
adaptive levels between one individual and another.
Such language creativity is able to show novelty, both in
terms of patterns and communication styles (Maybin&
Swann, 2007). The creative use of language can be seen in
a variety of communication contexts, both verbal and
nonverbal communication with a variety of patterns or
models. From this concept, it can be seen that
communication activities or language behavior is actually
not merely the activity of sequencing words to be
understood by others, but there is the art of language
inherent in it. This language art in the new normal era
emerged as a variety of forms of communication called
"greeting corona" or nonverbal communication using
character masks. This pandemic and new normal
situation brought a change in the direction of the
emergence of creative communication. Wahyuni (2016)
revealed that language creativity can emerge from a
variety of social situation support being faced.
In addition, the social factors of language users determine
a person's creativity in communication. Szerencsi (2010)
suggested that various factors turned out to affect one's
creativity in language, such as the social factors of
language users. One of them is the speaker factor and
speech partner. Because the speaker and speech partner
feel they have the same background, which is both
experiencing difficult situations in the midst of the Covid-
19 pandemic, the new normal era is used to provide new
sensations so that the mind can be refreshed from the
tense things experienced during this. An example is the
use of character masks as a substitute for original facial
expressions that sometimes make a funny impression and
can be used to entertain others.
Carter & McCarthy (2004) who agree with Chomsky
suggested that creative capacity in the language also
extends towards one's ability to construct contexts that
give rise to interpretations of that language. All forms of
communication actions that are raised can be understood
in terms of the context that surrounds them. Even Swann
(2018) expressly stated that language creativity in
communication acts also includes language creativity in
daily life with a variety of patterns and communication
styles, such as those that emerged in this new normal era.
Language creativity in each individual is manifested
through the use of words in communication activities
(Sumangala, 2014). However, now language creativity not
only refers to the creative use of words, but also refers to
various language features that have emerged in the digital
age or variations in communication actions in the new
normal era.The development of patterns or acts of
communication of this kind actually becomes interesting
material if used in language learning in schools so that the
direction of language learning becomes more contextual
and in accordance with the development of the situation
at hand.
C. Conclusion
Based on the description of the discussion it can be
concluded that the new normal era brings changes to a
person's language / communication behavior. These
changes were made as a form of adaptation of new habits
made during the Covid-19 pandemic. Adaptation of new
habits in relation to social communication is carried out
through various forms of communication, both verbal and
nonverbal communication. Verbal communication in the
new normal era tends to be done virtually, while
nonverbal communication is done with changes in
creative body gestures (“greetings corona”) and
expressive facial expressions through character masks.
Various changes in this communication pattern occur to
be able to carry out social relations or interactions in the
community effectively.
References
Cremin, T. & Maybin, J. (2013). Children and Teacher’s
Creativity in and through Language. International
Research Handbook of Childresn’Literacy, Learning &
Culture, Chapter 20, 275-291.
Dweik&Qawar. (2015). Language Choice and Language
Attitudes in a Multilingual Arab Canadian Community:
Quebec-Canada: A Sociolinguistic Study. British Journal of
English Linguistics, 3 (1), 1-12.
Fisher, R. (2004). What is creativity? In R. Fisher & M.
Williams (Eds.), Unlocking creativity: Teaching across the
curriculum (pp. 6-20). New York: Routledge.
Kusumawati, T.I. (2016). Komunikasi Verbal dan
Komunikasi Nonverbal. Al-Irsyad: Jurnal Pendidikan dan
Konseling, Vol. 6, No. 2, Edisi Juli-Desember 2016, 83-98.
Mulyana, D. (2005). Ilmu Komunikasi: Suatu Pengantar.
Bandung: Remaja Rosdakarya.
Richards, J.C. (2013). Creativity in language teaching.
Iranian Journal of Language Teaching Research, 1(3),
(Oct., 2013) 19-43
Sumangala, N. (2014). A Study of Language Creativity of
1x Standard Students in Relation to Intelligence and
Gender. International Journal of Edicational Planning &
Administration, 4(2), 109-112.
Swann, J. (2018). Sociolinguistics and Language
Creativity. Language Sciences, Volume 65, January 2018,
pages 1-8. https://doi.org/10.1016/j.langsci.
2017.06.002.
Szerencsi, K. (2010). The Need for Linguistic Creativity in
Foreign Language Classroom Discourse. Acta Universitatis
Sapientiae, Philologica, Vol.2, No. 2, 286-298.
Wahyuni, D. (2016). Kreativitas Berbahasa dalam Sastra
Anak. Madah: Jurnal Bahasa dan Sastra, 7 (2), 127-148.
Paradigm Of Bilingualism In New
Normal: The Effect Of Bilinguality
On Students’ Vocabulary
Achievement
I Putu Yoga Laksana, I Wayan Eka Dian Rahmanu
Politeknik Negeri Bali
A. Introduction
The ability to speak two languages is often seen as
something of a significant achievement, particularly in the
English-speaking countries. Since 70% of the earth’s
population is thought to be bilingual or multilingual
(Trask, 2007), there is good reason to believe that
bilingualism is the norm for the majority of people in the
world.
With regard to the advantages and disadvantages of
bilingualism or multilingualism, different views have been
expressed by researchers in the field. Most of the earlier
studies suggested that bilingualism was associated with
negative consequences (Keshavarz and Astaneh; 2004).
These studies supported the idea that bilingual children
suffered from academic retardation, had a lower IQ and
were socially maladjusted as compared with monolingual
children. Contrary to these claims, according to Keshavarz
and Astaneh (2004) some research studies in the 1970s
and 1980s demonstrated that bilingualism positively
influences the child’s cognitive and social development.
These studies indicated that bilinguals have a more
enhanced awareness of the arbitrary relationship
between words and their referents and superior
metalinguistic skills. Viewing bilinguality in the
I Putu Yoga Laksana, I Wayan Eka Dian Rahmanu | 275

framework of metalinguistic awareness, Segalowitz
(1977) suggests that the internalization of two languages
rather than one will result in a more complex, better
equipped mental calculus enabling the child to alternate
between two systems of rules in the manipulation of
symbols. Further, Bialystock (1986) hypothesized that
bilingual children have an advantage over monolinguals
in their control of the linguistic processing needed for
metalinguistic problems. Many researchers have also
found that bilingualism has a positive effect on foreign
language achievement. Eisenstein (1980), for instance,
found that childhood bilinguality had a positive effect on
adult aptitude for learning a foreign language. That is,
those who learned a second language during childhood
would have a greater success in learning foreign
languages as adults. Thomas (1988) also compared the
acquisition of college French by English monolinguals and
English–Spanish bilinguals. Her study yielded striking
differences between the two groups, with the bilinguals
outperforming the monolinguals. She concluded:
Bilinguals learning a third language seem to have
developed a sensitivity to language as a system which
helps them perform better on those activities usually
associated with formal language learning than
monolinguals learning a foreign language for the first
time. (Thomas, 1988)
Mixing results of studies on the consequences of
bilinguality caused some scholars to conduct experiments
with more controlled variables. The findings of some of
these studies led to a neutral attitude toward
bilingualism. In their studies, Barik and Swain (1978) and
Lambert and Tucker (1972) examined the performance of
larger samples controlled for sex and age, and found no
significant difference between monolinguals and
bilinguals in terms of their intelligence, mental

development and school achievements. More recently,
Nayak et al. (1990), comparing the acquisition of an
artificial grammar by monolingual, bilingual and
multilingual students, reported that although the
multilinguals showed superior performance under certain
conditions, they generally showed ‘no clear evidence that
they were superior in language learning abilities’ (1990).
Magiste (1984) reported an investigation by Balke-Aurell
and Lindbad (1982) on the differences between
monolingual and bilingual immigrants of varied L1s with
Swedish as L2 in learning English as a foreign language.
The results showed no difference between the bilinguals
and monolinguals in standardized tests of English
comprehension and grammar performance.
One of the most fundamental assumptions underlying the
efficiency of bilingual instruction is that skills and
knowledge learned in L1 transfer to L2 (Goldman et al.,
1984; Malakoff, 1988). Thus, a child learning about
velocity in Spanish, for example, should be able to
transfer this knowledge to English without having to
relearn the concepts, as long as the relevant vocabulary
(in The Impact of Bilinguality on the Learning of EFL 297
L2) is available. Having the content knowledge already
available in L1 seems to greatly facilitate the learning of
the appropriate vocabulary items in L2.
The notion of transfer of skills is supported by research in
cognitive science where attempts are made to look for
representational schemas for complex narratives in two
languages. For example, Goldman et al. (1984) showed
that bilingual children employ similar comprehension
strategies when listening to Aesop’s fables in two
languages, providing indirect evidence that higher-order
cognitive processes manifest themselves regardless of the
specific language. Malakoff (1988) also found similarity in
performance on analogical reasoning in French–English

bilingual children in Switzerland. Additionally, research
on adult bilingual memory for lists of words suggests that
the particular language of presentation of specific words
can be remembered under some conditions, but that in
general, the content transcends language (Hamers &
Blanc, 2000). In essence, in the act of learning concepts
and skills, people form a schema that is independent of
the specific language of presentation, even though the act
of learning can involve active recruitment of the language
to regulate thinking.
Given that skills do transfer across languages, it is
possible to think about transfer as occurring on a specific,
skill-by-skill componential basis, or, more globally, where
the entire structure of skills in a domain transfers as a
whole.
With regard to vocabulary learning, most words in both
first and second languages are probably learned
incidentally, through extensive reading and listening
(Nagy et al., 1985). Several recent studies have confirmed
that supplementary L2 vocabulary learning through
reading does occur (Chun & Plass, 1996; Day et al., 1991;
Hulstijn et al., 1996; Knight, 1994; Zimmerman, 1997).
While supplementary learning of vocabulary may
eventually account for a good majority of advanced
learners’ vocabulary, intentional learning through
instruction also significantly contributes to vocabulary
development (Nation, 2005; Wesche & Paribakht, 1994;
Zimmerman, 1997). Explicit instruction is particularly
essential for beginning students whose lack of vocabulary
limits their reading ability.
Knowing approximately 3000 high frequency and general
academic words is significant because this amount covers
a high percentage of the words on an average page. The
2000 high frequency words in West’s (1953) General

Service List cover 87% of an average non-academic text
and 80% of an average academic text (Nation, 2005). For
second language learners entering university, Laufer
(1992) found that knowing a minimum of about 3000
words was required for effective reading at the university
level, whereas knowing 5000 words indicated likely
academic success. One way to estimate vocabulary size is
to use Nation’s (2005) Vocabulary Levels Test or a
checklist test which requires learners to mark the words
on a list that they believe they know (Meara, 1992, 1996;
Read, 1988).
In the present study, the relationship between bilinguality
of second language learners and their vocabulary
achievement in the target language will be investigated.
Therefore, the following null hypothesis is formulated:
Null Hypothesis: The bilinguality of the subjects has no
impact on their performance in English vocabulary.
Most previous bilingual studies (see the references
above) have concentrated on European languages. Thus,
the significance of the present study lies in the fact that it
involves two non-European languages namely Indonesian
and Mandarin and investigates the effect of these
languages on the learning of English as a foreign language.
Therefore, it is hoped to be of interest to researchers in
the field.
This study aimed at comparing the performance of two
bilingual groups of EFL students with that of a
monolingual student on a controlled productive ability
vocabulary test. Altogether 1 Netherland-Indonesian
bilingual student, 1 Singaporean-Indonesian bilingual
student, and 1 Indonesian monolingual student
participated in the study. The subjects in all three groups
were homogeneous in terms of age (14–15 years old), sex
(they were all female) and their level of instruction

(intermediate). The nationality of these three students are
different, 2 students are from Indonesian and 1 student is
from Netherland.
B. Discussion
Before discussing the result, the participants and the
instrumentation used in this study are discussed below:
1. Participants
Three female students at the same school participated in
this study: student A (Netherland-Indonesian bilingual) is
studying both languages (English and Indonesian)
academically in SMP Harapan Nusantara Denpasar;
Student B (Singaporean-Indonesian bilingual) who is also
studying both languages (English and Indonesia)
academically in the same school; and Student C
(Indonesian) who is also studying both languages
(English and Indonesian) academically in the same school.
The subjects are in the same bilingual class of grade nine.
Student A is mix-marriage child from her mother who
comes from Netherland and her father who is Balinese.
Student A mostly uses Indonesian in her daily
conversation at school and at home, and sometime her
father and mother ask her to have a conversation in
Balinese and Dutch language. Student B is mix-marriage
child from her father who is Singaporean and her mother
is Javanese. Different with student A, Student B mostly
uses Indonesia at school, but least in her house, because
mostly her daily conversation at her home uses Mandarin
and English, and she never uses Javanese language in
daily conversation to her mother who in fact is able to
speak Javanese. Student C in the other hand, only uses
Indonesian in her Daily conversation at school and at
home. This is happened because Student C is not a mix-
marriage child.

2. Instrumentation
The instrument used in this study to measure the
vocabulary achievement of the subjects was a Controlled
Productive Ability Test at 2000 and 3000 word levels
called CPAT. This test format was used previously in an
examination of lexical richness in writing (Laufer &
Nation, 1999). The main idea behind the Vocabulary
Levels Test (Nation, 2005) is that it is useful to view the
vocabulary of English (and indeed any language) as
consisting of a series of levels based on frequency of
occurrence, and productive vocabulary implies degrees of
knowledge.
Thirty-six controlled productive items of 2000 and 3000
words level (18 items for each level), which had already
been administered by Laufer and Nation (1999), were
used in the present study. For each item, a meaningful
sentence context was presented and the first letters of the
target item were provided (see the Appendix). The first
letters prevent the test-takers from filling in another
word which would be semantically appropriate in the
given context, but which comes from a different
frequency level. The number of letters for each word was
decided on by the elimination of possible alternatives to
the tested word. The scoring system for the vocabulary
test was in terms of correct / incorrect for each item.
Minor spelling mistakes were not marked as incorrect.
3. Finding and discussion

In order to test the hypothesis, a valid test of 2000 and
3000 word levels with 36 items (18 for each level) was
selected. The test was administered to the 2 EFL subjects.
The results were, then, submitted to statistical analysis to
find out whether the learners’ bilinguality has an impact
on their vocabulary achievement in the target language.

The comparison of the means of the three groups was
done through multiple t-tests. As Table 1 shows, the
Singaporean-Indonesian bilingual student and the
Netherland-Indonesian did significantly better than the
Indonesian student. Therefore, the null hypothesis stating
that the bilinguality of the subjects has no impact on their
performance in English vocabulary can be safely rejected.
A descriptive statistic was, then, employed to investigate
the performance of the three students on the vocabulary
sub-tests that is the 2000 and 3000 word levels. As Table
2 displays, all three groups performed better on the 2000
word-level vocabulary than on the 3000-word level. This
may be attributed to the fact that words in the 3000-level
are more difficult than those in the 2000-word level. As
Table 2 shows, the two mix-marriage students did better
than the non-mix-marriage student.
Table 1 Multiple t-tests for the performance of groups on
the vocabulary test
Mea Compariso T- D
Groups SD N t-obs
n n crit F
Netherland- 16.6 2.3
1
Indonesian 1 8
Singaporea
17.6 3.4
n- 1
1 5
Indonesian
14.2 3.8
Indonesian 1
5 9
Netherland-
Indonesian 2.834 2.02
vs 58
4 1
Indonesian
Singaporea 3.539 2.02

58
n- 4 1

Indonesian
vs
Indonesian
Netherland-
Indonesian
vs 1.306 2.02
58
Singaporea 8 1
n-
Indonesian
P<0.05.
Table 2 Descriptive statistics for the performance of
groups on the vocabulary subtests
Mini Maxi
Vocab Me S Varia
Group mum mum N
ulary an D nce
Score Score
Netherl Voc. 10. 2.
and- 2000 10 41 5.82 5.00 17.00 1
Indones Voc. 6.0 2. 5.03 3.00 12.00 1
ian 3000 7 24
Singapo Voc. 10. 3.
rean- 2000 77 51 12.32 5.00 18.00 1
Indones Voc. 6.3 3. 9.07 2.00 12.00 1
ian 3000 7 01
Voc. 8.7 4.
Indones 2000 4 00 16.00 2.00 16.00 1
ian Voc. 5.1 3. 9.50 1.00 14.00 1
3000 3 08
The figure of the bilingual used by Singaporean-

Indonesian mix marriage experienced a significant
eminent compared to Indonesian which was the lowest

performance of using English vocabulary, while this mix
marriage showed slightly higher than Netherland-
Indonesian mix marriage. This may be due to the fact that
Singaporean-Indonesian bilingual subject has learned her
foreign language (English) both academically and orally,
whereas, the Netherland-Indonesian bilingual subject has
learned her foreign language (English) only academically
at school. The tendency of English fluency influenced by
mix marriage can also be seen in the previous study
which elaborated mix marriage of Indonesian-American
(Zein & Damanhuri, 2019).
Applying English and Indonesian formal or informal
situation directly affect the users to practice using
bilingual to interact with others. This means, the mix
marriage between Indonesian-Netherland and
Indonesian-American had influenced the family using
English through daily activities. Different environment
and social factors; home, friendship, and college or school
for instance, affected the use of bilingual and these might
influence the Netherland-Indonesian mix marriage
children to use more than one language which then
created students’ the fluency in using English.
On the other hand, the least figure using English
vocabulary found on the Indonesian marriage as this
would impact to the ability of using foreign language.
Furthermore, the use of mother tongue could influence
the use of languages. There are many factors which
prevent using foreign language for the Indonesian
marriage students. Social and culture provide massive
impact to be a barrier for the students and society using
foreign language. For local communities and families, the
tendency of applying mother tongue brings a prevention
to strengthening the language.

In Indonesia, the foreign language utilisation incline used
in the academic area. In terms of the culture, English used
for the society as the foreign language which means
Indonesian Language is still regularly used in meeting,
forum, daily activities. These factors make the foreign
language is difficult to be used and applied for Indonesian
family.
C. Conclusion
Results of the data analyses showed that the mix-
marriage subjects’ bilinguality has a positive effect on
third language vocabulary acquisition. Thus, the null
hypothesis stating that bilinguality has no impact on the
performance of the subjects in vocabulary was rejected.
The result supports the finding of other bilingual studies
which have demonstrated that bilingualism results in
more efficient foreign language learning. However,
Singaporean-Indonesian bilingual subject has learned her
foreign language (English) both academically and orally
were more successful than the Netherland-Indonesian
bilingual subject has learned her foreign language
(English) only academically at school. This finding is in
line with Thomas’s (1988) claim that those bilinguals who
possess literacy skills in L1 and L2 perform better in the
kind of tests that require manipulation of language. This
study has theoretical and practical implications for the
field of language teaching. It provides a basis for
improving the quality of practices in the teaching of first,
second, and third languages’ vocabulary. In other words,
the results showed that bilingualism has a more positive
effect on third language’s vocabulary achievement when
the first two languages are taught formally, as in the case
of Singaporean-Indonesian bilingual and Netherland-
Indonesian bilingual.

There are some suggestions which are proposed by the
writer, parents need to keep that consistency in order to
the children make it as a habit in doing interaction with
other people not only family. Parents also can direct the
children in order to mostly using English in doing
interaction with their family that indirectly help the
family learn English. In this case parents take an
important role to direct their children (Erawan, et al,
2018). Foreign language familiarity should be encouraged
by the learners’ which mostly using mother tongue for the
first language. By familiarising the English for instance,
the fluency will be similar or even outrace the mix
marriage ability. The interaction through verbal or non-
verbal can practice their ability using foreign language.
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(2018). Communication Strategies Used by Bilingual
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Kalatattwa and Times New Normal
Ni Made Ari Dwijayanthi1, Dwi Mahendra Putra2

