Collaborative-Participatory Model in Education Policy during a Pandemic: Building Collaboration to Bridge the Gap
Abstract
The Covid-19 pandemic has disrupted various aspects of life. Economy and education are the two sectors of life most affected. This article aims to analyze education policy in Indonesia in facing the global pandemic. This research uses a qualitative method with a literature study approach. Data was obtained through public policy documentation techniques in the education sector. The data obtained was then analyzed using the public policy theory content analysis method. Analysis of this study found that in the education policy formulation stage, the government, through the Ministry of Education (Kemendikbud), collaborated with various parties (multi-stakeholders) to guarantee the community's fundamental rights to access education. However, it was found that the policies that had been realized still needed to be revised in society. Thus, many people still do not have the right to a good education. For example, regarding quota distribution policies, areas with minimal signal, the ability to operate media, and other digital infrastructure. Realizing this, Indonesia's education policy in the education sector during the pandemic used a collaborative-participatory model. The Ministry of Education collaborates with other ministries or agencies to ensure that education implementation regulations are implemented in the public domain evenly and fairly.
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References
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[3] Arwildayanto, Suking, A., & Sumar, W. T. (2018). Analisis Kebijakan Pendidikan Kajian Teoritis, Eksploratif Dan Aplikatif. In E. Kuswandi (Ed.), Kebijakan Publik. (Vol. 53, Issue 9, pp. 1689–1699). Cendikia Press.
[4] Astuti, L. (2021). Impact of online learning during the COVID-19 Pandemic on learning activities. AL-HAYAT: Journal of Islamic Education, 05(02), 169–181. https://doi.org/10.47191/ijsshr/v5-i2-18
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[6] Bushera, H., Lawsona, T., Wilkinsa, C., & Acunb, I. (2011). Pedagogy, empowerment and discipline: Comparative perspectives of novice teachers in England and Turkey reflecting on “the other.” Compare, 41(3), 387–400. https://doi.org/10.1080/03057925.2011.552905
[7] Edy, S. (2022). Contribution of Islamic Worldview to Leadership and Student Learning Outcomes. Al-Hayat: Journal of Islamic Education, 6(2), 265–277. https://doi.org/10.35723/ajie.v6i2.244
[8] Ikhwan, A., Zuhdi, S., Apriyanto, A., S., I., & Wekke, I. S. (2020). Market and Social Collateral Damage of Wuhan Coronavirus. International Journal of Advanced Science and Technology (IJAST), 29(6), 1755–1759.
[9] Kurniasari, A., Pribowo, F. S. P., & Putra, D. A. (2020). Analisis Efektivitas Pelaksanaan Belajar Dari Rumah (BDR) Selama Pandemi Covid-19. Jurnal Review Pendidikan Dasar: Jurnal Kajian Pendidikan Dan Hasil Penelitian, 6(3), 1–8. https://doi.org/https://doi.org/10.26740/jrpd.v6n3.p246-253
[10] Laksana, S. (2021). Post Pandemic Indonesian Regional Development Planning, New Normal, New Orientation: The Case of West Java. Jurnal Perencanaan Pembangunan: The …, 5(1), 32–50. https://doi.org/https://doi.org/10.36574/jpp.v5i1.150
[11] Maryano, A., & Sholeh, S. (2021). Implanting Morals in The Implementation of the Distance Learning System. Edukasi: Jurnal Pendidikan Islam, 9(2), 219–228.
[12] Mohajan, H. K. (2018). Qualitative Research Methodology in Social Sciences and Related Subjects. Journal of Economic Development, Environment and People, 7(1), 23. https://doi.org/10.26458/jedep.v7i1.571
[13] Musthofiyah, L., Sopiah, & Adinugraha, H. H. (2021). The Implementation of Distance Learning on Early Childhood Education During New Normal Era of Covid-19. Jurnal Educative Journal of Educational Studies, 6(1), 32. https://doi.org/10.30983/educative.v6i1.4112
[14] Perveen, M., & Awan, A. S. (2017). Analysis of Curriculum about Political Literacy as a Dimension of Citizenship Education. Bulletin of Education and Research, 39(1), 187–202.
[15] Platto, S., Wang, Y., Zhou, J., & Carafoli, E. (2021). History of the Covid-19 pandemic: Origin, explosion, worldwide spreading. Biochemical and Biophysical Research Communications, 538(July), 14–23. https://doi.org/10.1016/j.bbrc.2020.10.087
[16] Putra, P., Liriwati, F., Tahrim, T., Syafrudin, S., & Aslan, A. (2020). The Students Learning from Home Experiences during Covid-19 School Closures Policy In Indonesia. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 5(2), 30–42. https://doi.org/10.25217/ji.v5i2.1019
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[20] Robandi, D., Ritonga, I., Nast, T. P. J., Rusdinal, & Gistituati, N. (2020). An Analysis of Education Policy in The Pandemic Covid-19. E-Tech, 8(1), XX–XX. https://doi.org/https://doi.org/10.24036/et.v8i1.109065
[21] Schunk, D. H. (2012). Learning Theories an Educational Perspective. Pustaka Pelajar.
[22] Setiawan, A. R. (2020). Lembar Kegiatan Literasi Saintik untuk Pembelajaran Jarak Jauh Topik Penyakit Coronavirus 2019 (COVID-19). Jurnal Ilmu Pendidikan, 2(1), 28–37. https://doi.org/https://doi.org/10.31004/edukatif.v2i1.80
[23] Siddiq, U., & Istifadah, L. (2018). Inclusive Curriculum Education Modification Management (Case Study at Ponorogo National Immersion Primary School). AL-HAYAT: Journal of Islamic Education, 2(2), 177–186. https://doi.org/10.35723/ajie.v2i2.28
[24] Supriatna, E. (2020). Wabah Corona Virus Disease (Covid 19) Dalam Pandangan Islam. SALAM: Jurnal Sosial Dan Budaya Syar-I, 7(6). https://doi.org/10.15408/sjsbs.v7i6.15247
[25] Ugwu, C. N., & Eze Val, H. U. (2017). Qualitative Research. Idosr Journal of Science and Technology, 3(1), 37–46.
[26] United Nations. (2020). Policy Brief: Education during Covid-19 and beyond. [Resumen de políticas: Educación durante Covid-19 y más allá]. Policy Bried: Education during COVID-19 And, 26, e12.
[27] Weidman, J. C. (2023). Conceptualizing global educational policy-making in a (post) COVID-19 world: the past as prologue? In Handbook of Education Policy (Issue December 2022, pp. 14–30). Edward Elgar Publishing. https://doi.org/10.4337/9781800375062.00010
[28] Winata, K. A., Zaqiah, Q. Y., Supiana, & Helmawati. (2021). Kebijakan Pendidikan di Masa Pandemi. Jae Education, 4(1), 1–6. https://doi.org/https://doi.org/10.32502/amp.v4i1.3338
Published
2023-09-14
How to Cite
SUYUTHI, Ahmad; MUMTAHANAH, Nurotun; WAHYUDI, Winarto Eka.
Collaborative-Participatory Model in Education Policy during a Pandemic: Building Collaboration to Bridge the Gap.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 7, n. 2, p. 559-576, sep. 2023.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/401>. Date accessed: 19 sep. 2024.
doi: https://doi.org/10.35723/ajie.v7i2.401.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
