Nidhomul Haq.
VolJurnal 5 No 3.
Tahun 2020Pendidikan Islam Nidhomul Haq:
Manajemen TerakreditasiRistekdikti: 28/E/KPT/2019 DOI: https://doi.
org/10.
31538/ndh.
E-ISSN: 2503-1481
Hal: 321-333 http://e-journal.
id/index.
php/nidhomulhaq TEACHERAoS LEADERSHIP TEACHING STRATEGY SUPPORTING
STUDENT LEARNING DURING THE COVID-19 DISRUPTION
Aslan.
Silvia .
Budi Sulistiyo Nugroho.
Ramli.
Rusiadi.
1Institut Agama Islam Sultan Muhammad Syafiuddin Sambas.
Indonesia aslanmarani88@yahoo.
2 Sekolah Tinggi Islam Ekonomi Managemen Bisnis.
Indonesia ekasari@stiembi.
3 Politeknik Energi dan Mineral Akamigas (PEM Akamiga.
Jawa Tengah.
Indonesia nugroho@gmail.
4 Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin ramli66@gmail.
5 Institut Agama Islam Sultan Muhammad Syafiuddin Sambas.
Indonesia kandarusiadi@gmail.
Abstrak Paper ini bertujuan untuk meninjau strategi pembelajaran kepemimpinan guru dalam meningkatkan hasil belajar siswa sejak pemerintah mengirim siswa pulang untuk memperlambat penyebaran pandemi COVID-19.
Keberhasilan belajar siswa selama pandemi terkait erat dengan pemahaman dan penerapan strategi kepemimpinan guru dalam membantu siswa belajar dari rumah.
Untuk mendukung guru dalam keberhasilan belajar siswa, kami telah meninjau literatur, terutama pembelajaran siswa selama penutupan sekolah.
Setelah pengumpulan data, kami melanjutkan analisis dan interpretasi mendalam dengan pendekatan deskriptif kualitatif.
Analisis dan interpretasi meliputi kompetensi yang ingin dicapai, motivasi belajar, bahan ajar, metode pendampingan, dan rubrik evaluasi keberhasilan.
Setelah kami menghubungkan semua elemen di atas dengan pengajaran, pedagogi, dan pemahaman tentang realitas belajar siswa pada masa pandemi, akhirnya kami berhasil menyusun rumusan strategis strategi kepemimpinan guru sebagai berikut: .
praktik pembelajaran spasial, .
pendekatan retrospektif, .
pembelajaran elaboratif praktis, .
pembelajaran kolaboratif, .
pendekatan interleaving, .
komitmen konkret, .
keterampilan pengkodean ganda, .
sumber daya yang bermanfaat, .
kompetensi digital, dan .
merayakan setiap keberhasilan.
Temuan ini valid dan Oleh karena itu, temuan ini dapat menjadi strategi kepemimpinan guru untuk mendukung pembelajaran siswa dari rumah saat ini ketika pembelajaran masih dilakukan dengan cara yang berani.
Kata Kunci: Kepemimpinan Guru.
Strategi Mengajar.
Mendukung Siswa.
Belajar dari Rumah, dan Krisis COVID-19 Abstract This project aimed to review teacherAos leadership learning strategies in improving student learning outcomes since the government sent students home to slow the spread of the COVID-19 pandemic.
The studentAos learning success during pandemic is closely related to understanding and implementing teacher leadership strategies in helping students learn from home.
To support teachers in student learning success, we have reviewed literature, especially student learning during school closings.
After data collection, we continued in-depth analysis and interpretation with a descriptive qualitative Analysis and interpretation include the competencies to be achieved, learning motivation, teaching materials, mentoring methods, and success evaluation rubrics.
After we connected all the elements above with teaching, pedagogy, and understanding of the realities of student learning during the pandemic, we finally succeeded in compiling a strategic formulation of the teacher leadership strategies as follows: .
spatial learning practice, .
retrospective approach, .
practical elaborative learning, .
collaborative learning, .
interleaving approach, .
concrete commitment, .
multiple coding skills, .
helpful resources, .
digital competence, and .
celebrating every success.
These findings are they are valid and reliable.
Therefore, the implication of this findings can be strategy for teachers to back up students learning from home today where teaching still remains in remotely Keywords: Teacher Leadership.
Teaching strategy.
Supporting students.
Learning from Home, and COVID-19 Crisis Nidhomul Haq.
Vol 5 No 3.
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INTRODUCTION
in the curriculum.