1STAHN Mpu Kuturan Singaraja
2Universitas Hindu Negeri I Gusti Bagus Sugriwa
Denpasar
A. Introduction
Kalatattwa, an Old Javanese translation text that
translates the dynamics of time. In addition to speaking of
the birth of Bhatara Kala as the son of Bhatara Siwa
without Bhatari Uma, the teachings of time are contained.
Be it the birth of time, time travel, human time as His
creation, and time in different dimensions of space. The
birth of “kala” (time) as Bhatara Kala in the Kalatattwa
text is told because the “kama” Bhatara Shiva melts on the
seashore because it increases recovery to be happy by
Bhatari Uma's “magic”. The birth process of Bhatara Kala
also outlines various kinds of gifts received. The events in
the form of the bestowal are wrapped in the form of a
description which can then be freely postponed as a
continuous reading of the development of time.
Kalatattwa is not only interpreted superficially, namely
fusion, annihilation, wealth, bhuta or all things that
damage, get when is time, the dimensions of the
microcosm with the macrocosm, the space between
humans and creators. Therefore, an active action is made,
if it is seen as God's perspective, which is part of his will
that makes lasting something in God is lasting. However, if
viewed from the point of creation, in full, depending on
God, then the creation can occur in the flow of time
(when) or outside it, since the time of permanence. So it is
Ni Made Ari Dwijayanthi, Dwi Mahendra Putra | 291

wrong, when we imagine God at the time of compilation
creates the world and then resigns. God continues to
create the natural world. If he would exercise, then the
fruits of his creation would return to nihilium,
nothingness (Zoetmulder, 1991: 10).
Facing the era of a new normal requires formulation to
formulate a new life order. Post-epidemic conditions and
terror-threats arising from pandemic terror are still part
of the beginning of this new order. The world moves, the
world crawls, trying to make plans for the survival of life.
Kalatattwa, gives a picture of humans (the world) in
order to balance the contents of the universe. Birth, death,
grace, sickness, are part of the passage of time that grows
together on the tree of life. The article discusses the
reading of the Kalatattwa text which explains the reading
of time. The theory used is the semiotics theory of Pierce.
B. Discussion
Pierce stated that the sign is logical, the results of the sign
meaning said are logical. The combination of the two
thoughts can be said, that semiotics is a field of science
that investigates all forms of communication that occur
through the means of signs and based on the sign system.
Semiotics focuses its research on signs.
Om Awighnamastu, nyan Tattwakala ngaran, indik
Bhatara Kala, duk sira wahu mijil…
Translate:
Hopefully there are no obstacles, this is the story of
Bhatara Kala, when he was born.
When Kala born by the will of the ruler of the universe.
Kala is time, which exists in human beings (microcosm)
as part of the macrocosm. The birth of time means that

time also dissolves. Because time will negate itself when
in contact with space, then gave birth to the dimensions
between microcosm and macrocosm. As expressed by
Hegel (1995: 112), time (with space) is the most common
natural provision as an antithesis to ideas, for synthesis
into spirit. When you can also balance positive and
negative energy, because if you have the power, you will
destroy everything that needs to be destroyed and leave
what needs to be maintained. When it creates its own
space in the microcosm then unites it in the universe. The
space created by the time is part of the circulation which
makes the time itself the axis. That is then when people
signal that there will be birth, death and reincarnation.
Human birth is seen as a ruwatan process towards a new
life, whether it’s a good or bad life. This then causes death
and is reincarnated back into the world for repentance.
Time is an order outside of things and people and events.
There is a primordial (mystical) time, and all the
following events are rooted in that default time, and get
an identity and quality from there. In this way they have
great strength. This is especially true for central events in
human life such as birth, death, initiation, marriage, but
also for natural experiences such as floods and
earthquakes. Then natural events are controlled by
destiny; and all human events must conform to
established order. The success of an affair, party, or
ceremony depends on the time point of implementation.
There are points in time that are profitable and some that
are frustrating. Because time is understood as separate
reality is not continuous progress, nor is it linear, but
cyclical (Bakker, 1995: 113).
Newton (1642-1727), time is said to be an absolute
mathematical reality, independent of relations with other
things. Such time is a receptacle for the absolute
movement of cosmic substances. The time was without

beginning and without end, and was based directly on the
limitations and eternity of God. The same thing also
expressed by Einstein (1889-1955) when “attached” to
matter and motion, is a separate dimension in the world
(Bakker, 1995: 114-115).
The cosmic substance itself is present in its development
now. He experienced himself as being stable and at the
same time always new. The experience of self-
development does not take the form of a series of
moments, nor is it a straight line in the imagination, but
rather a point or when it encompasses and structures all
of its development from beginning to end. For humans
that experience is conscious; for substances which are
only of a lower level the experience is practiced
practically in their behavior. Each substance at all times
experiences itself as a whole, as a precipitate and as a
project. Thus the cosmic substance structures itself
intrinsically (from within) and encompasses itself as
sequential development in one moment. It is precisely
self-structuring and attendance to self-development that
is time. And such time is first located in the core of the
cosmic collapse of the human person (Bakker, 1995: 116).
Lah yan mangkana punggêlên rumuhun syung taring
têngên maran kapangguh bapa babunta, tan adwa
aku ri kita, mangke hana panganugerahangku ri kita,
jah tasmat amangguhang kita kasidyan, umawa kita
sarwa ning mambêkan, kapasira kita mangke,
mahyun kita mêjaha wênang, mahyun sira ngûripa
wênang, apan kita anak inghulun, yatiki ibunta
Bhatâri Umâdewi, mangkana ling bhatâra.
Translate:
Alright, break your right fangs first! You will be able
to find your father and mother, I am not lying to you,
now it is my gift to you, I hope you find success, you

can master all living things, now you become
powerful, you can kill anyone, you can turn anyone,
because you are my son, this is your mother Bhatari
Uma. Thus said bhatara.
Kala has the gift to rule over all living things, in other
words Kala controls time and is in control of the course of
life. Time is not like a spring that is turned tightly, then
slackens to death; but more like a ribbon that is getting
denser. In time there is a structural causality or causality.
Time in substance itself demonstrates and strengthens
structural finality (diachronic), while efficiently
performing itself. Time is pushing yourself to achieve the
goals he set himself. The time he has created while acting
(incident) settles and becomes more weighty; and on that
basis it gives birth to a new or more mature time.
Time and time are closely related, the complete
experience of total development by substance from
beginning to end is time as a rhythm, or metric time
(Latin metior verb, is ‘(I) measure’). Metric time shows a
continuity, whether the development of all substances, or
so on. The Greek term is “chronos”. But the substance has
never attended and lived its development as a long
stretch. It always happens in a point of time, at one time,
or at some time now; and that is topological time (topos is
the Greek word for place or position), or in another Greek
term: “kairos”, which means: point/ moment
(right/lucky). Topological time indicates a specific time
point, for example at the birth of a substance. But also it is
never an empty spot, but rather contains a concrete
incident. Then the moment is incidence in terms of time
(Bakker, 1995: 118-119).
Time is not a series of times when together a series or a
line. Always only experienced one moment at a time, as a
time incident. But in that case the entire substance

contained by the development experienced and lived,
covering all past experiences and future hopes. So in that
moment the momentum is put together and synthesized
all the time substance; and all time is sharpened at one
time basically containing the same content, but always at
the same time according to his own perspective in all the
time of the substance, or according to this particular
position in sequence. These times are not times when
they are in line with each other. Every time or the
incidence of time (substance activity) giving birth to the
next time as a child, and emitting it as a spray going
forward. And the present moment itself contains the
precipitate of all the past, the power that makes it a
powerful source of time. When (typological time) and
time (metric) determine each other. The moment or
certain incidence in the 'life' of the substance only
becomes this or so because of its position in the whole
sequence. And vice versa whole time for the substance is
only so because of the completeness of all the moments
together. Then the time and time can not be thought out
of each other. Time is always lived in time, and time is
lived in time (Bakker, 1995: 118-119).
However, it is often said that humans overcome time and
time because of their consciousness. What is meant by
that way of speaking is, that man is not imprisoned at this
time or that, and does not lose the ability to see the whole
development. In that sense humans are contrasted with
animals and trees that seem to sink when typed and
annexed by it. However, overcoming such time is
precisely meant by saying, that humans have time and
time. Perhaps the nature of drowning in that time applies
time on the basis of the clock, but the time and time that is
true and real is precisely the ability of humans to
overcome disobedience according to first and then, so
united in the grasp of its unique development. According

to this understanding it is wrong to say, that humans
overcome time and time. Humans are “locked up” in time
too; or better say: humans also essentially live with time
(Bakker, 1995: 124-125).
The cosmic substance is momentary and time-consuming,
meaning that it always conceives, attends, and constructs
its personal development. So that time is not only passing
and running out, but instead advancing and growing with
the cosmos itself and not having a real presence with it. In
that dynamic moment and time relate to incidence and
overall development; therefore they summarize one
another. At that time each cosmos was lived in its own
way, but precisely the time clock, although most common,
was the most minimal realization of all time. In the
dynamics of time and time all cosmic substance traits
participate, in substantial unity. But along with personal
traits, time and time by cosmic substances are not
experienced in isolation, but in togetherness with other
cosmasters (Bakker, 1995: 126).
Understanding time as a form of creator who rules every
creation. So time and God are single. Monism is
considered to understand the unity of the creator with his
creation. Zoetmulder (1935: 3), states that monism in
oneness is that everything starts with God and returns
everything to God. All things fall into one in the power of
God and never put God in the second place. Absolute God
is considered to be the oneness between “me”, the
universe, and God.
The union occurs in a long process that takes a long time.
As in Kalatattwa, the symbolism of Bhatara Kala as the
ruler of time is related to the oneness between humans
and the universe. In addition, this oneness provides
understanding to humans about the various processes
that will pass with time. Birth of time, as at the beginning

of its appearance is told by a giant who does not know
who he is, the giant continues to find out himself. Even
though the giant (Bhatara Kala) is a descendant of
Bhatara Shiva, the giant does not know it, because he was
born from a splash of Bhatara Shiva's semen that the gods
tried to give birth to himself. Like humans when born in
the world, he doesn't know who he is even though he was
born from a mother's womb and has a father too. But
humans then begin to recognize themselves after being
taught time, through various ways such as being
celebrated, diruwat, and treated. When recording every
stage carried out by humans, the stages of events are the
processes that humans go through.
Sacrifice with sincerity known as yadnya is also done to
balance the power of nature with the power of self. This
was manifested by humans in the form of yadnya
ceremonies so that later their lives would be better.
Benchmark is when Bhatara Kala wants to sacrifice his
fangs to be cut, cutting Bhatara Kala's fangs is a form of
sacrifice. Because after the fangs were cut, Bhatara Kala
received many gifts. Humans (Balinese people) believe
anything done sincerely will bring a lot of reward and better.
Everything in the world is related to time. Birth and
death, like coming and going but still on one purpose, that
is oneness, unity with God. Because humans and God are
compared to body and soul, two things that can later be
fused. Integration is carried out by various avenues and
efforts, one of which is as explained above, namely
through full of sincerity. Yadnya which then as listed in
Kalatattwa includes Panca Yadnya namely Manusa
Yadnya, Bhuta Yadnya, Rsi Yadnya, Dewa Yadnya, Pitra
Yadnya. The steps to balance themselves with the
universe are based on sincere sacrifice. In Kalatattwa
more highlighted in the form of Bhuta Yadnya especially
in the Caru’s ceremony.

Offerings to the universe are also offered to humans. Care
for the universe is more related to the alignment of life
with the creatures that live in it. While preserving
humans is associated with balancing nature, it is also seen
as purifying oneself from all defilements. So in the future,
when the human soul (atman) merges with the creator
(paramatman) in various ways, then time, God, and I (His
creation) become one in eternal eternity (Zoetmulder,
1991: 21).
Returning eternity is like returning everything in the body
to the universe. Bones, blood, marrow, flesh, light are all
slowly united with earth, water, wood and sun. Time that
creates space, humans will only wake up when they just
see space left by time. Collective awareness of the cosmo-
centric world and universe largely determines their
picture of space, time and society. The belief in parallels
between the microcosm and the macroscosm, between
the universe and humans is under the influence of the
power of the king of nature. This power is believed to
produce prosperity and well-being or vice can destroy, it
all depends on the success of the individual (human in
this case) in an effort to harmonize life and all its
activities in the universe. Collective awareness about
space, time, and society in Balinese cultural traditions is
concretized in the form of desa, kala, and patra. Desa,
when patra is considered as high awareness of the place,
time, and situation being faced. Space and time are
considered as mysterious and mighty forces that govern
anyone, who govern and determine life in the mortal
world, and also the lives of the gods. Ancient humans
viewed space and time as a homogenous dimension to
cosmology as a unit.

C. Conclusion
When moving straight, Kalatattwa read the development
of the times. Every time there is a time, every period has a
maker. Kalatattwa calls it the soul of the age. Ancient
humans see time as a cosmology that brings together real
and unreal. A new era with the evolution of time is a time
when humans look back at the far to be close and the near
to be far.
References
Bakker, Anton. 1995. Kosmologi dan Ekologi Filsafat
Tentang Kosmos sebagai Rumah Tangga Manusia.
Yogyakarta: Penerbit Kanisius.
Palguna, IBM Dharma. 1999. Dharma Sunya Memuja dan
Meneliti Siwa. Denpasar: Yayasan Dharma Sastra.
Ratna, Nyoman Kutha. 2007. Teori, Metode, dan Teknik
Penelitian Sastra dari Strukturalisme hingga
Poststrukturalisme Perspektif Wacana Sastra. Yogyakarta:
Pustaka Pelajar.
Soebadio, Haryati. 1985. Jnanassiddhanta. Jakarta:
Djambatan.
Suarka, I Nyoman. 2007. Kidung Tantri Pisacarana.
Denpasar: Pustaka Larasan.
Zoetmulder, P.J. 1994. Kalangwan Sastra Jawa Kuno
Selayang Pandang (cetakan ketiga). Penerjemah Dick
Hartoko SJ. Jakarta: Djambatan.
Lontar Kalatattwa Koleksi Perpustakaan Lontar
Universitas Udayana.

Analysis Of The Students’
Perception Of The Universitas
Hindu Negeri I Gusti Bagus Sugriwa
Denpasar On The Change Of Online
Learning Communication In New
Normal Era
I Wayan Wirta, I Ketut Arta Widana

A. Introduction
Indonesia is one country that was shocked with the
findings of the first case of positive patients Covid-19
precisely on March 2, 2020. Further condition, on March
22, 2020, the World Health Organization (WHO)
determined Covid-19 as a global pandemic, because its
level of spread and severity is very worrying. Since the
outbreak of a pandemic caused by the corona virus in
Indonesia, many ways have been pursued by the
government to prevent and cut off the spread process.
One of the efforts made by the Government of Indonesia is
to provide an appeal to the community to implement
"health standard procedure" so that the community
continues to carry out physical distancing, namely
keeping distance, avoiding all forms of crowd or gathering
activities, and avoiding meetings involving many people.
These efforts are aimed for the entire community so that
as soon as possible they can break the chain of the spread
of the Covid-19 virus worried by various groups of
community. Such small and invisible viruses have made
I Wayan Wirta, I Ketut Arta Widana | 301

large changes in the order of human life globally that can
be said to be an abnormal life, including changes in
communication patterns in the learning process in the
world of education. The Covid-19 outbreak made many
changes to public activities, shifting from its main activity
center to being forced to stay at home with the motto "di
rumah saja", meaning ‘just stay at home’. The government
implemented the Work From Home (WFH) policy. This
policy is an effort by the government so that the
community continues to finish all their work at home.
This phenomenon is a fact of new reality faced by people
who have hit the world of education.
Education in Indonesia has become one of the aspects of
community life affected as a result of the emergence of
the Covid-19 pandemic case. On one hand, educational
activities at campus are expected to continue as normal,
while on the other hand, in order to continue to support
the government's call for implementing health
procedures, one of which is maintaining physical distance
in the midst of the outbreak of the Covid-19 pandemic.
The policy issued in the form of announcement letter by
the Ministry of Education and Culture through the
Directorate of Higher Education, Number 1 of 2020
concerning prevention of the spread of Corona Virus
Disease (Covid-19) in tertiary institutions. Through the
announcement letter, the Ministry of Education and
Culture gave instructions to universities to organize
distance learning and suggested students to learn from
their homes.
The Governor of Bali on April 1st, 2020 also made a
similar appeal, in the form of the Bali Governor's
Instruction, Number 8551, 2020 concerning
strengthening the prevention and handling of Covid-19 in
Bali. The Governor of Bali issued instructions to
strengthen the restrictions on the residents’ outside

activities by applying the teaching and learning activities
for students from the basic education to tertiary
education level, all of which were carried out at home
using online or online learning media. Many universities
readily respond to these instructions, one of which is the
State Hindu University (UHN) I Gusti Bagus Sugriwa
Denpasar, by implementing the so called ‘daring’, an
online learning system.
Online learning is learning done online or learning by
distance, aiming to meet educational standards by
utilizing information technology with the use of computer
devices or connected gadgets. The learning process will
be more effective, if the process of communication and
interaction between lecturers and students takes place
intensively and students absorb lecture material
delivered by lecturers. In the normal learning process in
the classroom, social interaction or communication
processes take place between lecturers and students or
vice versa within which the learning material delivered is
communication message in learning considered as the
core of learning activities (Inah, 2015: 150). Whereas in
online learning, students can easily conduct discussions
that focus on learning topics like in traditional classes
(Davies & Graff, 2005: 657). This phenomenon shows that
there has been a significant change in the learning
situation, especially changes in communication patterns
from direct communication or face to face communication
in the classroom to indirect communication with the use
of online media as the communication media which
actually no longer requires class as one of the main
requirements for the ongoing learning process, better
known as online learning.
The most prominent characteristic of online learning is
that it provides convenience and flexibility for lecturers
and students, especially to determine online learning

schedules that no longer concern location (Bower et al.,
2015: 2). The use of information technology is expected to
be able to overcome the constraints of the teaching and
learning process so that it will continue to run well even
in the midst of the outbreak of the Covid-19 pandemic,
which has now entered the stage of a new or new normal
life. In reality, there are still many complaints or obstacles
that are felt and faced by students who are not yet fully
accustomed to doing online learning activities. Other
constraints are that many educators, including lecturers,
are not yet proficient in using internet or online
technology as the main media in the online learning
process. Online learning will certainly become a new
reality in the world of education. In line with this
statement, communication changes occur in the online
learning process. The phase after passing through the
mass pandemic Covid-19 is often said to be the era that
has entered the stage of a new era of normal life.
Unwittingly, there has been a major change in the process
of communication in learning, which at first conventional
learning (in the classroom) has changed to online learning
which, of course, will greatly affect students. Therefore,
researchers are interested in analyzing the students’
perception of UHN I Gusti Bagus Sugriwa Denpasar of
changes in online learning communication in the new
normal era.
Based on the above background, the research problem
can be formulated as follows; How is the perception of
students of UHN I Gusti Bagus Sugriwa Denpasar of
changes in online learning communication in the new
normal era. The purpose of this study is to analyze the
perceptions of students of UHN I Gusti Bagus Sugriwa
Denpasar of changes in online learning communication in
the new normal era. The theoretical research results are
expected to provide benefits to add insight, enrich the

realm of science, and can be used as references or sources
of reference in similar research for future researchers
B. Discussion
This research uses quantitative approach, the data
collection is done by random sampling (probability
sampling) through the use of online media. The research
was conducted 24 hours on 18-19 July 2020 with the use
of the Google Form application that successfully collected
data of 115 Hindu Communication Study Program
students and the Hindu Information Study Program,
Faculty of Dharma Duta as respondents (samples)
representing the State Hindu University (UHN) I Gusti
Bagus Sugriwa Denpasar. Data collection method using
social media is done by filling out a questionnaire, which
had previously provided several alternative answers and
entered into the Google Form application. The
questionnaire is in the form of questions, which are then
processed in the form of diagrams or pictures which are
displayed in the sub discussion. Data analysis was done
descriptively based on the percentage / proportion of
respondents who answered questions on the alternative
choice of questionnaire answers. As a note, the
distribution of respondents is not proportional to the
number of students of UHN I Gusti Bagus Sugriwa
Denpasar. However, it can representatively represent the
level of perception of students of UHN I Gusti Bagus
Sugriwa Denpasar of changes in online learning
communication in the new normal era.
The number of respondents obtained in this study were
115 students. In general, the distribution of respondents
by sex was more dominated by women, with 83 people
with a percentage of 72.2%, while 32 men with a
percentage of 27.8% as shown in Figure 1 below.

Figure 1. Gender of Respondents
The experience of attending lectures or online learning
from 115 UHN student respondents I Gusti Bagus Sugriwa
Denpasar stated that they had done online learning as
much as 92.2% (106 respondents / students), while 9
students stated that sometimes they did online learning
(7.8% ) as shown in the following figure 2.
Figure 2. Online Learning

The location of online lecturing that have been responded
by 115 students of UHN I Gusti Bagus Sugriwa Denpasar
was mostly done at home (93% or 107 respondents /
students). The second biggest number, as many as 4
people (3.5%), chose to do online learning in public
places such as internet cafe, wifi corner etc. Other
students chose in other places as many as 3 people
(2.6%), and the rest choose at work as many as 1 person
(0.9%) as shown in Figure 3 below. UHN I Gusti Bagus
Sugriwa Denpasar has obeyed the government
regulations to do more learning activities at home (stay at
home) in an effort to prevent the spread of the Covid-19
outbreak.
Figure 3. Locations Used for Online Learning

In the following figure 4, it is known the condition of the
internet signal during the course of online lectures has a
moderate (sufficient) category of around 75.7% (87
students), the condition of students who have a weak
signal category of 21 people (18.3%), while those who
have strong signal category as many as 7 people (6%).
Based on data of this conditions, it shows that the internet
signal during the online lecture is still not optimal
because the average is still in the medium and low signal
category. The signal strength in the area of students’

homes, hopefully, will be better in the future so that
internet access is faster to support various activities,
particularly online learning process activities.
Figure 4. Condition of Internet Signals During Online

Lectures
To support students in online lectures, UHN I Gusti Bagus
Sugriwa Denpasar has used several learning media
facilities such as: Group, Learning Management System,
and Video Conference. Based on the following figure 5,
majority of respondents, as many as 78.3% (90 students)
have used learning media facilities in the form of video
conferencing (Zoom Meeting, Skype, Google Classroom,
etc.). The other students, as many as 10.4% (12 people)
chose media equipment in the form of groups namely
WhatsApp Group, Telegram Group, etc. The rest of the
students, 11.3% (13 students ) have used learning
management systems like Edmodo, Schoology, Google
Classroom, etc.

Figure 5. Media Tool Facilities Used for Online Lectures
Figures 6, 7 and 8 show the following impacts as a result
of the online lecture process. The survey results in Figure
6, show the fact that 52.2% (60 people) respondents
answered the online learning had an impact in finding
information to increase knowledge. Fifty students or
43.5% answered ‘sometimes’ to the question of the
impact of online learning in finding information to
increase knowledge. The remain 5 students (4.3%)
answered that there was no perceived impact in online
learning to seek information to increase knowledge.
Based on the results of the survey proves that online
learning so far conducted by UHN I Gusti Bagus Sugriwa
Denpasar as part of an effort to prevent the spread of
Covid-19 has a significant impact on students so that they
are accustomed to seeking wider information through
digital use. Online learning like this is a great opportunity
for the improvement of the ability of students to explore
the widest possible information through the digital world.
This is because students carry out learning not only
limited face-to-face in the classroom but the range of
learning can be accessed more broadly in digital-based
learning. This provides opportunities for students to
always search for information through digital while
learning.

Figure 6. Impact of Online Learning in Finding
Information
Figure 7 shows that online learning impacting on the
creativity of students of UHN I Gusti Bagus Sugriwa
Denpasar. This fact can be seen from the responses of 49
students (42.6%) who stated 'yes', 47 people (40.9%)
stated ‘sometimes’; and 19 students (16.5%) stated 'no'.
The results of the survey based on Figure 7 below shows
that online learning carried out by students of UHN I Gusti
Bagus Sugriwa Denpasar as part of an effort to prevent
the spread of Covid-19 have an impact on students to
further develop their creativity, in addition to the
important role of lecturers as facilitators in help them in
solving the problem of learning, including the provision of
teaching materials and worksheets that further encourage
the growth of student creativity.

Figure 7. Impact of Online Learning on Students’
Creativity
The survey results in Figure 8 on the impact of online
learning on students' critical attitudes shows that 46.1%
or as many as 53 students answered 'sometimes', 39,1%
or as many as 45 students answered 'yes'; and 14.8% as
many as 17 students answered 'no'. The results of the
Figure 8 survey are very interesting to researchers,
because online learning that has been conducted by UHN I
Gusti Bagus Sugriwa Denpasar as part of an effort to
prevent the spread of Covid-19, apparently has quite an
impact on students to foster a critical attitude. With
various forms of discussion conducted by lecturers in
online learning, there is a great opportunity for students
to interact massively with each other. Based on these
data, it turns out that online learning does not limit
student creativity. This will provide the broadest
opportunity for students to explore and develop their
critical attitude.

