Iim Mudmainnah, Hardilina Hardilina, Deni Darmawan

IMPLEMENTASI KEBIJAKAN PELAKSANAAN HOME LEARNING BERDASARKAN SE KEMENDIKBUD NOMOR 3 TAHUN 2020 TENTANG PENCEGAHAN COVID-19 DI SMA MIFTAHUL ULUM KABUPATEN KUBU RAYA

Introduction

Implementasi kebijakan pelaksanaan home learning berdasarkan se kemendikbud nomor 3 tahun 2020 tentang pencegahan covid-19 di sma miftahul ulum kabupaten kubu raya. Analisis implementasi kebijakan home learning berdasarkan SE Kemendikbud No. 3/2020 tentang COVID-19 di SMA Miftahul Ulum, menyoroti tantangan guru dan infrastruktur.

Abstract

Penelitian ini bertujuan untuk menganalisis proses Implementasi Kebijakan Pelaksanaan Home Learning berdasarkan SE Kemendikbud Nomor 3 Tahun 2020 Tentang Pencegahan COVID-19 Di SMA Miftahul Ulum Kabupaten Kubu Raya. Dalam penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Teori yang digunakan dalam penelitian yaitu teori Jones (1996:296-325) tiga proses yaitu 1) Organisasi, tidak ada jadwal khusus melainkan pedoman pelaksanaan dalam menerapkan pembelajaran Home Learning dengan sistem belajar dari Rumah berbasis Online di SMA Miftahul Ulum, 2) Interpretasi, kurang pahamnya guru dalam pelaksanaan Home Learning, dan kendala dan 3) Penerapan, hambatan kurang ketersediaannya sarana dan prasarana seperti akses jaringan internet di masing-masing daerah peserta didik. Saran untuk penelitian ini adalah dalam Implementasi Kebijakan Pelaksanaan Home Learning harus sesuai dengan SOP Pedoman Penyelenggaraan belajar dari rumah dalam masa darurat penyebaran COVID-19. Sosialisasi dilaksanakan secara komprehensif. Penerapan dalam melakukan pelatihan IPTEK dalam rangka pembelajaran jarak jauh, peran tenaga kependidikan untuk melek di dalam upaya peningkatan kapasitas guru di masa pandemi COVID-19.Kata kunci : COVID-19, Home Learning, Implementasi, Pelaksanaan

Review

This paper addresses a highly relevant and critical topic: the implementation of home learning policies during the COVID-19 pandemic, specifically focusing on a high school in Kubu Raya Regency. The use of the Kemendikbud Circular Letter No. 3 of 2020 as the policy framework provides a clear and specific context for the study. The chosen methodology, a descriptive qualitative approach, is well-suited to exploring the nuances and complexities of policy implementation in an educational setting, allowing for an in-depth understanding of the challenges faced on the ground. This research contributes valuable insights into the practical realities of adapting to unprecedented educational demands. The abstract effectively summarizes the key findings structured around Jones's (1996) theory of implementation processes. It highlights pertinent issues at each stage: an organizational challenge characterized by the absence of a specific schedule, relying instead on general guidelines; significant interpretational hurdles due to teachers' lack of understanding regarding home learning; and practical application barriers stemming from inadequate infrastructure, particularly internet access. These findings collectively paint a clear picture of the multi-faceted obstacles encountered, ranging from pedagogical comprehension to logistical shortcomings, which are common in many developing regions. The recommendations proposed are directly aligned with the identified problems, offering actionable strategies for improvement. Suggestions such as ensuring implementation adheres to SOPs, comprehensive socialization efforts, providing IPTEK (Science and Technology) training for distance learning, and empowering educational staff to enhance teacher capacity are all crucial for fostering more effective home learning environments. Overall, this study offers a pertinent analysis of a challenging period in education, providing valuable lessons and practical recommendations for policymakers and educational institutions navigating similar crises or future shifts in learning modalities.

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