Because the solutions Virtual learning is a new method for provided cannot be applied and follow education in the country, especially at the students' methods and needs in learning high school level so that many teachers, from home, neither policymakers nor students, and even school principals those practices in the field do not fully experience stuttering and confusion in know and understand the processes, carrying out learning from home during approaches, and strategies that lead to the government's policy of repatriating teaching leadership and teacher learning students, in order to reduce and slow the pandemic.
down the spread of coronavirus among During the school's closure, the author students in schools throughout Indonesia.
observes where students are sent home, (Aditya et al.
, 2019.
Aditya & Permadi, but the class is still open online.
The mass Putra et al.
, 2.
What happened, media mentions the current way of the teachers were only able to give as many learning online or in remote networks.
assignments as just spending time, such as However, asking students to summarize or work on students carried out task-based learning using smartphones.
In fact, the teachers explanation and enrichment by virtual or only use the WhatsApp application, send online learning as intended by distance photos of assignments to students, and learning experts during the interruption of students also do the same thing when they COVID-19.
Therefore, the solution of are ready to do what the teacher instructs Rahmawati & Hakim, .
method can even without explanations and examples of be a consideration for teachers to use practice questions.
Concerning this matter, virtual learning media E-Learning to Wargadinata et al.
assessed that student responses to learning problems secondary school level.
Previously, various solutions had also been made to help pandemic were very low for various teachers provide lessons for educators at reasons such as the limitations of many school closings.
The real answers are quite families in providing adequate facilities and numerous, but most of the solutions they the limited ability of teachers to deliver propose are somewhat challenging to lessons following the demands of the understand, let alone implement.
So that school closing period (Munjiat, 2.
the closing period continues and students Finally, all teachers keep using the same do not get the learning outcomes expected method, and so on.
Until now, no one Nidhomul Haq.
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Tahun 2020 understands why teachers choose to teach hand, according to Kidd & Murray .
, through the way.
The assignment system is the emergence of the Covid-19 pandemic implemented as a way out to overcome certainly has a significant impact on some of the limitations that are owned.
teachers' ability to help students.
Meanwhile, parents and students only overcome this, they suggested that teachers receive organizational learning, which transform learning, even though the schools call the online system.
Even practicum was adequately online.
Likewise, though it is only limited to using the teachers in Indonesia must make each WhatsApp application, many teachers cannot learn this method.
Not to mention through a strategic and dynamic approach, the problem that not all student families teacher dedication, and teaching leadership can access the Android system and internet In this way, teachers must think What applies today is still very transformatively and see problems as relevant to West, .
research, which challenges that always have a solution.
states that mobile learning has not yet Likewise, every solution must serve as transformed learning innovations.
That can a guide from the results of the assessment involve students and improve results for various reasons and technical fields and The basic principles constraints related to the condition that continues to disrupt the smooth running of education must find especially in a country that still operates a solutions to be shared with teachers with traditional education system.
The findings of Malisch et al.
strategies with a design that is right on confirm that academics must find new target and easily explained by teachers.
solutions to ensure that every student.
With strategic teaching leadership, teachers especially gender equality and social- will solve all the challenges students face economic status, is not shackled in learning when the pandemic continues to disrupt since the emergence of COVID-19.
school children's educational journey.
With Through this research for educational this study, a summary review of teacher researchers and educators, the emergence teaching strategies will be recommended to of a pandemic is not considered a big teachers to assist students with a solution- problem, so it must interfere with student oriented and results-oriented approach by learning activities and safety.
On the other looking at the potential for disruption to Aslan et al Nidhomul Haq.
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in advance at all costs.
(Acer, 2015.
Yige.
METHOD AND MATERIALS Dilek, 2015.
Gilbert, 2.
This paper aimed to identify teacher Spillane et al.
said that the motivate students to enjoy learning at certainly requires reviewing and analyzing home during Indonesia's pandemic.
its effectiveness and productivity when make it easier to find the teachingstrategies This study and analysis will required in this study, we have collected undoubtedly be guided by findings in other various literature for initial reading.
leadership teaching strategies that could emergence of Covid-19 and various phenomenological approach.
Creswell & responses from each country when the Poth .
suggest that qualitative review pandemic occurs in other parts of the research is an appropriate study to assess The specific purpose of this review educational, social problems such as study is to find a strategic teaching teacher leadership teaching strategies when approach for teachers when they have to helping students learn enthusiastically.
help students learn when they are sent adapt and facilitate this research, we have home by the government to respond to the reviewed documents related to teaching spread of Covid-19.
The principle of this leadership strategies during the pandemic, research is to facilitate the teaching process pedagogy, issues related to the impact of from home by designing several teaching school closures, and the development of concepts and strategies that are easy for the COVID-19 case.