Figure 8. Impact of Online Learning Over Students’
Critical Attitudes
There have been several obstacle during the learning
process or lecture of students of UHN I Gusti Bagus
Sugriwa Denpasar as shown in Figure 9 below. It shows
that the perceived obstacles in online lectures during the
new normal period include the overburden homework
given by lecturers answered by 47% of the respondents
or as many as 55 people, limited material from lecturer
answered by 20% respondents or as many as 23 people,
lectures not punctual reached up to 17,4% or as many as
20 people, monotonous discussion admitted by 13,9% or
as many as of 16 people, and lecturers’ slow respond in
online learning lasted answered by only 1 person or 0.9%.
Figure 9. Online Course Constraints During New Normal

The new policy issued by the government during the new
normal obtained several different responses to online
lecture activities. The Figure 10 below shows that there is
a transition phase of students’ and lecturers' readiness in
conducting online learning during the new normal era.
There are 52 students or 45.2% of the total respondents
stated that they were not ready to carry out online
learning during the implementation of new normal era.
Students who said ready for online learning reach out
43,5% or as many as 50 people and 11,3% or as many as
13 students stated that they were not ready to do online
learning during the implementation of new normal. The
data shows that there was a process of transition of both
lecturers and students to be accustomed to participating
in the media learning process or distance learning. It was
felt that there was loss of role in online learning process
including the role of communicator or communicant and
also learning material as messages in the communication
process. Theoretically, the communication process can
take place only if there are at least five elements of
communication available namely communicator,
communicant, message, media and effects.
Figure 10. Readiness to Do Online Learning During New

Normal

C. Conclusion
Based on the results of a survey of the students of UHN I
Gusti Bagus Sugriwa Denpasar it can be concluded that
the majority of students, 92.2%, have already conducted
online learning with home as the location of online
lectures chosen by 93% students. The strength of internet
signals during the online learning process is in the
medium or average category which is proved by around
75.7% of the respondents. The type of media device
facilities that are widely used by students, 78,3%, in
online learning is the use of video conferencing namely
Zoom Meeting, Skype, Google Classroom, etc. Online
learning has brought about some impacts especially in
finding information to increase knowledge as much as
52.2%, fostering students’ creativity as much as 42.6%,
and increasing students' critical attitudes as much as
46.1%. The obstacle felt by students in online lectures
during the new normal era was the number of
assignments burdened by lecturers which reached
47.8%), and some students, 45,2%, stated that they were
not ready to do online learning during the
implementation of the new normal era.
References
Instruksi Gubernur Bali Nomor 8551 Tahun 2020
Tentang Penguatan Pencegahan dan Penanganan
COVID-19 di Bali.
Inah, E.N. (2015). Peran Komunikasi Dalam Interaksi Guru
Dan Siswa. Jurnal Al-Ta’dib, 8(2), Juli-Desember.
Davies, J., & Graff, M. (2005). Performance in e‐learning:
online participation and student grades. British
Journal of Educational Technology, 36(4).

Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J., &
Kenney, J. (2015). Design and implementation
factors in blended synchronous learning
environments : Outcomes from a cross-case analysis.
Computers & Education.
Wirawan, I W A. (2016). Komunikasi dalam peradaban
Hindu. Yogyakarta, Indonesia : Deepublish (Group
Penerbitan CV. Budi Utama).
Wirta, I W. (2019). Pura Samuantiga : Perspektif
Komunikassi Hindu. Disertasi. Program
Pascasarjana, Institut Hindu Dharma Negeri
Denpasar.

Bhakti In New Normal Era
L. Eka M. Julianingsih P
STAH N Mpu Kuturan Singaraja
A. Introduction
The year of 2020 begin with unexpected pandemic which
become big disaster for almost every country including
Indonesia. This pandemic known as the COVID-19. It is not
only paralyzed the world of health sector but affected the
education sector also. With this condition the government
continues to impose policies, starting from the central level
to the regions, not least in the state of Bali.
The policies carried out by the state government of Bali
which restrict to people for there activity, as everybody
must follow social distancing and this are felt different by
Balinese community. Bali actually famous for its religion
and culture, which is full of ritual ceremonies in their daily
lives, Balinese Hindu society performs rituals every day
from the smallest level up to large ceremonies which of
course often involve many people, both in terms of the
ceremonies of Dewa Yadnya, Manusa Yadnya, Rsi Yadnya,
Bhuta Yadnya and Pitra Yadnya.
The yadnya ceremony that is seen and often performed on
a daily basis by Hindus is an implementation of the
teachings of Bhoutika bhakti, namely bhakti which is done
by making various kinds of offerings or visiting holy places.
Especially during pujawali/odalan, Hindus will flock to
visit the temple with relatives, as a form of devotion and
love to God for omnipotence.
L. Eka M. Julianingsih P | 316

With the COVID-19, the Hindus is invited back to perform
rituals that are simple but do not reduce the meaning of all
the processions that occur in the implementation. The
rituals performed simply are a form of the implementation
of the teachings of Ananya Bhakti, where Ananya Bhakti is
devotional service by completely surrendering to God
alone. This is because humans feel they no longer have
another savior. Only God depends on where, to ask for
help. God has felt as a Friend, as a father, or mother.
Ananya Bhakti is based on self-awareness about atman.
(Suhardana, 2013).
Moving on from this discussion, there are several issues
that need to be raised and examined including: 1) how to
devotees in Hindu teaching in era new normal. 2) what is
the level of devotion done by Hindus in the
implementation of religious teachings.
B. Discussion
1. Ways of devotional service in Hinduism
The manifestation of trust, respect, loyalty and love to God
is known as devotional service. There are many way to
carry out the sense of devotion in Hindu teaching style, like
in Bhagavata Purana VII.5.23 it is said that there are 9
types of devotion that Hindus can do. The sloka said:
Sravanam kirtanam visnoh
smaranam padasewanam arcanam
vandanam dasyam
sakhyam atmanivedanam
Translate:
The nine forms of devotion to the Hyang Wisnu (God)
are Srawanam, Kirtanam, smaranam, padasewanam,
arcanam, vandanam, dasyam, sakhyam, atmanivedam.
(Deroy & Divapali 2001)

a. Srawanam
Bhakti in the way of srawanam is devotional done by
listening to good things. Srawanam can be done by
listening to spiritual splashes and lectures on religious
teachings. In the teachings of Hindu discourse both called
the dharma wacana (discourse things that are true). This is
stated in Bhagavad Gita XVIII.71 which reads:
Sraddhavan anasuyasa ca
srnuyad api yo narah
So pi muktah subhamllokan
prapnuyat punya-karmanam
Translate:
People who have faith and are not blameworthy, even
though just listening, he is also free, reaching the
world of happiness of people who do good. (Pudja,
2005)
In Agastya parwa (Sura, 2002) it is said that, if today
people are born deaf and ignorant. It is because in their
previous birth they always covered their ears and were far
away when there was talk of dharma (truth), but always
brought their ears close when there were people who
gossiped, spread rumors and slanders.
b. Kirtanam
Kirtanam is devotional worship by chanting holy songs. In
Indonesia, this type of song is very diverse according to the
dialect in the area. This sacred song must be sung in all
kinds of religious ceremonies, because Hindus believe that
singing a sacred song will deliver religious rituals more
quickly accepted by God.
By chanting the holy name of God, it is expected to provide
a vibration of purity in awakening the power of God. Wiana
(2007) states that with kirtanam will be able to form an

ideal spiritual structure, namely the existence of atman
who controls the buddhi, buddhi controls the Manah, and
Manah who controls the senses. This is contained in the
Vedic holy in Bhagavad Gita VI.19 which reads:
Yatha dipo nivata-stho
Nengate sopama smrta
Yogino yata cittasya
Yunjato yogam atmanah
Translate:
Like a lamp in a windless place, the light does not
flicker "This is a parable for the controlled mind of a
yogi who practices concentration. (Pudja, 2005)
c. Smaranam
Smaranam is worship of God which is done by
remembering the greatness of God. Srawanam is done by
continuously chanting the holy name of God, the human
self is trained to be able to concentrate and concentrate on
the holy name of God. The names mentioned by each
person will certainly vary depending on themselves from
each. Some are comfortable with thinking about Shiva,
Vishnu, Ganesha, Laksmi, Saraswati, Durga, Krishna who are
believed to be manifestations of God.
The mention of these names in the Vedic holy library is
justified. This is stated in the Bhagavad Gita IX.22-23 which
states:
Ananyas cintayanto mam ye janah paryupasate,
Tesam nityabhiyuktanam yoga ksemam vahamy aham
Ye py anya-dewata-bhakta yajante sraddhayanvitah,
Te pi mam eva kaunteya yajanty avidhi-purvakam
Translate:
Those who only worship Me (God), without thinking
of others, who are always devoted, to them I (God)

bring everything they do not have and protect what
they have. Even those (devotees) who worship other
gods, with full faith, actually also worship Me (God),
O son of Kunti (Arjuna), even though it is actually not
according to the law taught (determined). (Pudja,
2005)
The Balinese Hindu community believes that the stronger
the remembrance of God's greatness and omnipotence, the
stronger the holy vibrations of God will affect humanity. If
God's power has become an integral part of the totality of
human beings, the vibration of holiness will be able to
move all activities of human life. Balinese Hindu
community believes that human beings who have fully
received protection from the omnipotence of God, live
without obstacles to get true happiness. (Wiana, 2007). To
remember the holy name of God at all times and
conditions, of course it is very difficult, this happens
because one's mind is very difficult to be focused to one
particular object. In Sarascamuscaya sloka 81 it is stated
that the state of mind cannot be determined and is very
difficult to control. If there is a human being who is able to
control his mind, then that human will be happy. (Kajeng,
2005)
d. Arcanam
Archanam is a devotional service carried out by using
sculpture/padmasana/ pelinggih/ statues as a form of
worship. The purpose of using the sculpture media is that
one can concentrate more on worshiping because
imagining God the creator would be very difficult for
ordinary people to do, and mostly only people who have
reached the highest level of holiness are able to imagine
and know the form of God.
Balinese Hindus believe that if someone fixes or makes an
arca/pelinggih, then the pure soul will get to live like in

heaven. Therefore many pelinggih /arca /temples in the
Bali region, and in this new normal era, worship activities
using arca /pelinggih /statues began again.
Wiana (2007) said, Hindus in Bali believe that the high
purity of statues according to Hindus is also used to purify
the village environment where they live. The purification
ceremony in the village environment is carried out during
the melasti celebration. The sacred statue is around the
village and then taken to the sea. The purpose of this
melasti ceremony is explained in the lontar sundarigama
and the lontar hyang aji swamandala, in both lontar explain
that melasti ceremony aims to purify the village.
Picture 1: Arca Picture 2: Pelinggih

e. Sewanam
Sewanam is a concept of service to God's creatures. This is
done because in Hindu teachings there is a sloka that says
"aham Brahmana asmi", in fact I am the Brahman (God)
itself. So that by serving other creatures, it will be the same
as serving God, because God resides in other creatures.

This serve, for example serving the sick, helps the poor.
Especially in the COVID 19 we can see solidarity was
carried out by humanity. Some provide food, or raise aid to
form health posts.
f. Vandanam
Vandanam means grateful. Gratitude for one's own
existence, grateful for the fortune given, grateful for being
blessed with children, and grateful for having a life partner.
Because the Balinese Hindu community believes that all
the events that occur there must be wisdom behind all of
that. For example, humans are put to the test, even when
they do not have possessions, we must always be grateful
for the tests given by God. During the pandemic COVID-19,
many Balinese people were laid off because most of the
population was involved in the world of tourism. So that
when the airport is closed automatically all sectors are
affected, starting from hotels, tourist attractions, trade and
so on. But even though the Balinese are in a bad condition,
they are still able to give thanks for their health, so that
many people are laid out to innovate and have the
creativity to do business that can provide additional
income.
g. Dasyam
Dasyam is a way of devotion by assuming his idol as an
employer and yourself as a servant. In Balinese Hindu
society, this can be seen from the Hindu stakeholders
(priests) who serve the community without being
determined, because the holder (pastor) realizes that he
himself is a servant of God. These stakeholders serve in
ceremonial processions conducted in the community,
guiding and giving spiritual splashes so that humans are
able to do what is right and not right, in accordance with
religious teachings.

h. Sokhyam
Sokhyam means treating his idol as a friend. Hindus believe
that God resides in the souls of every human being,
therefore the Balinese Hindu community applies the Tri
Hita Karana teachings, which is to foster good relations
between human beings. One of the good relations carried
out by mankind is to establish a good relationship with
fellow human beings. Treating someone like a friend, in
Hinduism will have the same meaning as treating a god.
The native Balinese Hindus rarely commit acts of violence
against each other, besides believing in karma (the law of
cause and effect), Hindus Balinese believe that if humans
are able to respect each other and respect will bring good
things on this small island so that God's blessings will
continue to come.
i. Atmanividanam
Bhakti with surrender to God. In this type of bhakti,
humans assume that God is the determinant of life, humans
are required to give up their lives, but that does not mean
without trying. This was very clearly seen in the Balinese
Hindu community when the COVID 19 Pandemic attacked.
Balinese Hindus submit their lives to God, because they
believe that death, life and birth have been determined. But
on the other hand, they keep trying, this can be proven by
the behavior of the Balinese people who obey every rule
imposed by the government, without staging a
demonstration. The Balinese Hindu community is
surrendering, but continues to work in accordance with
the health protocol provided by the government.
Therefore, if seen from the table of the death of the Hindu
Balinese people with other communities in the provinces
in Indonesia experienced a death that is not so fast,
especially if associated with Bali which is very wide open

access for local and foreign tourists to enter and exit Bali
before the Covid 19 Pandemic.
Data spread of corona
Get
Virus in each province Confirmed Died
well
in IndonesiaProvince
Nusa Tenggara Timur 145 110 1
Kalimantan Utara 268 214 2
Kepulauan Bangka
193 173 2
Belitung
Jambi 154 115 2
Sulawesi Barat 201 125 3
Kalimantan Barat 381 355 4
Papua Barat 413 265 5
Sulawesi Tengah 207 188 7
Riau 415 288 12
Aceh 312 91 12
Lampung 252 195 12
Sulawesi Tenggara 776 455 13
Kepulauan Riau 370 321 17
Bengkulu 214 118 18
Daerah Istimewa
587 368 19
Yogyakarta
Maluku 1.069 697 22
Kalimantan Timur 1.307 858 27
Papua 2.988 1.362 32
Sumatera Barat 891 750 33

Gorontalo 957 450 34
Maluku Utara 1.524 328 46
Bali 3.360 2.788 48
Kalimantan Tengah 1.677 1.116 88
Banten 1.801 1.309 89
Nusa Tenggara Barat 1.986 1.252 108
Sulawesi Utara 2.502 1.189 129
Sumatera Selatan 3.33 1.714 155
Sumatera Utara 3.759 981 185
Jawa Barat 6.314 3.615 208
Kalimantan Selatan 5.884 3.144 280
Sulawesi Selatan 9.251 6.324 314
Jawa Tengah 9.281 5.139 606
Jakarta 20.572 12.614 798
Jawa Timur 21.484 13.619 1663
Source:https://en.wikipedia.org/wiki/COVID-
19_pandemic_in_Indonesia akses 31 Juli 2020
2. The level of devotion that is practiced by Hindus in

the implementation of religious teachings
Bhakti conducted by humans carrying out their quality
yadnya in Hindu teachings can be classified into three
namely Bhakti in Sattwika, Bhakti in rajasika and Bhakti in
tamasika. The following is an explanation of the service:

a. Bhakti in Sattwika
Bhakti in sattvwika is devotion done by humans without
consideration of imbalances and all forms of prayer that
are proclaimed to God without asking God for a favor.
Everything that is done without motivation to worldliness.
This type of devotion is devoted to the highest quality.
These official guidelines for Bhakti teachings are contained
in the Bhagavad Gita XVII.11 which reads:
Aphalakansibhir yajno
Vidhi-drsto ya ijyate
Yastavyam eveti manah
Samadhaya sa sattvikah
Translate:
Yajna according to the instructions of the holy books,
which are carried out by people without expecting
reward and fully believe that this ceremony as a duty
of duty is sattvika. (Pudja, 2005).
In pursuing devotional service according to Murba (2007)
states that all activities carried out must be based on faith
(sraddha), sinterity (lascarya), based on the Vedas,
accoumpanied by high respect, using mantras and done not
to show off. So that the motivation of filial people is
worship by serving God or its symbols, know as Mukhya
Bhakti, so that the service he does has a higher quality
because he does not have religious motivation.
If it is associated with the human condition at the time of
the Pandemic, humans who are at the level of sattwika will
act according to the will of nature, this type of human will
not blaspheme God, but take lessons from every event that
occurs, because with COVID 19 Pandemic condition there
are positive things that he do it. For example before COVID
19 Pandemic, communication within the family was very
rarely done, with COVID 19 Pandemic requiring work from

home, so that he would begin to establish an even more
intense relationship with familys.
b. Bhakti in rajasika
Bhakti which is performed in a rajasika is devoted to being
accompanied by certain desires by making requests to God.
For example: asking for the loss of pain due to illness
(artha bhakta), wanting to gain divine knowledge (jignasu
bhakta), so that his request becomes rich to be fulfilled
(artharh bhakta), merely to get closer to God so he can
improve himself (jnani bhakti). These official guidelines for
Bhakti teachings are contained in the Bhagavad Gita
XVII.12 which reads:
Abhisandhaya tu phalam
Dhambhartham api caiva yat
Ijyate bharata-srestha
Tam yajnam viddhi rajas am
Translate:
But what is done by hoping for reward, and solely for
sheer splendor, you know, O’ Arjuna, that yajna is
rajas (Pudja, 2005)
In the teachings of Hinduism, bhakti is still justified in
rajasika, because Hinduism believes that humans are born
into a world in a state of suffering (papa). The Balinese
Hindu community believes that when a new baby is born,
the baby cries, this indicates that there is a fear felt by the
baby because it must be born into the world, therefore,
when humans live their lives in the world always asking
for prayer to God as a life guide and blessers. If it is
associated with the COVID 19, humans at the Rajasika level
will have the behavior of praying for safety and health to
be free from the plague that is undermining the country.

c. Bhakti in Tamasika
Bhakti in Tamasika is the most devastating quality of
devotional service and is not justified in Hinduism. For
example, devotional service is carried out by humans to
harm others, insult and refuse to give to those in need,
especially when COVID 19 is where many people lose their
jobs and are unable to buy decent food, which will
adversely affect their health. Besides that, the Tamasik
devotional service according to the Balinese Hindu
community is to perform the yajnya without any mantra in
the implementation of yhe yajna ceremonies, and not
believing in the activities of the yajna performed. These
official guidelines for Bhakti teachings are contained in the
Bhagavad Gita XVII.13 which reads:
Vidhi-hinam asrstannam
Mantra-hinam adaksinam
Sraddha-virahitam yajnam
Tamasam paricaksate
Translate:
It is said that, yajna which is done without rules
(refutes), where food is not served, without spells
and alms and without faith is called tamas (Pudja,
2005).
C. Conclusion
The existent of the COVID 19 Pandemic affect the rituals
performing by Hindus, especially in Bali which becoming
simpler than before. With the simplicity that is done does
not mean eliminating the quality of yadnya as Bhakti which
are perform by Hindus. This is because the devotional
service performed must be based on sincere devotion
conducted by Hindus and in this new normal period, the
nine forms of devotion to the God by way of srawanam,

kirtanam, smaranam, padasevanam, vandanam, acharyam,
dasyam, sokhyam, and atmanividam seem to be more
practical now. When viewed from the quality of yajnya
perfomed by Hindus can be devided into three, namely:
yajna sattwika, rajasika yajnya, and tamasika yajnya.
In get closer to God is done by carrying out the path of
Bhakti, which is based on love, and deep surrender
(Anannya Bhakti) pure without showing to all creatures. In
full surrender to God, Hindus use various symbols as a way
to realize the devotion. The higher level of one's devotion,
the better practice of devotion they become. So that
whatever that person does in his life is only used as an
expression of devotion and gratitude for the gift of God.
References
Bibek, D & Debroy, D. (2001). Bhagavata Purana. Surabaya:
Paramita
Kajeng, I N. dkk. (2005). Sarasamuscaya. Surabaya:
Paramita
Pudja, G. (2005). Bhagavad Gita. Surabaya: Paramita
Suhardana. (2013). Ensiklopedia Hindu. Surabaya:
Paramita
Sura, I G. (2002). Agastya Parwa Teks dan Terjemahan.
Denpasar: Widya Dharma
Wiana, I K. (2007). Tri Hita Karana Menurut Konsep Hindu.
Surabaya: Paramita
Widana, I N. M. (2007). Tuntunan Parktis Dharmawacana
Bagi Umat Hindu. Surabaya: Paramita

An Overview of Philippine
Agriculture during the Transition
Phase to the New Normal
Reniel S. Pamplona
Crop Biotechnology Division
Institute of Crop Science
College of Agriculture and Food Science
University of the Philippines Los Baños
College Laguna Philippines 4031
A. Introduction
The coronavirus 2019 or COVID-19 is considered as one
of the worst pandemic in modern history, having infected
and killed approximately 16.5 million, and 657,0200
persons around the world, respectively. COVID-19
belongs to the Coronaviridae family in the Nidovirales
order, the same family of the respiratory diseases SARS
and MERS-COV. Although there were speculations that
the COVID-19 was genetically-engineered and was
intended to be used as a biological weapon, it was
eventually disproved by group of scientists who traced
the virus from bats, and passed to humans through the
Hunan seafood market of Wuhan, Hubei province, China
last December 2019 (Andersen, Rambaut, Lipkin, Holmes,
& Garry, 2020; Finaud, 2020; Wu et al., 2020; Zhou et al.,
2020). Symptomatic patients of this disease often show
common symptoms like fever or chills, cough, shortness
of breath or difficulty breathing, fatigue, muscle or body
aches, headache, congestion or runny nose, loss of taste or
smell, sore throat, nausea or vomiting, and diarrhea,
which manifest around 2 to 14 days after the exposure
Reniel S. Pamplona | 330

(CDC, 2020a; Sanyaolu et al., 2020). Meanwhile, 70% of all
people infected with the disease are asymptomatic, which
means that they show no signs of the disease (Marco
Cascella, Michael Rajnik, Arturo Cuomo, Scott Dulebohn, &
Napoli, 2020). In severe cases, COVID-19-infected
patients have difficulty in breathing or shortness of
breath, chest pain, and loss of speech and movement.
Usually, in severe cases, the patients also acquire
pneumonia, requiring intensive care.
Because of this, the virus can be easily transmitted from
one person to another person without having any
awareness of it, unless the symptoms are slowly
appearing. A person can be a carrier of the virus and
infect the entire community without knowing that s/he
has it. According to the WHO (WHO, 2020a), coughing,
and sneezing within 1m distance can spread the virus.
WHO also emphasized that direct, and indirect contact
with the COVID-19 patient can be source of the infection.
All people, especially persons with comorbidity like
cancer, type 2 diabetes mellitus, hypertension, chronic
kidney disease, chronic obstructive pulmonary disease,
immune compromised condition, obesity, sickle cell
disease, and serious heart conditions, have higher chance
to have the disease (CDC, 2020b; Guan et al., 2020;
Sanyaolu et al., 2020). Recently, WHO confirmed that the
virus can be transferred through air also (WHO, 2020b).
The use of proper Personal Productive Equipment (PPE)
e.g. N95 mask, surgical mask, face shield etc. are highly
recommended to minimize prevalence of the disease.
Moreover, the trial for vaccine is currently ongoing and
the first vaccine for this virus is expected to be released of
this year.
Meanwhile in the Philippines, the lockdown or stay-at-
home policy in the Philippines or commonly known as
Enhanced Community Quarantine (ECQ) period was

imposed on March 17, 2020. This is to restrict the
movement of people from some major cities and highly
populated areas to another places or localities. As of July
30, 2020, the Philippines has 89,374 confirmed cases,
with 65,064 recovered patients and a 2.22% mortality
rate. Due to the increasing number of cases, the
quarantine period was modified, and extended in the
whole country. As a result, only the people belonging to
the skeletal workforce in response to the aforementioned
illness, are allowed to move around and work in their
respective barangays or municipalities. Working more
than 50% of the manpower is discouraged, and two to
three times of working is implemented to avoid contact of
the employees. These people are from, but not limited to,
the job related to medical health practice, and
maintenance of community’s peace and order. Thus, most
of the establishments, markets, and businesses are closed
for several months. These resulted to bankruptcy, job
termination, and lack of manpower. This also happened in
the agriculture sector.
Agriculture can be defined as the science and art of
cultivating plants and animals as a source of food or to be
sold for a particular value. This field of science is always
associated with farming and raising livestock for food
security. Together with medicine, a good source of high-
quality food as proper nourishment for the body is a must
during the pandemic. Like the previous pandemic, the
agriculture is once again directly affected. The COVID-19
pandemic has greatly disrupted the demand and supply in
the whole world (FAO, 2020). The territorial borders of
every country or even in national level are shut down,
affecting the importation and exportation of the
agricultural products. The simultaneous lockdown in
different parts of the world also caused panic in the
procurement and consumption of basic needs for

individual or familial survival. In Southeast Asian (SEA)
countries, the agriculture has been the main source of the
income of the people. Due to the pandemic, a total of
100.77 million individuals from the agricultural sector of
the SEA region has been affected, losing USD 3.76 billion
(Gross Domestic Product) GDP in the first quarter of the
year 2020 (Gregorio & Ancog, 2020). The Philippines is
not safe from this loses. However, the Filipinos are known
for their characteristic of being resilient.
This chapter will tackle the general situation of the
Philippine Agriculture before and during the obligatory
ECQ period for COVID-19, and how the Filipinos adapted
to the challenge to sustain the Philippine Agriculture
while in the transition phase to the so-called “New
Normal” time.
B. Discussion
1. Impact of COVID-19 Pandemic in Agriculture Sector
The first quarter of the year 2020 has been very
challenging for Filipino agriculturists. The year started
with the volcanic eruption of Taal Volcano, which spewed
heavily volcanic ashes and devastated 15,790 hectares of
agricultural lands, 1,923 animal heads, fish pens, and
other agricultural properties, mainly located in Batangas,
Cavite, and Laguna. These provinces are responsible for
the crops like coffee, cacao, pineapple assorted fruits and
vegetables, rice, coconut, etc. According to a Department
of Agriculture (DA) report, the agricultural sector had a
Php 3.06 billion worth of damage and losses after this
volcanic eruption, PhP 1.6 billion of which are due to
damages in fish pens in Taal Lake (DA, 2020).
A few weeks after the volcanic eruption, the National
Food Authority’s (NFA) buying price for palay dropped to

Php 7.00 per kilo, an effect of the enactment of Republic
Act (RA) no. 11203 or the Rice Tarrification Law. Rice
farmers lost a projected income worth Php 68 billion. On
the third month of the year, the ECQ due to local
transmission of the COVID-19 was enforced.
In the latest report from the Philippine Statistics
Authority (PSA, 2020), the Philippines lost about 1.2%
(Php 441.2 billion) value of production in agriculture
from January to March of this year, compared to the
performance during the first quarter of 2018. Production
for crops and fisheries, meanwhile, decreased by 2.1%,
and 5.2%, respectively. The loss is attributed mainly from
crops such as palay, corn, calamansi, eggplant, abaca,
coconut, banana, tomato, mango, tobacco and ampalaya;
other crops – particularly cacao, onion, and sugarcane –
had better production for the first quarter of 2020.
In terms of fisheries output, tiger prawn, mud crab, slip
mouth, fimbriated sardines, Bali Sardinella, and blue crab
had increased its production, while the tilapia, big-eyed
scad, Indian mackerel, yellowfin tuna, seaweed, bigeye
tuna, skipjack, frigate tuna, grouper, cavalla and
roundscad decreased. On the other hand, the poultry
industry’s and livestock’s productivity increased by 3.9%
and 0.5% respectively, mainly attributed to hog, goat,
dairy products, chicken, duck, and chicken’s and duck’s
eggs.
Despite the unavailability of the report for the agricultural
performance for the second quarter of the year in PSA, the
quarantine period’s effect is undeniably felt by workers in
the agricultural sector. This resulted to difficulties in the
production and selling of Filipino commodities.
Agricultural goods or products - including vegetables,
fruits, meats, dairies, and other farm-grown food - are not
delivered in a timely manner (or in some cases, not

delivered at all) due to the lack of transportation, or long
lines at ECQ checkpoints, causing the goods to rot and
perish. There were also reports of the Philippines’ over-
production of some products.
Meanwhile, prices of food products and other basic
commodities continue to increase. Despite this, many of
those in the agricultural sector do not experience the
same spike in income. For example, in the Cordillera
Administrative Region (CAR), farmers were forced to
lower the price of their products in order to save these
from spoilage because of the difficulties they had in
transporting the goods due to the lockdown (CAR-RAFIS,
2020; Casilao, 2020; Soriano, 2020). Nevertheless, tons of
harvested vegetables were disposed of because of the lack
of buyers. Based on the National Economic and
Development Authority’s (NEDA) report, and Social
Weather Station’s survey, this is equivalent to an
approximate income loss (for farmers and fishermen) of
around USD 3.6 million, causing a three-month
involuntary hunger for 4.2 million families whose main
source of income is in agriculture (Fernandez, 2020).
As the country continues to be under community
quarantine, the assurance of a stable supply of food will
be a big challenge to all Filipinos, in particular to those in
the agriculture sector. A whole-of-nation approach - led
by the Philippine government, with the participation of all
Filipinos – is needed to come up with a strategy that will
lead the country in recovering the losses incurred by the
agriculture sector, and so avoid the looming food shortage
and unlock the potential for the sector in this new normal.

2. Agricultural Extension and Program for Food
Security
a. Agriculture Professional’s Program
Due to the losses in the agriculture sector, the threat in
the food security of the country continues to loom. In an
effort to resolve this problem, the DA launched the
program “Plant, Plant, Plan, Program” (Agri 4Ps), also
known as “Ahon Lahat, Pagkaing Sapat Laban sa Covid-19”
(ALPAS COVID-19), which aims to intensify the
agricultural production (e.g. rice, food crops, livestock,
poultry and fish production), to ensure a stable supply of
food in the country, and to come up with effective ways of
processing, advertising, delivering, and selling these
commodities in markets and local governments. (DA-AFID,
2020; Rodriguez, 2020). With the program, workers in
the agriculture industry and in food production are
considered as frontliners, just like the medical and LGU
frontliners.
Meanwhile, the Department of Trade and Industry (DTI)
launched the “Buy Lokal, Go Lokal” campaign, which aims
to promote patronizing of local agricultural products from
local farmers and agricultural workers. In the same way,
the campaign strongly discourages importation of food
products such as meat, rice, dairy products, and the like,
as an effort to uplift the morale of the farmers and people
who lost their jobs due to pandemic.
In relation to the effort of the government in resolving the
problem of transporting harvests from farms to markets,
LGUs from Bocaue, Bulacan initiated an agreement with
the farmers from CAR to supply their municipality with
the harvest coming from CAR. On the other hand, LGUs
from Iriga City, Makati City, Baguio City, and Catbalogan
City introduced the program “Vegetables on Wheels” in
the early days of the lockdown. These two programs were

adapted by the other municipalities and cities to ensure
food security, and as a way to help Filipino farmers. Aside
from government-led initiatives, NGOs, entrepreneurs,
and local companies (e.g. Agrea, Costales Farm, and San
Miguel Corporation) have also taken actions to ensure
that the farmers’ produce reaches the consumers in good
quality (Fernandez, 2020). At the same time, LGUs and
agriculture-related groups distributed free seeds and
seedlings to intensify the campaign for subsistence food.
Finally, in order to give the public equitable access to
essential commodities (including food), DA, DTI,
Department of Health (DOH), Department of Justice (DOJ),
and the Bureau of Customs (BOC) issued Joint
Memorandum Circular (JMC) No. 01 Series of 2020, which
provided for the temporary freezing of prices and
ensuring availability of essential products at a reasonable
price during the period of declarations of states of
emergency, such as the pandemic period.
b. Filipino Youth in Action
As the whole world moves into the so-called “New
Normal,” the digital sector will play a primary and crucial
role. In the Philippine setting, the Filipino youth (i.e.,
those between 18 to 35 years old) will continue to lead
efforts in integrating agricultural practices to online
platforms. Aside from the seminars and webinars
conducted by the agricultural agencies and academic
organizations, individual vlogging or video blogging
becomes the main platform for Do-It-Yourself (DIY) in
agriculture. Each vlogger has his or her own unique way
of conducting seminars, webinars or intellectual
discussion about agricultural issues, practices, and news.
Vloggers act as a mediator or moderator between the
experts and all types of audiences, giving them a chance
for a more comfortable interaction with each other. In the

Philippines, a few of the more popular vlog sites which
focus on agriculture include Millenial Bukid Girl, The
Agrillenial (Reden Costales), IamHampaslupa Inc., Young
Professionals for Agricultural Development (YPARD), and
Dream Agritech Consultancy.
Access, on the other hand, is a key issue in this digital shift.
Despite the fact that the internet is a good venue of
information, unfortunately, not everybody can afford it.
The cost for internet subscription or mobile phone credits,
not to mention the cost of the gadget itself, can be
burdensome for those belonging to the lower income
classes, especially if we take into consideration that many
of them have lost their jobs because of the pandemic and
generally would have no savings at all. Thus, we note that
in general, the typical audiences for these internet-based
programs would belong to the middle and upper income
classes.
At the same time, the Filipino youth is also active in their
participation in farming-related local community projects.
For example, young agriculturists have joined the urban
agriculture project called GREENvasion in Pacita, San
Pedro City (Figure 1A). In addition to this, an unnamed
community in Novaliches, Quezon City, through the
leadership of Atty. JC Tejano, transformed a long idle lot
into an urban garden (Figure 1B and 1C). Also, some
students stranded in their universities [such as the
University of the Philippines Los Baños (UPLB)], turned to
backyard farming near their respective dormitories to
while the time during the community quarantine
(Gonzales, 2020). We see, then, that these youth-led
efforts eventually contributed additional food sources for
themselves and their community.

Figure 1. Filipino Youth Involvement in the
Promotion of Urban Agriculture Project during the
COVID-19 Pandemic. (A) Young Agriculturists setting-up
hydroponics as part of the GREENvasion Project in San
Pedro City, Laguna. (B) Idle land transformed into an
urban garden by a neighborhood in Novaliches, Quezon
City. (C) The urban garden with vegetables for a
community in Novaliches Quezon City.
3. Agricultural Practice for Food Sustainability

During the pandemic period, Some Filipinos are anxious
of dying due to starvation. The implementation of the
quarantine period that prevents people to work brings
the unfathomable fright for hunger. People started to
roam around the streets and markets after a few weeks of
being lockdown, in search for food for themselves and
their families. Although the government and other NGOs
were providing assistance (including the provision of
food products), oftentimes these are not enough,
particularly for those who have bigger family sizes. Some
Filipinos turned again to local farming as a solution. This
is also a good pandemic-mitigation strategy to avoid the
spread of the virus, as well as a good activity to enjoy the
extra time available due to the community quarantine.

Local farming is defined as performing agricultural
practices within or nearby one’s accommodation for the
community’s or subsistent consumption. This practice is
being promoted and supported by institutions like DA,
Southeast Asian Regional Centre for Graduate Study and
Research in Agriculture (SEARCA), Coalition for
Agriculture Modernization of the Philippines (CAMP),
National Academy of Science and Technology (NAST),
NGOs, the academe, Church-based organizations, and
other private groups and individuals (Ancog et al., 2020;
CAMP, 2020; De Guzman, 2017; Purwanto, 2009). In local
farming, CAMP emphasizes the involvement of barangays
for the requisition or renting of vacant lots and farms,
putting-up deep wells or other source of irrigation,
establishment of nurseries for plants, animals, fish, and
the erecting biofertilizer, and biopesticide production
facilities. In addition to this, local farming also aims to
minimize the wastes by recycling bottles, cans, and other
things that can be utilized for planting. In terms of
planting materials, annual or biennial crops - like tomato,
onion, eggplant, pechay, mung bean, sitao, and other leafy
vegetables, and legumes – can be normally seen planted
in the developed area. Herbs, spices, and medicinal plants
can also be included in the faming site. Aside from its
function as food source, it can also be a source of
supplementary income for the community. The produce
can be sold or given free to the people depending on the
rules and regulations of the community. The location of
where the agricultural farming can be established is
crucial in determining the type of the local faming needed.
a. Backyard Farming
Backyard farming can be promoted in places where: (a)
demography is low, and (b) there is a vast space for
planting. This is the common agricultural practice of
cultivating crops and raising livestock within the

perimeter of the house for personal or family
consumption. This type of farming can be found mostly in
rural areas, but is also present in some suburban areas
where there is an ample space for plots of soil, trellis for
vines, and small pots of vegetables. This type of farming is
different from local farmers, who farm in bigger
properties of land for commodity crops.
b. Urban Agriculture
In highly populated area like cities and town centers
where free land and space are very limited and narrow
for farming, urban agriculture or urban farming is
promoted. This term refers to the application of
agricultural practices such as in the field of horticulture,
animal husbandry, and aquaculture, in order to produce
fresh food or other agricultural products for the
consumption of the consumers or citizen within the local
unit ("Chapter 3 - PFAL Business and R&D in the World:
Current Status and Perspectives," 2016; USDA, 2016).
Although this is not new to the Philippines, most of the
practices were previously done as a form of recreation
and not for food security purpose. The site for the urban
agriculture can be designated by LGUs or
neighborhood/homeowners’ associations in order to
develop an agricultural set-up for adequate food supply of
a family or the whole community or neighborhood. Places
like idle lands, roof top, vacant or small spaces outside the
house can be a good location for starting vertical farming,
roof top farming, ground-level farming, hydroponics,
greehouses, and other new emerging technologies
("Chapter 3 - PFAL Business and R&D in the World:
Current Status and Perspectives," 2016). In the
Philippines, there are very few people who do
aquaculture, a technique used in raising crops and fishes
simultaneously, because it is costly, and is high-
maintenance.

While urban agriculture is practiced in the Philippines
since the 1970s (De Guzman, 2017), Purwanto (2009)
reported that the policies for it are still insufficient. The
most recent move to strengthen its campaign is the filing
of different bills like: (1) Senate Bill (SB) no. 257, or the
proposed “Urban Agriculture and Vertical Farming
Act,” which also aims to address urban environment
management supporting the urban agriculture; and, (2)
House Bill no. 284, or the proposed Integrated Urban
Agriculture Act; and, (3) House Bill no. 2119, or the Urban
Farming Act. The SEARCA also presented a policy
emphasizing the active leadership of the Philippine LGUs
(Ancog et al., 2020): there are urban agriculture projects
from 1998 to 2009 in places like Bulacan, Laguna, Cavite,
Rizal, Pasig, Mandaluyong, Marikina, Valenzuela, San Juan,
Parañaque, Pateros, Navotas, Las Piñas, Manila,
Muntinlupa, Malabon, Caloocan City, and Quezon City
(Purwanto, 2009). Before the onset of the COVID-19
pandemic, urban agriculture became popular again after
Brgy. East Rembo, Makati City, led by Mr. Earwin Belen,
was featured for its successful urban agriculture
development (Casal, 2019).
Figure 2. Drone shot of the Edible Landscaping Set-up

at UPLB.

On the other hand, the UPLB is pushing for ‘edible
landscaping’ or the planting of crops with aesthetic,
medicinal, and nutritious value, as part of the Urban
Agriculture advocacy. In addition to this, low-cost
technologies like the Simple Nutrient Addition Program
(SNAP) hydroponics of Prof. Primitivo Jose A. Santos and
Dr. Eureka Teresa Ocampo, and the Enriched Potting
Preparation with nutrient rich Composite Soil Extract
(EPP-CSE) or “Super Paso” of Dr. Eduardo Paningbatan Jr.,
are being promoted as part of Urban Farming (Bo, 2018;
Lacson, 2020). These technologies are relatively simple,
as they do require neither electricity nor too much soil
and space for the set-up. The technologies also use
recyclable materials and liquid solutions containing
nutrients for the plants.
Figure 3. UPLB Professors with their Respective

Invention for Urban Agriculture. (A) Photo of Dr.
Eureka Teresa Ocampo holding the styrofoam cups for the
SNAP Hydroponics; and (B) Photo of Dr. Eduardo
Paningbatan Jr. and his “Super paso” (Retrieved from
https://www.agriculture.com.ph/2020/03/22/a-soil-
concoction-that-works-wonders-for-urban-
gardeners/#:~:text=Progress)%2C%20Dr.-
,Paningbatan%20Jr.,compost%20soil%20extract%20(CSE).

&text=This%20gardening%20technology%20uses%20wat
ering,he%20calls%20%E2%80%9CSuper%20Paso.%E2%8
0%9D. Copyright 2020 by Agriculture Magazine.).
4. Agricultural Research against COVID

Agricultural researches are also being intensified to
combat COVID-19, as scientists in different parts of the
world are in a race to find the cure for COVID-19. In the
latest researches, plants are among the strongest
candidate source of drugs for COVID-2019 since they
contain different compounds that have high
pharmaceutical application like antiviral or can be
engineered to produce a vaccine (Capell et al., 2020; Jahan
& Onay, 2020).
Currently, there are two leading researches in the country
as potential treatment for COVID-19: the use of virgin
coconut oil (VCO), and lagundi (Dayrit & Newport, 2020;
Lim, 2020; Nazario, 2020).
The VCO contains antiviral compounds like lauric acid
and monolaurin, which is safe for consumption of both
humans and animals. The compounds can cause
disintegration of the virus envelope that will result to the
inhibition of maturation of the virus. The binding of the
viral proteins to the host cell membrane will also
prevented. This was shown in the experiment conducted
by Prof. Fabian Dayrit and Dr. Jose Rey Mondejar at the
Sitio Zapatera, Barangay Luz in Cebu City (Jazul, 2020).
Negative results in the Reverse transcription-
polymerase chain reaction (RT-PCR) tests were
observed from 45 out of 69 COVID-19 patients treated
with VCO.
On the other hand, lagundi, which is commercially sold as
tablet and syrup, will be used as an adjuvant therapy for

COVID-19. The plant contains pharmacological properties
such as antipyretic analgesic anti-inflammatory, and anti-
viral activities, which makes it a strong candidate for
COVID-19 treatment.
C. Conclusion
The outbreak of COVID-19 pandemic is truly a terrifying
event that has halted the busy world from its normal
routine. It caused a heavy damage to almost all nations’
economy, but this serves also as a wake-up call to
everyone. In this time, people everywhere has begun to
appreciate once again the beauty of agriculture, as they
relearn how agriculture can be a tool for survival of
human race.
The poor performance of Philippine agriculture this year
can be attributed to the variables such as natural disaster,
policy implementation, and the pandemic itself. However,
through the leadership of local governments and NGOs,
the agriculture is slowly regaining from its loss,
supplemented by the encouragement and the “bayanihan”
spirit of the Filipinos that has boosted the morale of the
farmers. Programs like establishing linkages between the
farmers and consumers, the provision of free farming
inputs (seeds and the like) and education about urban
farming, and the imposition of a price change moratorium
during the pendency of the state of emergency in the
country, all helped in creating an atmosphere for
equitable access to food supply for all Filipinos. It was
also shown that the social media is a good platform for
sharing knowledge about agriculture, especially when led
by the youth, who play a vital part in connecting the
experts and the people, not only online, but also in
community-based set-up for urban farming.

Agriculture research is also being empowered to fight the
COVID-19. The recent results of tests conducted with VCO
are very promising in helping patients recover from the
said disease and from arresting the increasing mortality
rate. On the other hand, studies on lagundi, which is
already used as adjuvant therapy, is another on-going
research that have to watch out for. Moreover, there are
many endemic plants that can be found in the Philippines,
studies on which can possibly be enhanced to discover its
potential for pharmaceutical purposes.
Up to this time, the end of the pandemic is still
unpredictable. As COVID-19 cases continue to surge day
by day, the pressure to provide food security for the
country also escalates. Agriculture has proven again its
importance during this period of pandemic. The country’s
survival lies on both the strong leadership of the
government, and the full and active cooperation of the
citizenry.
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Multimedia Based Learning
In New Normal Era
I Made Arsa Wiguna
A. Introduction
Education will always run into dynamics stage along with
environmental changes including the influence of
political, economic, safety, or even the health issues and
social cultural. Also, when this pandemic hit the world
nowadays, education should be improving the system and
technical of learning at the education unit or school and
higher education institutions. All of the stakeholder who
involved in the educational process have to adapt to this
hard and unpredictable changes. Like a runner, this
pandemic doesn’t reach the finish line yet, the worst case
is that the vaccine has not yet been found. It has changed
the way of life of people on all line, as shown by the
economic sector, decrease of activity on tourism, no more
hotel occupancy as same as before pandemic, an also
change the system of social activity and education sector.
Conventional models in learning are "forced" to transform
in a more adaptive form without ignoring the substantial
aspects.
Looking at the increasing graph of the covid-19 which has
been spread out in almost all of country, raises concerns
not only in the health sector, but no less important is the
hampered economy. The government had made efforts to
limit community activities in the form of Large Scale
Social Restrictions and Restrictions of Community
Activities, and even implementing policies for the
I Made Arsa Wiguna | 353

government agencies by work from home, and for
educational institutions such as higher education and
schools to conduct teaching and learning activities from
home by online learning. This policy faced various
complex problems, but at that time no other choice could
be made.
Based on the assumption that economic movements will
stall if the implementation of work from home continues,
the government then sets the latest policies for the
implementation of new normal in order to maintain
economic conditions in the midst of an increasingly
pandemic effect. Likewise in other fields must adjust to
the new normal conditions. The community is expected to
carry out activities as in the pre-pandemic, but in new and
different ways. This certainly requires public awareness
and creativity in carrying out routine. No exception in the
field of education, practitioners, academics, educators
must think creatively critical to carry out the learning
process in ways that are adaptive to this pandemic
situation.
The government has declare a learning system in this
pandemic period by learn form home, it means online
learning. This regulation face a lot of hindrance, both in
terms of educators, students, internet networks, quotas,
and even children whose parents don't have smart
phones so that they are unable to access tasks through
online media provided by the teacher. Various hindrance
that arise should be a challenge, not only for the
government but also the educators and students also
parents to stimulate and encourage student's enthusiasm
in learning. This problem afflicts almost every country
affected by this pandemi, and generally, the government
uses an online learning system but accompanied by an
additional policies that differ in each country.

For schools that have implemented online learning in
addition to offline, this pandemic is not gonna be a
significant problem because it only needs to emphasize a
well-integrated online learning system. Unlike the case
with schools that have just shifted their learning to online
systems, this is certainly a challenge because cultural and
technological adaptation is needed. This is in line with
statement conveyed by Sandars (2020) that online
learning is not a single entity but rather a collection of
developing modalities and technologies. Adaptation to an
unprecedented situation requires ability, communication,
learning and acting through the use of technology.
Based on this phenomenon, multimedia-oriented learning
present as an alternative as well as an opportunity in this
pandemic. Multimedia emphasizes the channels used such
as text, symbols, spoken words, pictures, graphics,
paintings, illustrations or in electronic form such as audio
cassettes, or radio presentations (audio), video cassettes
and television presentations (video), power points slides,
YouTube, graphic animation and the like (Simarmata and
Mujiarto, 2018: 3). To face this new normal era, the use of
multimedia in learning should be optimized, certainly
based on credible management and oriented to the
progress and development of students.
B. Discussion
The Covid-19 pandemic truly changes all systems without
exception. Conventional and face-to-face learning
processes transformed and adapt to government
regulations for implementing online learning. It is
undeniable that this hard condition demands the
seriousness, creativity and enthusiasm of educators and
students to continue implementing the learning process.
It's not an easy thing to start adapting to these conditions,

but the government has confidently confirmed that at this
time Indonesia is entering a new era, living in a new
order, in ways that are different from before. Despite the
many hindrance encountered, online learning is starting
to get its place in the world of education. Learning
systems that were once only considered as alternatives,
are now a primary need in the context of media and
learning methods.
Learning will always dynamize in the development of
knowledge, and the current learning process should be
oriented to the application and utilization of knowledge in
real life of society, not just to pursue academic
achievement labeled as a charter or academic certificate.
But the reality of education nowadays is not as beautiful
as desired. This is in line with the statement of Trianto
(2009: 5) that the main problem in learning on formal
education at present is the low absorption of students,
and this is seen in the quality of student learning
outcomes that are very alarming. Learning can be said as
a system that is interconnected and synergized with each
other. As stated by Heinich (Pribadi, 2009: 30) that the
learning system can be categorized into several types
namely:
1. Learning in class (face to face);
2. Learning using radio and television systems;
3. Independent learning by using a package of teaching
materials in the distance learning system;
4. Web-based learning;
5. Learning activities in laboratories and workshops;
6. Seminars, symposiums and field studies;
7. Learning by using computers (multimedia) and
teleconferencing.

Learning is supported by several components, and the
components of the learning system according to Pribadi
(2009: 31) include:
1. Students
As the most important component in a learning
system, learning activities should be base on student
centered learning , no longer teacher centered
learning.
2. Learning Objectives
Learning objectives are formulated when designing
learning programs to facilitate the determination of
evaluation instruments that will be used in measuring
the achievement of objectives and learning outcomes
simultaneously.
3. Learning Methods
The learning method is a technique or method used
by teachers to convey subject matter in order to
achieve learning objectives. The methods should be
adjusted to the assignments, the material delivered
and the competencies expected from students. Some
methods that teachers can use include: presentations,
discussions, games, simulations, role playing,
tutorials, demonstrations, discoveries, exercises, and
collaboration.
4. Media
Media is also a component of the learning system
which has an important role in learning. Learning
media is a means used in learning activities or in
other words as a means of connecting between
teacher and students. some of the media that can be
used are: text, audio, video, exhibition media,
computers, and networks (internet). Each media

certainly has advantages and disadvantages that are
important for teachers to consider.
5. Learning Strategies
The strategy is almost the same as the method but it
is more specific that is requires creative efforts from
the teacher to stimulate students in achieving
learning objectives.
6. Evaluation
Evaluation is a systematic process to determine the
knowledge that is known by students. evaluations in
the context of learning can be classified into learning
outcomes evaluation and learning programs
evaluation
7. Feedback
This component is needed to increase the
effectiveness of the process in a learning system
To achieve the learning objectives, all of these
components should be able to be synergized properly.
The choice of media or methods, for example, must be
adapted to the material delivered and considering the
student's condition. Entering this new normal era, these
components have to properly organized to minimize the
hindrance faced by students in achieving learning goals.
The teacher should think of appropriate strategies in
conveying learning material to keep students' enthusiasm
in learning. Using conventional methods is not the right
choice, because it is less attractive. Now, multimedia-
oriented learning has taking over position of conventional
methods.
Technology has facilitied human activities in all aspect,
including in the field of education. One of them is by
utilizing computer media in learning (multimedia). This is

in line with Dwijandono's statement (2002: 254) that
there are at least three reasons why computers become
an important medium that could be used by schools for
effective teaching purposes. The first reason is because
computers have become an important element in modern
society, computers is able to do a lot of things quickly and
precisely. The second reason is because of the price and
size of computers (nowadays people are more familiar
with laptops) dramatically become cheaper year after
year. The last reason is because computers have been
used widely for various purposes. The role of computers in
learning could be as a tool or media and also as a guide.
Multimedia easly streamline the learning process. The use of
multimedia in learning, especially in facing this new normal
era is important to think out so that learning can still
running actively, innovatively, creatively and certainly fun.
1. Multimedia and Learning

Information technology now it seems to have become a
primary need. People are addicted to technology because
of the many advantages offered by modern technology
devices. Likewise in learning activities, technology has
been transformed into a "virtual teacher" who is able to
carry out activities like a teacher who delivers material to
students. As well as Darmawan's opinion (2016: 3),
information technology is referred to as a bridge to the
reality of learning, meaning that the concept of virtual
learning is able to package the settings and reality of the
previous learning becomes more interesting. Its also
provides psychologically conditioning adaptive to
students wherever they are. E-learning is able to realize
effective and efficient learning conditions even though it
is limited in space and time.

Utilization of technology by using and presenting various
forms of information content and information processing
such as audio, graphic, picture, video as a medium for
educating or conveying learning information is often
termed multimedia. Multimedia-oriented learning is
certainly more interesting than book-based with
conventional methods such as lectures and notes. Citing
the opinion of Arsyad (2017: 162), multimedia is
currently understood as a combination of media in the
form of graphics, text, audio, video which together display
information, messages or in this context is learning
content. The concept of this merger automatically
requires several types of hardware equipment, each of
which continues to perform its main function, and the
controller of all equipment is the computer. Besides of
computers, there are also other equipment such as video
cameras, video cassette recorders (VCR), Overhead
Projector (OHP), CDs and DVD players. All of these
equipment work together in conveying information or
lesson content to users, in this case menas students.
Multimedia could be used as a medium in long distance
learning, online also in face-to-face learning. Multimedia
is an interesting media, has a broad scope including the
display of images, text, sound, animation and video that is
controlled through a computer. Multimedia presents a
dynamic, moving, viewable, and better view of the display
when it is projected onto the big screen via an LCD
projector, the sound can be heard, coupled with
animation as well as text display. Multimedia basically
aims to convey information in a more interesting way that
is fun and easy to understand. This multimedia allows
students to use all of their senses in the learning process,
and is very contributing to the learning process.

Correspondingly, Simarmata and Mujiarto (2018: 11)
outline there are several reasons for the use of this
multimedia in learning, namely:
a. The teacher can explain certain concepts to students
to deepen and clarify student understanding such as
by inserting relevant images, videos related to the
concepts to be conveyed;
b. Facilitating the explanation of sample-based subject
matter, being able to present real-life and practical
examples in everyday life and being able to inspire
and motivate students to explore;
c. Some information such as words, images, flash and
sound can be given simultaneously so that learning
activities become more real, active and tend to
provide a rich perception of ideas. This has
implications for the ability of students to build
abstract thinking even though it is only limited to
perception;
d. Multimedia teaching supports traditional learning,
the point is complementary, it does not mean having
to leave traditional methods.
In this regard, Arsyad (2017: 55) details some benefits of
the practice in using computer-based multimedia on
learning process including:
a. Computers are able to facilitate students who
experience obstacles in learning. This computer is
able to give a more constructive influence because the
computer is never tired, never bored, always patient
in carrying out learning programs that have been
designed before;
b. Computers are able to provide stimulus to students to
work on exercises, to conduct laboratory or
simulation practices because of the elements of

animation, images, video, graphics and audio
simultaneously are able to bring real situations to the
students;
c. Computers make it easy for students to actively
interact with the media and adjust their abilities and
learning speed to the level of their mastery. Students
are able to control the learning process because of the
concept of interactive media;
d. Student activities and abilities could be recorded and
monitored through the use of computer-based
multimedia, thus helping teachers evaluate learning
and learning outcomes;
e. Providing several alternative media in the delivery of
material, either through compact discs, USB ports
using flasdisk, Bluetooth, or through the web with the
support of internet networks (LAN or Wifi).
But in the midst of these advantages, computer-based
multimedia also has several limitations including:
a. The price of computer / laptop devices that is
increasingly affordable is inversely proportional to
the price of software development;
b. Need special knowledge and skills to operate a
computer;
c. Not all software is compatible with computer
equipment;
d. The limitations of the available programs so that they
have not been able to optimize student creativity;
e. The use of computers for large groups is not effective
because it requires additional other computer
equipment or use other devices to project images and
material on the monitor to a wider screen, for
example using an LCD Projector device.

Apart from the limitations of multimedia, the learning
process requires the ability and creativity of teachers to
combine media such as text, audio, video, images and
graphics so that influence the student's focus and
attention on subject matter while increasing student
motivation in learning. This is also in line with the opinion
of Huda (2016: 129) that by using computer-based
multimedia will be able to improve the quality of learning
and motivation and student achievement. The
implications for learning include the learning process
becoming more effective and efficient, able to attract
student's attention and facilitate the delivery of material.
Students is also easier to understand certain concepts
conveyed by the teacher.
2. Multimedia Elements
Multimedia is the incorporation of various media for
the purpose of presenting information that is interesting
and easily understood and controlled by a computer. To
display interesting learning content, it requires the
support of several elements. In line with this, Simarmata
and Mujiarto (2018: 4) describe some of the elements that
compose multimedia applications as follows:
a. Text
Elements in the form of text or symbols are the
simplest elements and easly to use. Online learning by
using text has several advantages namely:
1) The text file size is very small so that it could well
working at low bandwidth;
2) Users can easily specify the words and phrases to
be used;
3) Text and symbols can be updated both in size,
shape and color.

b. Images and Graphics
Images have a vital role in multimedia as a support to
make the appearance of the material more attractive.
Images are usually expressed in the form of still
images, paintings, and photos taken using a digital
camera. Several types of image formats include the
captured image format and the format when the
image is saved. While the most popular graphic
formats used in online learning and web pages are
the GIF and JPEG formats, which are relatively small
bitmap files.
c. Audio
The audio element is able to strengthen the delivery
of the concept of subject matter presented through
text or pictures and graphics on the screen. In
learning, there are three types of audio that are
commonly used, namely music, narration, and sound
effects. Music requires a higher sound quality and a
wider range of sound frequencies than the narration,
while the relative narration has a smaller sound
frequency range so that it can be compressed more
than music but still maintain good sound quality.
Sound effects are usually relatively short and don't
have a significant effect on the size of online learning
files.
d. Video
It is undeniable that video has a significant impact on
the learning process, being able to convey
information thoroughly and show realistic tools and
processes compared to other elements. The teacher
will also more easily convey certain concepts to
students by using video media. For example when
delivering material about the concept of mutual
cooperation, the teacher can insert a video about a

group of residents working together to build a place
of worship or clean a ditch or river. This will
strengthen students' understanding of the
importance of mutual cooperation through messages
delivered in the video without having to come to the
location where residents are cooperating. Although it
requires a large bandwidth, this video element is
interesting and important as an effort to transmit
concepts to students as well as reinforcement in the
learning process.
e. Animation
Animation is an element that describes a concept
with movement, shows the process or draws
attention to an area or screen element. Animation is
also no less important and interesting than video,
because well-made animation will attract the
attention of students to listen and understand the
content of the lesson delivered.
3. Multimedia Learning Format

Multimedia is now beginning to be looked at as a
promising media for various activities, including learning
activities because of the features and elements that
support to maximize learning activities. Coupled with the
development of digital technology such as Android and
other learning applications that are easily downloaded,
both free and paid. This certainly helps educators to
maximize the learning process by utilizing the presence of
multimedia, not only in online learning, but even in offline
learning, this media is recommended to be used properly.
Multimedia is not only able to transcend time and space
in learning, but is able to accommodate student abilities
and motivate students in the learning process.

Given the tendency of low student learning outcomes and
learning that is relatively survive with traditional
systems, multimedia can be used as an option as well as a
solution to minimize or even overcome the real
conditions. Education today requires innovation,
adaptation to the development of information technology,
not just theories and materials that make students
trapped in academic circles but can't develop themselves
and don't know what to do when in the midst of society.
Knowledge gained is limited to the transmission of
knowledge without being able to be understood and
actualized by students. If this happen continuesly, then
the existing human resources will be difficult to compete
with other nations. For this reason, multimedia is at least
present as a complement and even becomes an important
thing that must be considered by educators. Multimedia
basically has a number of choices that can be tailored to
the infrastructure and abilities of teachers and students.
In line with that, (Indrawan, et al, 2020: 53) states that
multimedia in the context of general learning consists of
several types including:
a. Interactive Multimedia
As the name implies, this interactive type of
multimedia shows the interaction between the user
and the media facilitated by the computer and other
supporting devices. Control is on the user to
determine the operating time of the media. Examples
include: educational games, interactive learning CDs,
and the like.
b. Hyperactive Multimedia
This multimedia has a structure and related elements
and can be used or directed by users through existing
links. Examples of hyperactive multimedia include:

the World Wide Web, online games, youtube and
others.
c. Linear Multimedia or Sequential Linear Multimedia
This type of multimedia is technically straight and can
usually be seen in all types of films, video tutorials
and so on which operate without the need for
navigation controls from the user. Examples such as
films, learning videos, and the like.
d. Multimedia Presentation
This multimedia can serve as a tool for teachers in the
learning process in the classroom, but the aim is not
to replace the teacher's overall role in the learning
process. The most commonly used examples today
are Microsoft Power Point.
e. Multimedia Independent Learning
This type of multimedia is in the form of learning
software that can be used by students without
teacher assistance. Examples are Macromedia
Authorware or Adobe Flash.
f. Multimedia Kits
This multimedia is a collection of learning materials
that involve more than one type of media and is
organized around a single topic including: CD-rooms,
slides, audio cassettes, still images.
In this regard, multimedia can be presented in several
formats, as described in Indrawan (2020: 70) as follows:
a. Tutorial
The format of this tutorial multimedia is one part of
the Computer Assisted Instruction (CAI)
implementation consisting of programmed tutorials
and intelligence tutorials. The format of the tutorial

clasified to the interactive multimedia which conveys
information and is presented in the form of text,
images, both moving and still, and graphically in a
tutorial. This format is complemented by questions
and assignments, as well as learning provided or
carried out by the teacher or instructor.
At the operation stage, the user or students are asked
to respond to questions that have been provided by
the system, if students answer correctly, it will be
continued with the next material, but if the student
answers are wrong then students are given the
opportunity to repeat the understanding of the
material as a whole or only part just certain. At the
end of this tutorial format is completed with a series
of questions which are a form of test to measure the
level of student understanding of the material that
has been given.
Things to consider in the use and development of this
tutorial format are several principles as outlined by
Susilana and Cepi Riyana (2009: 147) as follows:
1) This format is oriented towards complete
learning, because in practice students who
haven't mastered the material can't proceed to
the next material;
2) This format provides an opportunity for teachers
to find out the speed of students in learning;
3) The format of the tutorial should be able to
provide full service to users. This includes
material that is presented in a clear,
straightforward, interesting manner and
combines text with sound, video and images.
Navigation must also provide ease of control for
its users

4) Giving a response at the evaluation stage should
be given directly when students answer the
questions given, not delivered at the end of the
evaluation. In addition, the responses given for
right and wrong answers should be able to
motivate students with words that are
constructive for the progress of student learning.
b. Drill dan Practice
This format is one of the computer-based learning
models that is designed to train student's ability to
answer questions through exercises that have been
prepared by a computer program. The questions
applied by the computer are made varied and are
equipped with correct answers and their
explanations, so that students can understand the
material and concepts provided while measuring
their ability to understand the material.
Similar to the tutorial format, the use of drill and
practice format requires mastering the following
principles (Susilana and Cepi Riyana, 2009: 140):
1) The drill and practice format presents computer
program based questions for students at a certain
level in the form of multiple choice questions,
matching, pairing short descriptions and case
studies;
2) In its application, there are no student activities
to heed material or video, because students are
directly confronted with exercise questions that
must be completed;
3) Students' answers will be recorded by a
computer program, then followed by giving
responses to correct or incorrect answers, either
directly after students have finished answering

questions or at the end after all questions have
been answered;
4) Each question is given a specific quality value
which is then used to determine the student's
final grade, so the teacher is able to draw
conclusions related to student's achievement in
answering the exercise questions;
5) The program should facilitate repetition that will
be done by students and wherever possible that
answers and comments can be accessed by
students.
Further stated related components in the drill and
practice model, namely:
1) Start / introduction
This component is the entrance to the core
program, includes data entry for login, contain
the title of the program as well as information
about the material to be presented.
2) Presentation of Objective
Contains the objectives of learning, both general
goals and special goals.
3) Direction
Consists of instructions for using the program,
and made using the principle of user friendly to
be easily understood by users or students.
4) Presentation of Question
Is a main component or this of the program that
presents practice questions. Questions could be a
multiple choice, matching or the like equipped
with relevant pictures and contains a timer that
serves to measure the speed of students in

answering questions and understanding the
material.
5) Response / Feedback
This response is usually placed at the end when
students have answered the whole problem and
show the final grade obtained by students. It also
contains the next steps that must be done after
knowing the final grade, whether to continue the
material or to repeat.
c. Simulation
The multimedia format in the form of simulations
uses imitations that approach the real form as a real
learning experience for students. This computer-
based simulation model presents an imitation that is
made as closely as possible to the original object, the
more similar or closer to the real form of the
imitation, the better simulation is. This program is
presented interactively, which means there is
interaction between the program and users or
students, but still paying attention to the reality of the
object. The accuracy of the imitation with the original
form becomes important in this program besides
presenting a comparison scale.
This simulation model is usually used for learning
high-risk or high-cost materials such as aircraft
simulations, or how to detect damage to a car through
a computer. Citing the opinion of Pratama (2017)
there are several benefits of using simulation models
in learning, namely:
1) Time efficiency
Able to reduce the time that is usually long to
only in minutes or even seconds.

2) Study the process
Processes that usually occur so quickly can be
observed using simulation models, such as the
process of lightning and thunder.
3) Experimental learning becomes safer
The use of simulation models can minimize or
anticipate dangerous risks that can occur if done
with real objects.
4) Impossible-possible
Simulation models make things impossible to be
realized.
5) Save money and other resources
This simulation model can be used in the learning
process that requires large costs because of the
efficiency and effectiveness that is in this model.
6) Repetition with various variations
This model can accommodate a variety of
repetition for students.
7) Complex processes can be observed
The use of this model is very useful for observing
a complex event and is difficult to understand.
d. Experiment
This model has similarity to the simulation model, the
difference is only in the experimental model. The
activities are focused on experiments such as
practical activities in chemistry or physics
laboratories. Students learn through a computer
program that presents practical tools and materials
as well as how to use them. Of course this requires
the qualification of a programmer who understands

or gets direction from people who understand the
material, the task of the programmer is only to make
tailor made programs. The benefits of using the
multimedia experimental model are more similar to
the simulation model, one of which can save costs and
time but the learning objectives can be achieved.
e. Game
Game models are no longer unfamiliar to educators
or students, but games that are packaged with the
support of technological equipment such as
computers will provide an attraction for students.
This is due to many things that can be trained in the
game, both the affective, cognitive and psychomotor
aspects. Students are trained to play honestly, admit
defeat or lack. The use of multimedia game models in
learning will stimulate students' ability to think,
associate their knowledge with the challenges
presented in the game. The game must be relevant to
the material presented by the teacher. Besides that,
skills in using technology and strategy can be trained
in this game's multimedia model.
The multimedia format in the form of a game offers
several advantages (Sadiman, et al, 2014: 78)
including:
1) The game is entertaining, has space to compete,
chances to win the game or accept defeat;
2) Active participation of students can be trained in
games;
3) Feedback from the game can be used as an
indicator of success in the learning process;
4) Game models can help students understand the
material or concept and master certain skills that
can be used in daily life;

5) The flexibility of this game can be used and
adjusted for educational purposes, ranging from
learning to read, write, count, use logic and so on;
6) The process of making multimedia-based games
can be made easily, don't have to download
certain applications, just use the default
computer application, at least there is creativity
from the teacher, and most importantly the
mastery of educational technology by the teacher.
4. Multimedia Challenges in the New Normal Era

Multimedia-based learning can be thought of as a new
education regulation in the new normal era. Despite many
hindrance, the online learning program is better
combined with the offline methods, even though the
pandemic is over. Since the implementation of the home
learning system, the teacher uses a variety of learning
media, but the most common is the google classroom
media, by delivering material and assignments and
quizzes, all facilitated by google classroom. In addition
there are also those who use zoom to meet by online.
There are also those who make learning videos and then
send them via online media or upload them on the
YouTube channel. Teacher creativity is really demanded
in the home learning period. The role of technology is
much important in supporting the implementation of
online learning or home learning.
Considering the position of devices such as computers
and laptops and smart phones today is very important,
then entering this new normal era, learning should be
directed to continue to use these devices and develop
according to the needs and abilities. Several steps can be
taken to utilize multimedia in the learning process in this
new normal era, i.e.:

a. Improve the teacher’s understanding of educational
technology
Entering the new normal era, regardless of whether
schools remain closed or gradually open, it is
important for teachers to prepare adaptive
innovative learning methods and media. Multimedia
can be used as an option in the learning process to
maximize student learning outcomes while
maintaining distance and interaction. To support
these efforts, the teacher should have the skills and
abilities to use technology in learning, at least has an
ability to operate a computer or laptop. School
management can design webinars or online
workshops on the use of multimedia in learning, or
techniques for creating online learning media for
teachers. This will help the realization of multimedia-
based learning in the face of the new normal era.
b. Increase the number of facilities or devices that
support
Its not only resources that should be support this
multimedia-oriented learning effort, but there is the
most important thing is to increase the number of
infrastructure such as computer labs or at least one
set of computers and LCD projectors in each class
room and supported by free Wifi facilities. In addition
to increasing the number of infrastructure means,
things that should not be forgotten are the technical
use and maintenance. Don't let these devices only last
a short time, whereas that provided a lot of benefit to
support multimedia in learning process.
c. Using applications that attached on computer
operating systems
Developing multimedia could be done by the teacher
even unassisted by a programmer, but indeed not all

multimedia formats can be prepared by the teacher,
such as a simulation or experimental format, because
it must be done or prepared by the programmer.
Teachers can take advantage of the built-in program
on computer operating system (which is common
with Microsoft Windows) such as Microsoft Power
Point to create learning materials, mind maps, and
even quizzes that can be made interestingly by using
this program. Adding animated images and the
teacher's voice as a narrator to explain learning
material to students. The initial purpose of this
program was only to make it easier for people to
make presentations and not as a medium of learning,
but along with the dynamics of education, Microsoft
Power Point is often used as a medium in conveying
materials or concepts to students, and incorporated
into the learning media categories. In addition, there
is also a Windows Movie Maker program that can be
used to make videos and do video editing. The
teacher can combine presentations in power points
with videos that have been made.
d. Downloading the relevant learning videos
At present its not difficult to find videos of a variety
content, including learning videos about certain
material, but in selecting them it must be selective. In
addition there are also applications that offer learning
processes like a teacher who is teach in the
classroom, but they are on paid and couldn't be
adjusted to the demands and needs of students.
Unlike the case with learning videos that were
uploaded by the creator in the public interest. In line
with this, according to Goh and Sandars (Sandars,
2020) the optimization of the use of online video
directs students to relevant video segments,
encourages individual reflection and group

discussion of video content, and demonstrates
important procedural and communication skills with
peer feedback and educator. The concept of blended
learning can now be expanded, combining self-study
with small group meetings online (Shank in Sandars,
2020)
e. Using multimedia game models in the learning
process
The multimedia format of the game model has several
advantages including being able to train the affective,
cognitive and psychomotor aspects, in addition to its
entertaining nature it can increase student
motivation in learning while strengthening students'
understanding of the material presented in the form
of games. The teacher can also measure the level of
student learning success through the results of the
game provided. Game models don't have to be
sourced from online media or downloaded for free or
paid, although the game models are also very
interesting, but sometimes they are unable to
accommodate certain subjects. Teachers can make
their own game models using Microsoft Power Point
for example, even Microsoft Excel can also be used as
a medium to insert games in the learning process,
only need skills in using the program. Especially now
that tutorials on various things can easily be accessed
through online media. The teacher can browse and
learn the techniques of making games based on
computer built-in programs, but if the teacher has
difficulty it can download game applications that are
relevant to the subject matter.
f. Using online media varies
Welcoming this new normal era, teachers should not
use only one media, but can combine the use of

several media including social media and video-based
media. This is in line with Shah's opinion (Sandars,
2020) that social media is a widely available
technology and offers the possibility to reach every
participant who can offer a variety of perspectives.
But the role of supervision in the use of social media
needs to be considered by educators and parents, so
that the existence of social media really give a
benefits for student's learning. The teacher can ask
students to upload assignments given in the form of
videos to online video-based media, and teachers who
have received links from these assignments can
provide feedback in the form of responses and grades
to students.
Utilization of multimedia in the new normal era provides
an opportunity for the implementation of the learning
system, by not ignoring the health's protocols. The
interaction between teachers and students is done with
the assist of multimedia. Interaction between one student
and other students in the learning process can be clearly
limited, but with the use of multimedia, interaction
between students and teachers and other students can be
intertwined, such as in the form of games involving
several groups of students. Teachers can practice their
skills in using multimedia in learning by attending online
learning seminars or workshops as well as by learning
their tutorials through online media. Multimedia provides
opportunities for teachers and students to continue to
train skills in an effort to achieve learning goals and
realize human resources that are creative, innovative, and
able to compete with other nations.
The application of the learning system from home and the
use of multimedia by the teacher did encounter many
hindrance. Not a few parents who complain because of
difficulties using technology devices, both due to lack of

tools and limited funds to connect devices to the internet.
Seeing this phenomenon, then by citingthe opinions of
Simarmata and Mujiarto (2019: 73), several multimedia
weaknesses in learning practices can be described as
follows:
a. Multimedia requires devices such as laptops,
computers, LCD projectors whose costs are relatively
expensive and not owned by all education units, and
not even all parents have these devices or can't use
them.
b. Multimedia is less effective for students who have
limitations in learning skills;
c. Some multimedia elements such as video and audio
are not suitable for all students because of their
physiological factors;
d. Multimedia is less effective for students who still
need guidance and direction from the teacher.
In addition, another hindrance that arises is when the
teacher gives a lot of assignments to students, and the
task must be completed on the same day. The assignment
also need to be uploaded to the media determined by the
teacher and then given an assessment. Parents who can
accompany their children at home, even some
complaining about the difficulty of teaching their children
at home, and the other side, parents should finish thei
own task. This will increase the stress level of parents and
children. Teachers in this case also have to think about
the impact of using multimedia in online learning, it does
not mean continuously giving assignments, but thinking
about strategies so students can understand the material
as well, because there is a possiblility that parents assist
their children's task, or even parents that finishing their
children's task as a whole. This will certainly have a

negative effect, which is laziness from children, and
dishonesty shown by parents of students.
The teacher can use a variety of multimedia options to
deliver learning material using either video, presentations
or a combination of both. The teacher can also ask
students to make a short resume related to the material
given by the teacher or make a video that can be uploaded
with a flexible time limit, so that parents are not
burdened. Models of tutorials, drill and practice and
games can be selected by the teachers to maximize the
learning process by multimedia in the new normal era
C. Conclusion
Covid-19 pandemic has indeed changed various systems,
including learning systems. Conventional systems are
demanded to be transformed towards technology-based
learning. For this reason multimedia present and meets
these demands. Various advantages are offered by the use
of multimedia in the learning process, but in practice
there are not a few weaknesses or hindrance
encountered. Multimedia is a combination of several
media such as text, audio, video, animation and graphics
as an attractive learning media, saving time and money,
and able to facilitate the achievement of learning
objectives. Teachers and students should be work
together to determine an interesting multimedia format
to use, and no longer the teacher's authority determines
that they should use certain media by ignoring the
difficulties and limitations of students. Multimedia is the
right choice in learning to enter the new normal era by
keeping attention and considering aspects of its strengths
and weaknesses.

References
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The Experiences Of Junior High
School Teachers In Online Teaching
And Learning During Enchanced
Community Quarantine: Inputs For
The Learning Continuity Plan For
The New Normal In Education
Gilbert S. Arrieta
Junior High School Department
Don Bosco Technical Institute
Makati City, Philippines
Research Philippine Normal University
Manila, Philippines
A. Introduction
School life is about students coming to school and
teachers discussing the lesson in the classroom. During
recess and lunch break, students chat and play with each
other. Learning is about social interaction between
teachers and students, and among students. At the advent
of technology, education found the importance of
technology that became an integral part in teaching and
learning today. With researches revealing how technology
is enhancing learning, various educational software and
platforms were created which are integrated in the
curriculum. Social media such as facebook is being
utilized for learning where teachers and students
communicate.
Gilbert S. Arrieta | 383

While everyone is actively and normally engaged in their
daily activities, everything suddenly changed when
COVID-19 became a pandemic and eventually a global
health crisis. Practically, all countries in the world had to
impose lockdowns or enhanced community quarantine to
prevent the spread of the virus. Many businesses
temporarily closed and classes had to be cancelled. Social
or physical distancing had to be observed very strictly
which prohibited mass gatherings like conferences,
concerts, community prayers in churches, and face-to-
face classes. Meetings, business transactions, seminars,
and classes had to be done online through different
platforms like google meet, zoom, big marker, and video
chat. Though technology has been part of the system and
culture, it has not been fully embraced until the pandemic
forced everyone to do their activities online. This includes
holding the graduation ceremony virtually which was
considered unimaginable and unacceptable.
In schools, students and teachers scrambled to teach and
learn using the internet. While public school classes were
about to end when the lockdown was announced, private
schools and some college and state universities had one
quarter (three months) left and classes continued through
online modalities. It was an immediate shift and policies
had to be crafted, changed, and finalized as classes
continue. Initially, it was perceived only to be a short-
term crisis but experts predicted that it may take a year
before everything returns to normal. However, the
current situation is already considered the new normal.
Online learning will be part of the new normal in
education as claimed by education experts. In the
Philippines, the government decided through the
recommendation of the Department of Education (DepEd)
and Commission on Higher Education (CHED) that classes
will continue in school year 2020-2021 through various

learning modalities in the midst of the COVID19
pandemic. However, face-to-face classes will only resume
when a vaccine has already been discovered. As per
DepEd Order No. 007 s. 2020, school opening will not
necessarily mean traditional face-to-face learning in
classroom. The physical opening of schools will depend
on the risk severity grading or classification of a locality,
pursuant to guidelines of the Department of Health
(DOH), the Inter-Agency Task Force for the Management
of Emerging Infectious Diseases in the Philippines (IATF),
or the Office of the President (OP). Even in areas where
schools are allowed to open, physical distancing will still
be required, which will necessitate schools to combing
face-to-face learning with distance learning.
Don Bosco Technical Institute-Makati City Philippines
was only starting the last term of school year 2019-2020
when classes were suspended due to COVID19 pandemic.
Expecting that classes would resume after a one or two
weeks, teaching and learning were conducted online
through Genyo (official online platform of the school),
messenger, and email. There was no synchronous or
asynchronous modality not until it was announced that
there would be no physical resumption of classes.
Teachers, wanting to connect with the students, thought
of using other platforms like google classroom, google
meet, zoom, and messenger videochat. Unprepared for
the unexpected new normal in education, teachers relied
on what they know and they have. Some didn’t have wifi
connection at home while others didn’t have reliable
laptops for online learning. With regards to the students,
they were also unprepared for a full online learning. Just
like any suspension of classes, they were enjoying it until
it became a totally different environment for them.
Classes had to be conducted through different online
modalities, and the school year ended in an unexpected

way. School requirements had to be lessened because it
was creating a lot or mental, physical, and psychological
stresses for the students and teachers.
Despite the effects and limitations brought about by
COVID19, classes must continue because it is an essential
need of everyone. A year or more without classes will
create more problems. Students have to be engaged in
learning with the use of technology. Technology has
become an integral alternative to continue classes and
may open new learnings and teaching strategies.
However, the limitations of online learning made the
Department of Education to rethink and focus more on
the most essential learning competencies. In preparing
for school year 2020-2021, the Junior High School
Department conducted a survey among teachers to design
the learning continuity plan. The data became one of the
most important bases in coming up with a learning
continuity plan for the new normal in education.
B. Discussion
1. Online Teaching
In the last twenty years, the school has been integrating
technology in teaching. Every year, teachers are provided
training on technology, pedagogy, and different online
platforms particularly Genyo, the school’s learning
management system. Through blended learning, the
teachers became familiar in the use of technology in
teaching. When face-to-face classes were cancelled, they
felt challenged in using technology as the mode for
learning. It also revealed their readiness and skills in
adapting to the unexpected change in teaching. It can be
gleaned in Table 1 the responses on online teaching.

Table 1. Online Teaching
Strongly Agree Disagree Strongly
Agree Disagree
I have the 46.9 % 50 % 3.1 %
knowledge and
skills to teach
using Genyo.
I have the 21.9 % 78.1
knowledge and %
skills to teach
using other
online platforms.
I used other 15.6 % 50 % 31.3 % 3.1 %
platforms
including social
media to conduct
classes.
I felt better 3.1 % 53.1 31.3 % 12.5 %
teaching at home %
using different
online platforms.
I was able to 9.4 % 65.6 25 %
demonstrate %
creativity in
teaching using
online learning
platforms.
I had difficulty in 18.8 % 56.3 21.9 % 3%
online teaching. %
I set a schedule 21.9 % 62.5 15.6 %
of interaction, %
communication,
or consultation
with my
students.

I was able to 15.6 % 37.5 40.6 % 6.3 %
communicate %
with all my
students
regularly.
I required 28.1 % 50 % 18.8 % 3.1 %
performance
tasks that can be
done by students
in consideration
of time and
availability of
learning
resources at
home.
I showed 78.1 % 21.9
understanding %
and
consideration to
my students in
the submission
of requirements.
The teachers said that they have the knowledge and skills
in using Genyo in teaching because they are regularly
trained and assisted. Being familiar with the other online
platforms, they also shared that they have the knowledge
and skills. However, in using social media to conduct
classes, they used it though there is no official
announcement from the administration because it was
the easiest way to communicate with the students.
Online teaching has become a challenge and it led them to
become creative in the delivery of the lessons.
Considering the limitations and stress brought about by
the sudden shift to online learning, teachers became more

considerate, understanding and compassionate. The
requirements became less and more time were provided
in order to accomplish them. The school administrators
said that they had to remind the teachers to tone down
the requirements because parents have been complaining
about the voluminous work that they students have to
complete. To follow up the students, teachers
communicated more regularly with the students through
different platforms like email, viber, messenger, and text.
In terms of teaching at home, they felt better but had
difficulty in online teaching. Many said that there were a
lot of distractions at home and the internet connection
was not stable.
With the teacher being an important component in
education, the delivery of learning greatly depends on
them. They must have the knowledge and skills in
pedagogy and technology. Regardless of the tool or
medium, a teacher with the right knowledge, skills, and
attitude can make learning really happen. Today’s tool is
technology. One can be creative and passionate in
preparing and using instructional materials, but planning
can make it better. With technology as a powerful tool in
education, it is important to use it appropriately and
effectively. When thoughtfully applied, technology can
add significant value to each of the eight models of
teaching. Ultimately, it is up to the teachers to plan for the
integration of technology and to articulate the specific
ways in which it represents additional value for
themselves and their students. The authors believe that
this is most likely to occur when teachers view different
forms of technology as authentic tools that students will
likely need in their current and future lives, inside and
outside of school. It is also most likely to happen when
teachers have a clear conceptual understanding of the
diverse purposes for which technology can be used to

enhance the teaching and learning process. Using a
particular software for classroom discussion should
involve an interplay of words and pictures. Students are
in the world of visuals. They are digital natives. They like
to see attractive things that will make them interested in
the lesson. They grew up seeing and listening to words
related to pictures or graphics. In teaching, preparing
technology-based instructional materials require
appropriate words and graphics (Lasley, Matczynski &
Rowley, 1997).
2. Technology Resources
The school has invested in technological equipment and
infrastructure most especially in the last fifteen years.
Though desktop computers are sufficient for teacher’s use
in the faculty room, most of them use their personal
laptops to teach and do other academic related work. The
rapid development in technology has been a challenge to
all teachers most especially when they continue their
work at home. It can be gleaned in Table 2 that status of
technology resources of teachers.
Table 2. Technology Resources
Strongly Agree Disagree Strongly
Agree Disagree
I used my own 65.6 % 15.6 12.5 % 6.3 %
laptop/desktop to %
teach.
I also used my 46.9 % 37.5 12.5 % 3.1 %
mobile phone to %
teach.
I used the internet 56.3 % 12.5 15.6 % 15.6 %
connection at %
home.

I used my mobile 40.6 % 34.4 15.6 % 9.4 %
phone WIFI %
connection (data).
I lacked the 28.1 % 37.5 31.3 % 3.1 %
needed equipment %
and connectivity
for online
teaching.
I had access to e- 15.6 % 68.8 12.5 % 3.1 %
learning materials %
that I used in
teaching
Not all teachers have their personal laptops. When classes

had to be continued at home, there were teachers who
used their mobile phones to continue communicating
with their students. Some used the laptops provided by
the school while the others borrowed from their friends.
Concerning their internet connection at home, not all
have WIFI at home. They have to use their mobile phone
WIFI connection in order to continue communicating with
their students. With their access to the internet, they are
able to find e-learning materials that they used in
teaching.
Budget and lack of sufficient equipment were identified as
issues in technology integration. Integrating technology in
teaching and learning is still a problem among middle
school teachers. Principals consider the use of technology
a new development in making teachers more dynamic
and students more engaged in learning. However, the
principals identified budget as the main issue in fully
implementing technology integration. Teachers and
principals embraced the use of technology as part of the
culture of teaching, learning, and completing professional
responsibilities. However, they hungered for appropriate

professional development. Also, they said that since
technology is ever-changing, there is a need to upgrade
the equipment in a short period of time. They observed
the lack of equipment since many were frequently using
it. Emerging problems like funding technology, lack of
equipment, and limited continued professional
development derailed the strong incorporation of
technology in teaching. The Bring Your Own Device
(BYOD) was also suggested to address the lack of
equipment (Majeski, 2013).
3. Student Online Learning

While the students were enjoying coming and learning
inside their classrooms, they saw themselves attending
classes at home without any warning. For three months,
they had to continue doing their requirements with
limited help coming from their classmates. Unlike when
they were in the classrooms, seeking assistance from their
classmates became virtual and less personal. It was not
easy for them to adjust since they were unprepared for it
despite their knowledge and skills in technology. It can be
gleaned in Table 3 the experiences of the students which
the teachers have learned based on their online
interaction with their students.
Table 3. Student Online Learning
Strongl Agree Disagree Strongly
y Disagree
Agree
Students 75 % 18.8 % 6.2 %
showed interest
in online
teaching and
learning.

Students were 62.5 % 31.3 % 6.2 %
participative in
the online
discussion/class
es.
Students 3.1 % 28.1 % 50 % 18.8 %
submitted all
requirements on
or before the
deadline.
Students used 3.1 % 75 % 18.8 % 3.1 %
their computers
(laptop or
desktop) at
home for
learning.
Students have 3.1 % 75 % 18.8 % 3.1 %
internet access
at home.
Students 15.6 % 75 % 4.7 % 4.7 %
showed respect
in
communicating
with teachers.
Students 12.5 % 68.8 % 12.5 % 6.2 %
observed the
“netiquette” in
their online
behavior.
Being digital citizens and adept with technology, students

found it interesting to continue learning through online
platforms. Though they were participative in online
discussion, many failed to submit the requirements on
time. The teachers also found out that most students have
their own computers at home and have internet access. In

terms of their behavior when they communicate with
their teachers, they are courteous and demonstrated
respect during online activities.
Effective online instruction is dependent on well-designed
course content, motivated interaction between the
instructor and learners, well-prepared and fully
supported instructors, etc. With our thorough analysis on
this matter, this study further confirms that teachers
definitely and indisputably play a crucial role in online
education. They facilitate individual and group
discussions, respond to student questions, design course
assignments, and evaluate students’ learning. Technology
does not – and cannot – replace the role and position of
the teacher. However, study showed that online faculty in
higher education have not been receiving sufficient
support from their respective institutions. It is a common
practice that online instructors devoted more time and
energy to online courses in comparison with their
counterparts who teach in traditional classrooms. The
reality is that they teach large numbers of students in
their classes, receive little to no workload relief, get
insufficient support from their universities with regard to
recourses and technology, and have no professional
development on online education (Sun & Chen, 2016).
For students to become more engaged and motivated in
online learning, their welfare must be one of the top
priorities of the school. As a society, we need to navigate
the challenge around how to have a healthy relationship
with technology, such as screen time and how we use it.
We can address it through digital citizenship and literacy
programs (Sampat, 2019).

4. What are the three challenges that you
encountered in online teaching?
Online teaching has become a challenging experience for
all teachers despite their knowledge and skills in the use
of technology in teaching. No JHS teacher has been
prepared to hold online classes on a full-time basis. Based
on their experience during the last term of school year
2019-2020, Table 4 shows the challenges experienced by
the teachers :
Table 4. Challenges in Online Teaching
Rank Challenges
1 Unstable Internet Connection
2 Student’s Learning and Attitude
3 Technological Equipment at Home
4 Communication
The unstable internet connection emerged as the top

challenge of teachers and students. When there is no
internet connection, online learning becomes impossible.
The internet connection in the country remains to be one
of the slowest and most expensive in the world. With only
two big telecommunication companies providing internet
service, digital communications and transactions are
unstable. With teaching and learning becoming online, it
is expected that it will continue to become unstable as the
internet providers have just started upgrading their
facilities.
With no one monitoring them except their parents or
guardians, the students are challenged to become more
responsible. Being at home, students showed laziness and
procrastinate in doing their school work. When they are
being followed up by their teachers, some become
unresponsive pretending that they have not received any
information.

Both teachers and students said that they need to have
the needed technological equipment in order to comply
with the requirements of online teaching and learning.
Some teachers have no laptops and relied only on their
mobile phones. Some students share their computer or
laptop with their other siblings. Not all parents are able to
provide a laptop for each of their children.
In terms of communication, both teachers and students
were overwhelmed with emails and other messages that
may have caused them anxieties. Some were
unresponsive and opted to remain isolated. Though
teachers exerted efforts to reach out to their students, the
communications protocol of the school has not been
established that made it difficult for them to answer
queries most especially from parents.
On top of all these challenges in online teaching, the
student welfare must be the top priority in teaching and
learning. As emphasis is given to the content, the mental
health of the students is equally important. Learning
virtues and values such as empathy and kindness, and
developing emotional intelligence are equally as
important as the math and science lessons that we teach,
in order for children to understand themselves, their
connection to others and to the world (Jafari, 2019).
5. Based on your experience in Term 3 online

teaching, what support can the school provide to
teachers for online teaching?
Table 5. School Support to Teachers
Rank Support
1 Provision of Technological Resources
2 Consideration for Time
3 Online Training and Workshop

4 Communication Guidelines
With the lack of technological equipment and

infrastructure at home, most teachers said that they need
support for laptops, desktops, and allowance for internet
connectivity. With all the adjustments that they have to
do, they are asking for consideration for time particularly
in accomplishing requirements. The dynamics at home
may prevent them from concentrating on their teaching
tasks. In order to become more adept and confident in the
use of technology, they asked for provision of webinars.
Technology continues to become unpredictable and
developments may come anytime. Teachers also asked
that communication guidelines be provided so that there
will be uniformity of dissemination of information.
Teachers will need big support from the administration in
doing online learning. Above the financial assistance is
the moral upliftment and understanding that educational
leaders must show to the teachers. Online teaching is not
as easy as others may perceive. It takes the personal time
and space of teachers. From grading to preparing
resources, teachers invest a lot of time and energy in
administrative tasks. Globally, teachers spend an average
of three hours a day on work-related tasks, including
marking and lesson planning. In comparison, they spend
five hours per day teaching lessons. And only 34% of
teachers worldwide say they currently have a good work-
life balance. Similarly, support for professional
development is needed. As teachers are increasingly seen
as ‘agents of change’, schools are looking for ways to help
motivate them and focus on professional development,
rather than spending time on administrative tasks.
Technology is being employed to streamline the day to
day, so teachers can focus on their classrooms and
teaching methods (Google for Education Report, 2019).

The communication between the school (administrators
and teachers) with the parents is a vital factor in making
education happen successfully in online learning.
Collaboration between parents and teachers would not
only be helpful for parents, but also be helpful for
teachers to know more about the environmental
conditions and the family situation where students are
coming from, because most of the differences in student
outcomes are actually shaped by families and not by
schools (Dumont, 2019).
6. Learning Continuity Plan 2020-2021

Based on the data provided by the teachers, it laid a
strong foundation in creating the Learning Continuity
Plan (LCP) of the Junior High School Department of Don
Bosco Technical Institute-Makati City as a response to
challenges in the new normal in education. Without the
inputs of the teachers particularly their experiences
during the Term 3 classes, the LCP would not have been
developed scientifically. It will just be superficial just like
any other plan. The LCP provides a framework where it
can be gleaned that it has three important elements – the
learner, the school and the home. Both the school and the
home support the learner, who is considered as the most
important element in the teaching and learning process.
Students are formed to become “Good Christians and
Upright Citizens” both in school and at home, with both
the Salesian educators and parents actively engaged in
the fulfillment of their respective roles and
responsibilities in this process. The school supervises and
implements the curriculum and instruction, administers
assessments, and provides spiritual formation,
counseling, and Salesian assistance. Likewise, it sees to it
that all learning support systems are in place most

especially its technological capability to deliver
instruction and yield better results.
The support of parents is more needed in these
challenging times. In the Google for Education US Edition
Report 2019, it found out that globally, 25% of parents
spend seven or more hours assisting children with their
homework. As ‘drone parents’ in America become more
involved in their kids' lives, they want to be involved in
their schooling, too. This desire is also being expressed by
teachers in the USA – 70% think that parents are not
sufficiently involved in their child's education. So, there is
an opportunity to create networks that allow guardians to
closely engage with schooling. Research suggests that
engagement between families and educators can actually
improve student achievement. Messaging apps or online
portals can create an ecosystem between guardians,
students, and educators to highlight homework
assignments, share school notifications, and help guardians
understand how to support their child’s progress.
Don Bosco Technical Institute-Makati City 2020-2021

C. Conclusions
The study found out that teachers may be equipped with
the knowledge and skills for online learning but without
the needed support from the school administration
particularly on technological resources, online learning
will not be successful. Teachers need equipment that will
meet the technological requirements of online teaching.
Having a more stable and dependable internet connection
at home will enable them to carry out more effectively
and creatively online teaching and learning. In order to
ensure that students are guided and accompanied in this
new normal in education, communication guidelines and
systems must be in place. Based on these findings, it can
be concluded that online learning will become impossible
if there are no technological equipment and
infrastructure. Teachers have to be provided with the
needed technological equipment and support by the
school. A well-established communication system will
enable all stakeholders to participate and support in the
new mode of teaching and learning. Above all, a learning
continuity plan must be in place that will guide the
community in carrying out their duties and
responsibilities in online learning. The new normal in
education requires a strong partnership and collaboration
between the school administration, students, and parents.
With less supervision, the new normal in education
means being more responsible, diligent, and
understanding. It is a challenging situation where
honesty, integrity, and charity have to be observed all the
time.

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Tourism Education
In A New Normal Era
Ni Putu Dian Utami Dewi

STAHN Mpu Kuturan Singaraja
A. Introduction
The Covid 19 pandemic has spread the new atmosphere
to the world in many aspects of life, it covers a new way of
the people’s life, how they adopt some technology in
teaching, meeting and music concert; how they protect
themselves, their family, and their surroundings; It also
influence the people’s language literation in all around the
globe, the highlighted is the addition of new vocabulary
in language literation after hit by Covid. In English we
absorb some terms WFH (work from home), LFH
(learning from home), LFH (learning from home), PCR
(Polymerase Chain Reaction), New Normal and SARS
(severe acute respiratory syndrome). The terms will be
different from one country into another as in Indonesia
the people are familiar with APD (alat pelindung diri),
PDP (pasien dalam pemantauan), ODP (orang dalam
pengawasan), OTG (orang tanpa gejala), PSBB
(pembatasan sosial berskala besar) and PKM (pembatasan
kegiatan masyarakat). One of the most popular terms is
‘New Normal’ as many governments of many countries in
this world introduced it far before we really knew the
exact meaning of it. The strong reason behind it is the
urgency of the government from many countries to rise
their domestic economy as their economic level touched
the lowest level almost for two quarters in this year, and
based on the prediction of the economic analyst ‘new
Ni Putu Dian Utami Dewi | 405

normal’ is the answer to overcome all the issue after
pandemic (Thomas, 2020).
According to Roger McNamee the term of 'New Normal'
means the willingness of many people to follow the new
rules over a long period of time because of various
considerations which will be very important to do things
that are truly resolved in the tyranny of urgency (Labarre,
2003). In general, it is undeniable that this normal
includes significant changes in people's rules and
lifestyles over a long period of time for very basic reasons.
New normal is the choice of many countries as they need
to prepare their people adopt a new way of life in a side
by side with the covid 19 viruses.
There are some countries which have welcomed the new
normal before other countries started (Garjito, 2020),
such as: China has started to open schools in some safe
areas, some tourist destinations were opened with a very
limited number of tourists following the health protocol
of covid 19; Japan has started to open schools, open
playgrounds (roller coaster passengers are prohibited
from shouting), cafes in Japan are equipped with barriers
between guests; In line with those two countries, South
Korea also has started opening schools from this early
year; Denmark has different strategy in deal with the
pandemic by dividing students into small groups when
schools open and adding handwashing in many places;
Canada also adopt another strategy by opening a school
with half the students in class and half online.
Not only in economic, In Indonesia almost all sectors in
the people’s life are influenced after the pandemic, other
sectors affected by Covid 19 such as manufacture,
transportation, social life, education, art and tourism. The
adaptation comes in many ways, for example in
manufacture, the new normal comes to the way how the

workers of the factory need to work in shift and adopt
the covid 19 health protocol; in transportation sector, the
people who work in this sector need to comfort their
customers by arranging the new seat in their vehicles;
The social life will be different as the people will move to
use technology by virtual meeting rather than gathering
in real time. In education the teacher and students need to
adopt two ways meeting, virtual and offline meeting
according to the level of the area of their living, for green
area the government may open the school, however for
the red area, online meeting still become the priority. The
different policy applied to the higher education as the
students in university will still use virtual meeting in the
teaching learning process (Rahino, 2020); Many virtual
concerts will happen in the new normal life of many
artists as they may still have technology to introduce their
work and also entertain the people; The tourism sector
becomes the most affected field in the pandemic,
therefore the new normal life in this sector applied as the
hospitality workers need to get their works for living and
also the tourists want to travelling back again after
pandemic it is based on PHRI Bali (Indonesian Association
of Hotels and Restaurants) data, that there are closures of
around 2 thousand hotels which greatly impact tourism
workers. According to a survey by the Alvara Research
Center conducted on April 9, 2020 which were followed
by 504 respondents scattered from various regions,
regarding activities to be carried out after the pandemic
ended, travelling became in the first rank (21.8%) far
above visiting families/friends (13.9%) (Hidayat, 2020).
Most of the participants said that they had a great desire
to travel to a new place after 3 months in quarantine,
especially millennials. Millennials became the most
excited group of people who are agree with the new
normal term as currently the term new normal is widely
touted in many countries that have experienced lockdown

because after a few months staying at home people want
to go back for a tour and relaxation.
B. Discussion
1. The Changes in Tourism Sector Pasca Pandemic
In the tourism development, according to Meyers (2009)
Tourism is a travel activity carried out temporarily from
the original residence to the destination area with the
reason not to settle or earn a living but only to fulfill
curiosity, spend leisure or holiday time as well as other
goals. In line with Meyer, Sinaga (2010) states that
tourism is a trip that aims to get a form of satisfaction and
pleasure, where it is planned individually or in groups
from one place to another. Based on the explanation of
the above understanding of tourism, in general tourism is
an activity of someone from his residence to visit another
place with a difference in the time of visit and motivation
of the visit.

Before many countries announced their positive Corona
population and implemented a 'lockdown', traveling had
become the most favourite thing in many countries,
especially by the youth than the older people. This is
supported by a survey conducted by Topdeck Travel
(Morrison, 2020) to 31,000 people from 134 different
countries, as many as 88 percent said they have traveled
abroad three times a year and 94 percent are aged 18-30
years. This makes many countries start to improve by
arranging tourism objects, promoting cheap tourism
packages, completing tourism accommodations that
support the industry, increasing the professionalism of
tourism actors to attract tourists to be able to boost
tourism visits to increase foreign exchange earnings
which will lead to an increase in the economy of the
community around the tourism area. After the pandemic
in the new normal period many countries have opened
their tourism industry with the high standard
requirements, those country include Thailand, Meksiko,
France, Turki, Siprus and Indonesia (Bali especially).
These are something we should prepare as the tourism
provider in Bali specifically after this pandemic end. The
following things should we consider answering the
questions above:
a. High Standard Sanitation
According to Ni Wayan Giri Adnyani as Secretary of
the Ministry of Tourism and Creative Economy, the
Indonesian government will prepare destinations
that are in accordance with the 'new normal' by
promoting the principle of sustainable tourism,
including in terms of health and safety issues
(Wahyudi, 2020). In accordance with this, the tourism
providers who manage the tourism object such as
owner, management, employee and also the local

government in Bali are required to increase the
sanitation standard to ensure the tourist attractions
and tourist object are safe for the people who visit
them. The tourism providers will set a sanitation
standard of tourism that must be fulfilled by the
tourist site such as toilets, wash basins, wearing
masks, measuring body temperature, checking health
statements and vaccinations.
b. High Standard Security
Even though, the increase in sanitation standards is
important, an enhancement in safety standards in
tourist areas in Bali also in a top priority because
tourists’ testimony will have an impact on increasing
tourist visits. Improved security standards such as:
checking luggage, installing cctv on each side of
attractions throughout Bali, and adding security
personnel such as security guards or pecalang
(security guards of traditional villages in Bali) in all
tourist attractions.
c. Staycation
Some things that we will encounter in 'new normal'
pasca Covid-19 in tourism are tourists who will
prioritize health and safety such as continuing to
implement self-distancing and Covid-19 protocol, so
that the availability of cleanliness facilities will be the
main focus for the tourism provider. By prioritizing it,
according to Yuswohady (2020) traveling will change
into several new forms such as: staycation (tourists
will prefer to be in hotels rather than going around in
tourist attractions), niche tourism (individual tourism
or with small groups with similar interests will
change tourism large groups), Solo travel tours
(tourists will choose to use private vehicles rather
than public vehicles such as airplanes, trains or

buses), wellness tours (tours to make the mind
healthier will be more interesting than night club
life), virtual tourism (tours by utilizing technology
platform).
Staycation is a tourism choice for tourists who still do
not dare to mingle with other tourists. This will
encourage hotels in Bali to provide extra facilities
such as various Balinese classes such as yoga courses,
Balinese dance, Balinese food cooking, and
meditation. Providing additional attractions such as
various Balinese dances, Balinese traditions and
ceremonies so that tourists are able to get to know
Bali or release their longing about Bali with high
safety standards.
d. Niche tourism
A very big change will be seen from the group of
tourists on a tour. In the past they were in a large
group because it would save the budget. However, the
focus of the tourists is in the high standards of safety
and comfort, the choice of niche tourism is very
important because they will be in small groups with a
common hobby, interest or shared vision. The
examples of this niche tourism includes: tours visiting
mysterious places (haunted) in Bali, tirthayatra
(making sacred visits to temples in Bali), culinary
tours of authentic Balinese cuisine, learning Balinese
dance from Balinese dance maestros, charity tours
with make donations to remote areas on the island of
Bali, as well as tours to learn the lontar-lontar
(Balinese manuscripts) in Bali. As this new type of
tourism develops, creative tours and travel, as well as
creative hotel management will emerge to find
specific market shares according to the needs of
tourists.

e. Solo travel tour
The use of individual transportation will be higher
than mass transportation because this physical
distance will last longer than we previously thought
so increasing tourists to go in one mode of
transportation with many people can avoid. Another
alternative that can be done by the tourism provider
is to provide the best service for tourists with the
special seat arrangement in the car, providing hand
sanitizer, hand washing soap, tissue in each car and
also prioritizing private modes of transportation for
small leaders.
f. Wellness tour
This tour was created to recharge the body and
nourish the mind. This wellness tour offers a perfect
balance between amazing destinations, rejuvenation
activities, and a healthy food experience that will help
tourists returning home to feel better than before
they come. This wellness tour is like spa, yoga,
meditation, melukat (cleansing yourself to a purified
spring), feeling healthy culinary and spiritual tour
packages (including trips to sacred temples in Bali).
g. Virtual tourism
The technology developed in the field of tourism is
the increase in platforms or applications that are able
to provide a real experience of traveling to tourist
objects in Bali. Although this is not able to match the
direct experience of traveling such as feeling the
hospitality of the local people, breathing in the smell of
incense, touching various ceremonial facilities in Bali
such as canang and banten, or the feeling when dancing
with the Kecak dancers on the stage however, this
experience is able to give an impression closely to
tourists who are still afraid to travel in person.

This has been addressed by the Regional Government
of Bali through the Coordinator of the Discussion on
the Draft Regional Regulation and the
Implementation of Bali Cultural Tourism AA Ngurah
Adhi Ardhana stated that the anticipated form of a
new order of implementation of tourism (The New
Normal for Tourism) which is focused on Digital
Tourism or Virtual Tourism which has developed a
lot in the marketplace, then created a chapter on the
Implementation of Digital Culture Tourism of Bali,
one of which includes the Bali One Gate Tourism
Portal. So that Bali tourism is protected from
exploitation by irresponsible parties.
Whatever happen to the economic, social, political and
even security conditions of a country will not be a reason
for tourists to be afraid in travelling because tourism has
become a primary need for millennial generation so it is
hoped that Bali tourism will recover as soon as possible
when the Corona virus vaccine is discovered so that the
host and the government will be able to create a
comfortable service for tourists to travel without
worrying about being infected. In addition, the role of the
government in taking strategic steps for the sustainability
of Indonesia's tourism, Bali in particular is expected to
provide various stimuli needed by workers and the
tourism industry to be fulfilled during the emergency
response and recovery of Covid-19, formulating global
policies and implementing norms and standards Bali's
new tourism.
2. New Normal in Tourism Education

When the tourism arrived in the new normal era then it
should be followed by the new normal in tourism
education as well as the tourism education including the

university of tourism and also short course for tourism
(LPK) will provide the labours for tourism industry which
covers owner, employee, management and also
consultant of the hotels, restaurants, and also tourism
objects. There are some skills which are important for the
hospitality workers to be mastered:
a. Sanitation and work safety
The high standard in sanitation and security in
tourism affect the tourism education to give more
focus on the theory and the practical of those
standards to make the students in tourism university
became well prepared and have the experience to
work with it. It is important for them to know the
safety standard of ILO (International Labour
Standard) and sanitation standard by WHO (World
health Organisation) and also the implementation of
them as many of the international hotel management
will adopt that. In the new normal period those two
standard are very important to be mastered as it is
applied in all over the tourism industry around the
world.
b. Problem-solving
As stated in Indonesia Education Road Map 2020-
2035 (Kemendikbud, 2020), The students should
master 4 skills, they are problem-solving, social skills,
proses skills, and system skills. In problem solving,
the curriculum of tourism education should facilitate
students to foster communication between students
and teachers, think critically and independently. The
teacher may give the student problems then give
students time for looking of the solutions by
identifying and conducting an investigation on that
issue and overcome the problem. It is important for
them to find the solution of problem by themselves as

they will find many problems when they work in a
real life.
c. Social skills, proses skills, and system skills
The social skill includes how the students may
maintain their interaction to others, not only family,
friends, and teacher but also a foreigner, a customer,
and relation. The ability of the students to work in
team is priority as they could not work by them self
when they work in tourism industry. They also need
to give and receive the guidance from peers, parents,
teachers, community, etc. (co-agent) in making the
work perfect. In the large area the ability to cooperate
with national or international level industries and
companies will be fine for them as they have learn
how to work together and in line with the statement
of Indonesia Minister of Education Nadiem Makarim
regarding the independent learning so the university
and its students need to be apply their skill which
they get in the class to be implemented in the
industry.
The proses skills means that the curriculum needs to
focus on the proses not the result accordingly, the
students will do their best in doing the proses and the
result will follow it. The system skills means the
students need to be aware that they are a part of a bis
system and they should learn how to work together
in a system to achieve the purpose of the system
itself.
d. Skills and attitude development
The skills certificates and training certificates also
important for the workers. Individual may have many
skills however, they need to be mastered in one skill.
In the attitude development, it is emphasized on
developing good character as a tourism provider

because it is related to hospitality for the customers.
Other goodness like honest, able to work in team,
humble and low profile also important for the
tourism workers.
e. Being creative
Being a worker in this century require an individual
to be a creative person as the technology and the
community change gradually. The creative person
will create something new which help them to finish
their target.
f. Technology adoption
Technology adoption covers application of
automation, AI (Artificial Intelligence), and big data in
all sectors. The example of the very simple technology
application is in payment (cashless), the students
need to know and able to use this kind of payment
gateway like linkaja, gopay, dana; digital marketing,
university needs to provide the subject where the
students may create or operate the digital marketing
like traveloka, tiket.com, booking.com, tripadvisor;
Virtual tourism/digital tourism covers the ability of
the students to make an interesting video of tourism
object with a very complete and detail information.
Minimal the students are able in making and editing
video for promotion of the hotel, villa, restaurant or
tourism object.
The advance skill in tourism technology is to create
and operate the robot (Artificial Intelegence) for
helping or act as the housekeeper, front officer,
waiter/waitress.

C. Conclusion
The new paradigm of the people in living their life after
pandemic creating big changes in many sectors. Tourism
as the main sector which experience the biggest impact of
the pandemic, forced the tourism workers to quit from
their job, the owner of the tourism accommodation (hotel,
villa and restaurant) closed their business, the
management of tourism object also stayed at home as the

government closed the public facilities. When some
countries open their community to welcome new normal,
tourism become the first field to be considered in
adopting the new normal life as millennials expect much
to travel again. The implementation of the new normal in
tourism such as high standard sanitation, high standard
security, staycation, niche tourism, solo travel tour,
wellness tour and virtual/digital tourism goes together
with the tourism education as the university needs to
prepare their students to face the new normal tourism,
the tourism education curriculum in new normal should
cover some aspects like sanitation and work safety,
problem-solving, social, proses, and system skills, skills
and attitude development, being creative and technology
adoption. The students are expected to be a professional
worker in tourism when the curriculum has fulfilled the
requirement of the new normal life.
Daftar Pustaka
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Akan Sama Lagi. Travel News. Diunduh dari
https://travel.detik.com/travel-news/d-4990089/usai-
corona-pariwisata-indonesia-tak-akan-sama-lagi/2
Diah, F. (2020, 1 Mei). Corona Datang, Penyu-Penyu
Bertelur dan Menetas dengan Nyaman. detiktravel.
Diunduh dari: https://travel.detik.com/travel-news/d-
4998142/corona-datang-penyu-penyu-bertelur-dan-
menetas-dengan-nyaman
Den. (2020, 25 April). Menparekraf dorong G20 siapkan
standar baru sikapi ‘New Normal’ di sektor Pariwisata.
Indonesia Travel.News. Diunduh dari
https://www.indonesiatravel.news/pariwisata/menpare
kraf-dorong-g20-siapkan-standar-baru-sikapi-new-
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Loka Samgraha :
Hindu Philosophical Foundation
of Social Behaviors in Indonesia
New Normal Era
Puspo Renan Joyo
Institut Agama Hindu Negeri Tampung Penyang Palangka
Raya
A. Introduction
World Health Organization on January 30, 2020 declared
Covid-19 as a global pandemic. This virus infection is
caused by acute coronavirus 2 (SARS-CoV-2) respiratory
syndrome which started in Wuhan, China, and spread
throughout the world. This virus has a high transmission
rate. Transmission occurs through human contact or
droplets. This virus infection has an incubation phase of
about 6.4 days and a basic reproductive rate of 2.24 to
3.58 (Fernandes, 2020; Lai et al., 2020; Shereen et al.,
2020). For someone who has been infected with covid-19
virus, clinical indicators of this virus are generally
characterized by dry cough, fever, vomiting, and myalgia.
Someone with a chronic congenital disease
(comorbidities), has the potential for greater
transmission (Sohrabi et al., 2020).
This epidemic not only causes serious problems in the
health sector (Lai et al., 2020; Lippi et al., 2020; Rajkumar,
2020; Shereen et al., 2020; Sohrabi et al., 2020), but in
various other sectors also seriously affected. Other
sectors affected are: 1) the economic sector, related to the
cost of the corona outbreak, Gross Domestic Product
Puspo Renan Joyo| 421

(GDP) growth, and other economic problems
(Chakraborty & Maity, 2020; Fernandes, 2020; Nicola et
al., 2020a, 2020b). 2) the education sector, this sector is
one that has experienced major changes, where the
learning process was initially conventional in the
classroom, but now the learning system is online or
virtual based (Wang et al., 2020). 3) The tourism sector
(Yu et al., 2020), and other vital sectors.
The most ironic of these outbreaks is the potential high
mortality rate for the world's population. Based on WHO
data on July 29, 2020, the covid-19 outbreak has spread
to 216 countries, infected 16,523,815 people and killed
655,112 people in the world. as in other countries,
Indonesia also experienced problems in various sectors,
namely; health, economy, politics, education, tourism,
poverty, unemployment, and other serious problems
(Asian Development Bank (ADB), 2020; Muzakki, 2020;
Sasmita et al., 2020; Suharyadi et al., 2020; Zaharah, Galia
Ildusovna Kirilova, 2020).
In its struggle, the Indonesian government has taken
many actions to overcome this problem, one of which is
the health protocol regulation. At present, the Indonesian
government has issued a new normal policy, which is a
new order in social interaction related to the adaptation
process during the covid-19 outbreak (Pragholapati,
2020). During this crisis, humans are forced to rethink the
meaning of health, solidarity, cooperation, empathy, social
awareness, and humanity. The most important thing at
this time is recovery. This paper will discuss about Hindu
philosophical foundation of social behaviors in Indonesia
new normal era.

B. Discussion
1. Epistemology of Loka Samgraha
Loka Samgraha is a philosophical concept of human
behavior in a social context. This philosophy is contained
in Bhagavad-gita in Chapter III verses 20 and 25, which
specifically discusses the meaning of obligations.
Bhagavad-gita is part of Itihasa, namely Mahabharata
(Darmayasa, 2017). Etymologically, loka samgraha is
derived from loka and samgraha. Loka shows human or
the world, samgraha means to protect, preserve, regulate.
Although this term is interpreted in several definitions, in
general it means 'community welfare'. Radhakrishnan
defines loka samgraha as 'stands for the unity of the
world, the interconnectedness of society' (Agarwal, 1997;
Chakraborty & Maity, 2020).
The Bhagavad-gita is part of the Mahabharata, so the
understanding of the Bhagavad-gita cannot be separated
from the plot of the Mahabharata story. Likewise, the
understanding of Loka Samgraha must be understood in
the narration of the Mahabharata. Incomplete
understanding makes it possible to cause
misunderstanding of the true meaning, As seen in some
readers who do not have a bright spot on the ethical basis
of Sri Krishna in interpreting the philosophy of Loka
Samgraha. Does Sri Krishna base his ethical basis on the
theory of Deontology or Consequentialism? clarity on this
subject is very important because it is related to the
understanding and conclusions of the ethical foundation
of this philosophy. Improper understanding will lead to
defects in this philosophical ethical foundation, while at
the same time giving erroneous judgment to Sri Krishna
as a pure deontologist (Belwalkar & Vohra, 2016; Dowd,
2011; Majithia, 2015; Sreekumar, 2012). Bhagavad-gita
Chapter III, verses III.20 and III.25:

(III.20) Karmanaiva hi samsiddhim astitha
janakadayah
Loka-sangraham evapi sampasyan kartum arhasi
Translation:
King such as Janaka attained perfection solely by
performance of prescribed duties. Therefore, just
for the sake of educating the people in general, you
should perform your work.
(III.25) Saktah karmany avidvamso yatha kurvanti
bharta
Kuryad vidvams tathasaktas cikirsur loka-
sangraham
Translation:
As the ignorant perform their duties with
attachment to results, the learned may similarly
act, but without attachment, for the sake of leading
people of the right path (Prabhupada, 1972).
This verse is the conversation of Sri Krishna and Arjuna
shortly before the war of Bharata yudha, the legendary
war of the kingdom of Hastina Pura, between the
Pandavas and the Kauravas. Bharata yuda is a series of
dramatic stories and moral values (Dowd, 2011). The
conception of Loka Samgraha arose from a moral
dilemma, when Arjuna was on the battlefield seeing so
many people he knew, even having emotional closeness
with him. He saw friends, grandfathers, teachers, uncles,
sons, daughters-in-law and family.
Great figures such as Rsi Bhisma, Dronacharya, Karna,
Duryodhana, Dursasana, and Kaurava's family and friends
from other kingdoms whom he had to face as enemies.
Arjuna felt deep sadness. He bowed, his Gandiwa bow fell
from his hand. Arjuna said that he did not want to fight.
He would surrender and give Hastinapura to Kaurava.

More detail in this dilemma conversation is contained in
Bhagavad-gita, chapters I through chapter III, "Observing
the armies on the battlefield of Kuruksetra (Arjuna Visada
Yoga), contents of the Bhagavad-gita Summarized
(Sankya Yoga), and Karma Yoga (Prabhupada, 1972).
Arjuna's dilemma statement in the above verse has an
interesting substance, first; Arjuna's view has the
theoretical character of consequentialism, where the
decision of his actions has consequential considerations
for the act. Consequentialism considers the actual impact
of a decision, and considers how people are affected by
the decision of that action. At this level, the ethical
assessment of an action is based on the consequences that
have a beneficial value to society. In his argument, Arjuna
does not think pragmatically. As a ksatria, he had a duty
to fight and got benefit from war, but he did not. He does
not use a deontological approach where the obligation is
everything, and every Ksatria is bound by these norms.
Arjuna disagrees that the ethical consideration of action is
only based on the consideration of duties and obligations,
without considering the consequences of the action.
Second, war is a crime. Arjuna holds that war is an event
that creates suffering in the end. War will leave millions of
wounds, losses, never ending trauma and sadness.
Because of its bad effects, war is evil.
Third, the prize of war is pseudo. Arjuna considered that
war will never cause happiness. The fame, luxury, empire
and heaven which are considered as war gifts are just
pseudo. How can happiness be obtained by killing people
we should respect, care for and protect.
Fourth, war is illegal. Arjuna's rejection of war is based on
two reasons; 1) war only results in the sin of sacrifice of
the life of teachers, grandparents, uncles, fathers, in-laws,
sons, grandchildren, in-laws, relatives and friends, 2) war

results in the destruction of families and family traditions
that lead to the life of hell. Both of these are illegal.
Responding to Arjuna, Sri Krishna stated normative
ethical arguments in the view of a complex syncretistic
philosophy, in which he combined metaphysical,
eschatological, and soteriological elements derived from
Hindu philosophy (Sreekumar, 2012). Here are some of
Sri Krishna's arguments:
First, the Dharma Argument
Krishna's view is illustrated in Bhagavad-gita II.2 - II.3,
which states that Arjuna's attitude is mind impurities. It
does not represent the identity of Arjuna as ksatria and
character of an Arya. Prabhupada identifies Aryans as
people who know the value of life and have a civilization
based on spirituality, while a materialism does not have
such views (Prabhupada, 1972). Arjuna's attitude is an
inappropriate condition, and will not lead him to the
attainment of heaven, but instead, humiliation.
(II.2) The Supreme Personality of Godhead said: My
dear Arjuna, how have these impurities come upon
you? They are not at all befitting a man who knows
the value of life. They lead not to higher planets but
to infamy.
(II.3) O son of Pṛthā, do not yield to this degrading
impotence. It does not become you. Give up such
petty weakness of heart and arise, O chastiser of the
enemy” (Prabhupada, 1972).
Sri Krishna continued his statement in the three verses of
the Bhagavad-gita Chapter II, verses 33-35:
(II.33) If, however, you do not perform your
religious duty of fighting, then you will certainly
incur sins for neglecting your duties and thus lose
your reputation as a fighter.

(II.34) People will always speak of your infamy, and
for a respectable person, dishonor is worse than
death.
(II.35) The great generals who have highly esteemed
your name and fame will think that you have left the
battlefield out of fear only, and thus they will
consider you insignificant” (Prabhupada, 1972).
In this verse, Sri Krishna explains about obligation or
dharma, that the denial of it will lead to sin. The logical
consequence of this cowardice is a bad predicate, because
it is considered afraid of fighting. For a ksatria, bad
reputation is more than death. In this case, Sri Krishna is
like a deontologist, because his argument emphasizes the
side of Arjuna's obligations only. Sri Krishna's view is like
without consideration of consequences. The statement of
Sri Krishna in chapter II, verses II.2 - II.3, shows that the
implementation of dharma is more on the attainment of
heaven or the results of actions. Arjuna's ethical
argument, which is based on consequentialism rejects it,
because it is illogical. Arjuna believes that happiness,
reputation, luxury cannot be done by hurting others, it is
immoral.
The arguments presented by Arjuna are reasonable, and
the deontological impression of the term dharma which is
interpreted as a duty or obligation is reasonable. Now,
will discuss about it. The term dharma actually has
various definitions. Dharma as a duty or obligation is one
of the meanings of the variety of definitions of dharma.
The Dharma is rooted in Sanskrit dhr which literally
means upholding, maintaining or supporting. It means not
only whatever is needed to maintain the social order, but
also cosmology, a combination originally found in the
Vedic term rta which means the cosmic order or natural
law.

Dharma is more than ritual, law and cosmology. It has
moral considerations. At this level, dharma is really the
essence of consequentialism. Therefore, the essence of it
depends on the context. In a legal perspective, it contains
values of virtue, duty or justice. The Dharma for human
can be understood through varnasramadharma or the
four stages of human life, which are widely discussed in
the Smrti of the Dharmasastra. In these texts, one's life
path is carefully mapped, integrated into social life and
becomes part of the cosmic law. Dharma, together with
artha, kama and moksa is the culmination of human life.
Artha is a concern in aspects of material life, such as
wealth and power. Kama is related to bodily pleasure, and
moksa is a concern for freedom from the three other
human life (Dhand, 2002; Majithia, 2015).
Second, the Karma Yoga Argument
If previously Sri Krishna's argument was dharma, now he
is strengthening with karma yoga. First, it is explained
that humans are naturally designed to act. No one can
escape from that obligation. Therefore, a wise choice is to
take action based on four (4) things, as explained in
Bhagavad-gita chapters III, verses III.5, III.8, III.9, and
III.25, namely: 1) actions based on the scriptures, 2)
actions without attachment, 3) actions oriented to the
welfare of society, and 4) actions aimed at God.
(III.5) Everyone is forced to act helplessly according
to the qualities he has acquired from the modes of
material nature; therefore no one can refrain from
doing something, not even for a moment.
(III.8) Perform your prescribed duty, for doing so is
better than not working. One cannot even maintain
one’s physical body without work.
(III.9) Work done as a sacrifice for Viṣṇu has to be
performed; otherwise work causes bondage in this

material world. Therefore, O son of Kuntī, perform
your prescribed duties for His satisfaction, and in
that way, you will always remain free from bondage.
(III.25) As the ignorant perform their duties with
attachment to results, the learned may similarly act,
but without attachment, for the sake of leading
people on the right path” (Prabhupada, 1972).
In the dharma argument, deontology is seen, in karma
yoga argumentation, dharma is seen consequentialism.
This at the same time answers the erroneous view that
the dharma presented by Sri Krishna is a pragmatic ethic,
where the value of action rests solely on the exercise of
responsibility, without consequentialist considerations. In
fact, it is the essence of consequentialist considerations.
According to Sreekumar, Sri Krishna's normative ethical
argumentation has the characteristics of a complex
syncretistic philosophy, which contains elements of
metaphysics, eschatology, and soteriology (Sreekumar,
2012).
Third, Divine Agent Arguments
The next Sri Krishna argument is an agent of divinity. Sri
Krishna who supported Arjuna had a consideration. This
cannot be separated by Sri Krishna as Avatara and his
role in the world, namely upholding the principle of
dharma or the principle of truth. where there is a
violation of the dharma principle, then Sri Krishna will be
present. To protect good people and punish bad people,
Krishna is present. Thus, it is stated in Bhagavad-gita
chapter IV verses IV.7 - IV. 8:
(IV.7) Whenever and wherever there is a decline in
religious practice, O descendant of Bharata, and a
predominant rise of irreligion – at that time I
descend Myself.

(IV.8) To deliver the pious and to annihilate the
miscreants, as well as to re-establish the principles
of religion, I Myself appear, millennium after
millennium” (Prabhupada, 1972).
The Sri Krishna figure is related to the truth enforcement
mission. Arjuna and the Pandavas were the agents of
change chosen by Sri Krishna. Kaurava as a symbol of
adharma or bad character, his destiny has been
determined. Therefore, the moral dilemma presented by
Arjuna does not have an effect, because it has been
considered by Sri Krishna before (Majithia, 2015;
Sargeant, 2009; Sreekumar, 2012). This is stated in the
Bhagavad-gita chapter XI, verses XI.32 and XI.33:
(XI.32) The Supreme Personality of Godhead said:
Time I am, the great destroyer of the worlds, and I
have come here to destroy all people. With the
exception of you [the Pāṇḍavas], all the soldiers
here on both sides will be slain.
(XI.33) Therefore get up. Prepare to fight and win
glory. Conquer your enemies and enjoy a flourishing
kingdom. They are already put to death by My
arrangement, and you, O Savyasācī, can be but an
instrument in the fight (Prabhupada, 1972).
Bharata yudha is not merely a battle for fighting, luxury,
fame or Hastinapur. The war has a different definition.
Bhagavad-gita called it the field of dharma. This is a battle
of morality, a battle to restore the principle of it. Peace
efforts have been taken by the Pandavas and Krishna to
avoid war, but it is always deadlocked. Kaurava forced the
war to fulfil his desire to seize and conquer Hastinapur.
Kaurava is representation of bad character. The spirit of
loka samgraha in the context of bharata yuda is an action
with the orientation of community welfare. This is the

basis of the ethical philosophy of Hinduism in the context
of social behavior (Ganguli, 1884; Subramaniam, 2007).
2. Actualization of Loka Samgraha in Indonesia New

Normal Era
The covid-19 epidemic has changed many aspects of life.
This crisis has forced everyone to be adaptive to the new
order and behavior of life. Violation of new norms has
tragic consequences for human life. The threat is very
serious, the transmission is mysterious and massive. A
study shows that there is a positive relationship between
psychological flexibility with mental health and life
satisfaction. There are six important processes from the
research, namely: 1) acceptance based on experience, 2)
cognitive defuse or deliteralisation is a technique used in
acceptance therapy and commitment to help people deal
with uncomfortable thoughts and feelings. Cognitive
defuse involves creating a space between ourselves, our
thoughts and feelings so that they lack control over us, 3)
self as context, 4) contact with the present, 5) values, and
6) actions taken to achieve something. The results of the
study indicate that psychological flexibility is important
for one's mental health and both are an integral part of
life satisfaction (Lucas & Moore, 2020).
The research concluded that the ability to adapt to
situations, awareness, openness, focus and accompanied
by effective action is very significant. Based on this fact,
the Covid-19 epidemic needs to be addressed wisely and
carefully. This pandemic must be addressed wisely,
cautiously, and should not be underestimated. The next
important question, what is our attitude and what should
we do?
First, building 'self-awareness', that we are part of the
problem, but we are also part of the solution. 'We are part

of the problem' means that we have the potential to be
infected with covid-19, and transmission media.
Ignorance of this problem, not only bad for yourself but
others. Whereas, 'we are part of the solution', we can
become a media for prevention and solution to this
problem.
Second, concrete actions based on solutions. In line with
the spirit of loka samgraha, we must become agents of
problem solving, such as Arjuna who is an agent of change
in upholding dharma principles or virtues. Therefore,
concrete actions that must be taken are:
a. Building Personal Health
Several studies have shown a relationship between
infection and the epidemiology of covid-19 with the
immune system and a person's level of health. As
research by Saghazadeh and Rezaei "Immune-
epidemiological parameters of the novel coronavirus
- a perspective" results in the finding that age,
comorbidity, and the immune system are vulnerable
to covid-19 infections (Li et al., 2020; Saghazadeh &
Rezaei, 2020; Sohrabi et al., 2020). Based on these
facts, building personal health is important in this
case. With good health, the potential for covid-19
infection is smaller or even not contracting. Thus, we
do not become a medium for spreading this virus to
others, and become a breaker of the chain of
distribution of this virus.
The positive side of this pandemic is the growing
awareness of the importance of health, both mentally
and physically. Positive action that can be taken to
maintain health is to adopt a healthy lifestyle. Various
studies show that a healthy lifestyle has a positive
impact on human health, including healthy and
regular eating patterns, adequate rest, regular

exercise, managing stress, meditation, and
yoga(Cartwright et al., 2020; Hegberg & Tone, 2015;
Lucas & Moore, 2020; Oja et al., 2015; Sampa et al.,
2020; Saunders et al., 2016; Upchurch & Johnson,
2019). At present, personal health is part of public
health. Therefore, awareness to build personal health
becomes an individual contribution to public health.
b. Maintaining Environmental Health
Humans and nature have an inseparable relationship.
As part of nature, humans have a significant
dependence on the surrounding nature. Natural
conditions have an impact on human life, human
behavior has implications for nature. This situation
can be better understood when environmental
problems occur, such as natural disasters. The
Indonesian people still remember how the Aceh
Tsunami, which occurred on December 26, 2004,
killed more than 220,000 people. Yogyakarta
earthquake on May 27, 2006 which killed more than
6,200 people. The Palu Tsunami on September 28,
2018 which killed 1,400 people. Likewise, due to
human behavior with illegal logging activities that
damage natural ecosystems, then lead to disasters
such as landslides and floods.
Human health is influenced by the surrounding
natural conditions. The study of the relationship of
the two has been widely expressed, and shows the
interplay of mutual relations. A healthy environment
will have a positive impact on human health, and vice
versa (Finn & O’Fallon, 2017; Frumkin & Howard, 2010;
Morris, 2013; S.Reis, G.Morris, L.E.Fleming, S.Beck,
T.Taylor, M.White, M.H.Depledge, S.Steinle, C.E.Sabel,
H.Cowie, F.Hurley, J.McP. Dick, R.I.Smith, 2015).

In the new normal phase, real action as an
actualization of the values of the lokal samgraha can
be done by maintaining the cleanliness, health and
balance of our environment. For the Example: 1)
"gotong royong", cleans the residential environment.
this activity is one of local wisdoms that needs to be
revitalized, 2) spraying disinfectant liquid in the
housing environment, 3) localization of landfills, 4)
planting trees, 5) normalizing waterways and 6)
cleaning each house.
Clean living behavior through concrete actions is
important to put back the collective awareness of the
environment. As part of nature, every human being
has a responsibility to maintain the health and
harmony of nature. Hindus in Indonesia, in their
vision of harmony, implement the values in the Vedas
(Rig-Veda and Bhagavad-gita) into the conception of
Tri Hita Karana. "Tri Hita Karana signifies three
causes of prosperity produced by balanced and
harmonious relations in one whole unit between
human and god, human and society, human and
nature," Peters and Wardana interpreted.
Thus, human responsibility in maintaining the health
and harmony of the natural environment has a
religious dimension, because it becomes part of the
dharma (obligation) in his life. The denial of this
obligation is adharma, and has a negative impact on
humans and nature. This concrete action is evidence
of our contribution to efforts to prevent and break the
distribution of covid-19, and to have a positive impact
on the wider community (Belwalkar & Vohra, 2016;
Dhand, 2002; Peters & Wardana, 2013; Prabhupada,
1972).

c. Implementing the Health Protocol
The next action is to carry out health protocol
delivered by the government and WHO. Discipline
and community participation in implementing this
health protocol are not only important for preventing
personal infection, but also for preventing
transmission to others. On the other hand, this
behavior becomes a role model in providing
education to other people who do not yet have the
awareness and discipline in responding to the new
normal situation of the covid-19 pandemic. the
population is an agent of change towards the right
order of life, as Arjuna did. The concrete actions of the
discipline to run health protocol in the new normal
phase, as stated by the government and WHO,
namely:
1) Wash your hands regularly with soap and water,
or clean them with alcohol-based hand rub.
2) Maintain at least 1 metre distance between you
and people coughing or sneezing.
3) Avoid touching your face.
4) Cover your mouth and nose when coughing or
sneezing.
5) Stay home if you feel unwell.
6) Refrain from smoking and other activities that
weaken the lungs.
7) Practice physical distancing by avoiding
unnecessary travel and staying away from large
groups of people (WHO, 2020).
d. Revitalization of the Community Care Movement
The covid-19 outbreak in Indonesia has damaged
various vital sectors, which have led to the

fundamental problems of human life, namely:
unemployment, poverty, hunger, health, education,
and other problems (Muzakki, 2020; Naryono, 2020;
Sasmita et al., n.d.; Suharyadi et al., 2020; Zaharah,
Galia Ildusovna Kirilova, 2020).
This problem makes a big change in people's lives in
Indonesia, especially in economic aspects. Factory
and company employees are one example of a
community directly affected by the covid-19
outbreak. we can imagine how difficult it is to support
their families and other needs such as health,
education, electricity, water, all of which require
costs, but on the other hand they have no source of
income. This is a tragedy like the bharata yuda.
During this crisis, all wisdom, empathy and religious
noble values are being billed by circumstances. the
sadness really seems so real and close to us. For
Arjuna, this is a dharma (obligation) call. Therefore,
the spirit of loka samgraha is relevant in this case.
That spirit must be manifested through the
'community care movement' for those affected by this
epidemic according to our abilities. The examples of
real actions are: 1) providing food assistance, 2)
medicines, 3) providing masks and hand sanitizers, 4)
residential facilities, 5) health facilities, 6) cash for
education, 7) volunteering in humanitarian
organizations for handling covid-19, 8) educating the
public about health protocols, 9) educating about
meditation, 10) educating about yoga, other matters
related to covid-19 issues in this new normal era.
e. Build a Relationship with God
The covid-19 pandemic reignited human existential
questions about his existence, the purpose of his
existence and the meaning of life. The reality of life

that goes beyond logic is being exhibited. Covid-19
has killed anyone without regard to his identity.
Wealth, reputation, prestigious work, beautiful plans
that have been prepared, even romanticism suddenly
disappears just taken away by this virus. So many
souls have been shaken by this corona outbreak.
Building a relationship with God is one of the most
argumentative choices. this can be considered a
symptom of neurosis, but on the other hand, the
presence of God in humans has had a positive impact
that is very beneficial in human life, especially to
respond to the outbreak in this new normal era.
The presence of god gives feeling calm, peaceful,
happy, patient, hopeful, optimistic, not easily
discouraged, humble, compassionate, and other
positive qualities. This situation is very important for
human mental health (Bradshaw & Kent, 2018, 2018;
Dhand, 2002; Fernandes, 2020; González-González,
2018; Kent et al., 2018; Prabhupada, 1972).
Loka samgraha in the perspective of karma yoga
(philosophy of action) is a manifestation of the
actualization of godly values in action. The tip of the
Loka samgraha spirit is the loss of personal desire for
action. Actions taken only for the benefit of dharma or
sacred obligation intended to benefit others. The
essence of dharma (virtue) in the spirit of this action
is the essence of Godliness itself. Loka samgraha is a
human relationship with God through action. Actual
actions in the spirit of loka samgraha, which are
carried out in the context of the pandemic covid-19 in
this new normal era, are synonymous with building a
relationship with God. Thus, Sri Krishna stated in
Bhagavad-gita Chapter III, verses III.9 and III.19:

(III.9) Work done as a sacrifice for Viṣṇu has to be
performed; otherwise work causes bondage in this
material world. Therefore, O son of Kuntī, perform
your prescribed duties for His satisfaction, and in
that way, you will always remain free from bondage.
(III.19) Therefore, without being attached to the
fruits of activities, one should act as a matter of
duty, for by working without attachment one attains
the Supreme (Prabhupada, 1972).
C. Conclusion
1. Loka samgraha is a philosophy of action in Hinduism
that emphasizes selfless action. All actions in this spirit
are intended for the good and harmony of the
community. Based on normative ethical theory, loka
samgraha actually has a consequentialist essence,
rather than deontological.
2. Actualization of the spirit of loka samgraha in the new
normal era can be realized in a variety of concrete
actions, including: 1) Building Personal Health, 2)
maintaining environmental health, 3) implementing
health protocols, 4) making public awareness
movements, and 5) building relationships with God
intensely.
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New Normal | i

NEW NORMAL: IDEALISM AND

NEW NORMAL: IDEALISM AND IMPLEMENTATION

New Normal | iii

Bali - Indonesia, August 4, 2020

Learning In New Normal Era:

Old Mind-set, Values and Ethics,

Rethinking Distance Education In Covid-19

The Application Of Hybrid Learning

Storybook Reading Technique

“I Jaga” Reflecting The Era Of New Normal

'New Normal': It's Time to Become More

Employment And Social Security For Sensoric

Revisiting the Four Linguistic Macro Skills’

Effective Learning Approach In New Normal Era

What Are The Information And Communication

The Use Of Ruang Guru Application As Online

Impact Analysis of Online Learning Toward

Verbal and Nonverbal Communication

Paradigm Of Bilingualism In New Normal:

Kalatattwa and Times New Normal

Analysis Of The Students’ Perception

Bhakti In New Normal Era

An Overview of Philippine Agriculture during

The Experiences Of Junior High School

New Normal | vii

Tourism Education In A New Normal Era

Loka Samgraha : Hindu Philosophical Foundation

New Normal | viii

Inero Valbuena Ancho

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2. School leadership towards values and ethics in

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3. Genuine stakeholder partnership and

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Abdul Haiy A. Sali

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3. The 4As of Distance Education