To get the finding teachers to apply, responsive and adaptive that content the validity and reliability, we to disruptions in the education of students who live side by side with COVID-19.
interpretation that answers the research Flores and Gago .
stated that question proposed previously.
Besides the teachers need flexible and sophisticated rubric's relevance as an assessment of time COVID-19, where they have to students in distance learning, it is necessary to review the teaching method.
That is So that teachers can protect what convinced us to compile this review.
students from getting the right and Furthermore, we document it as a teaching guide with high leadership values for Aslan et al Nidhomul Haq.
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The spatial strategy point is to enable students 'ability to understand, affected by COVID-19, especially teachers who are assigned to fill and teach remotely, relationships between learning objects or which is very challenging, involving skills students' thought spaces.
This learning from home.
Indonesian DISCUSSION community about the usefulness of the This review study's main objective is to RSD framework, which has become the find out some leadership and strategic learning reference framework for researching the approach to suggest to teachers in supporting world of higher education in several students learning from home since the school developed countries.
Adhering to the closures impacted by the COVID-19.
Here are what we have identified as follows:
Partial learning practice strategy With a typical home study, the average student gets distracted by many objects and conditions.
So teachers can consider how to apply a visual-spatial strategy This strategy allows students to learn step by step.
Visual imagery plays an essential role in the learning process of this Because students can process content in pictures and words, the ideas are interconnected.
This approach is right.
the answer is that visual-spatial affects learning utilizing learning in the visualspatial area.
it does not need understanding like learning methods in classrooms or labs requiring full concentration.
For example, students' spatial abilities are used daily at home from navigation, understanding or repairing equipment, understanding or estimating distances and measurements.
Aslan et al discussion of this review's course and flow, we can conclude some simple conclusions.
This RSD framework has six research facets, forming a vertical developed at one of Australia's leading universities, namely the University of Adelaide.
The framework of this RSD has a horizontal framework describing the level of students' ability to and work This framework has five levels of student autonomy that are differentiated based on the degree of processing ability and the extent to which the resolution of answers integrates existing student and research knowledge in RSD-owned rubrics with six research aspects five levels of autonomy.
Students move as moving from a low level Nidhomul Haq.
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Elaboration Retrospective can take the form of coding the original content in different but related ways.
This effort accustoms students to be good at observational method involves students learning in specific conditions that require thoughts on the situation to discuss.
The elaboration method can be in visual and Many cases from current verbal form.
For example, to learn a conditions such as COVID-19 or specific foreign language city pair "cow-boy," problems is so relevant.
In other words, all students can form a new imagination, cases occur before learning begins.
The visualizing a cow grazing many cows.
retrospective is a method of retrieving The collaborative leadership learning information related to the past.
Teachers can tell stories in the form of events about An approach or learning procedure for cases of COVID-19 that have something teachers that explicitly helps the learning to do with the future of students so that process in an open, collaborative way is they have a reason to sit and learn from usual for learning with teacher central A retrospective study method in When students learn from which teachers can provide information home, the teacher must choose an about the risks will occur if students do not comply with government protocols on interactions through virtual ways and allow COVID-19.
Teachers can also discuss students to plan together with the teacher ways students take shelter from being to learn how to collaborate in pairs, exposed to developing outside the home.
teamwork for a common goal.
In other The elaboration approach to leadership words, collaborative learning is a teaching learning strategy and learning method in which students Cognitive learning involves increasing information that seeks to clarify or add to questions or create meaningful projects together with teachers and students as peer information learned and added with related It could be in small or large With students' experience groups of students to share roles in with previous COVID-19 information developing social, interpersonal skills.
This Aslan et al Nidhomul Haq.
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Tahun 2020 Building a positive learning strategy differentiate between social status and learning seniority.
As long as it can solve cross-social problems, solve problems with relationship between teacher teaching and concepts, and build a learning community students and parents.
Since COVID-19, together and in rhythm while studying at where face-to-face school-like relationships home to respond to COVID-19.
are no longer possible, from the first day The interleaving leadership teaching of distance schooling, teachers should build positive learning relationships with Students' learning process uses several students with each other.
With this subjects while they are learning to improve strategy, teachers can prepare ice-breakers their learning in distance learning.
This in an online and fun way.
Considering that teaching type involves studying a topic teachers and students cannot like to meet with great care before moving on to new in class, so send news, and as often as topics and practice tests of previous possible, each subject teacher contacts discussion exercises.
This strategy is most students with various possible means.
It is useful for online home learning.
So the very significant and positive.
The teacher teacher can choose this method to test and students call each other home to whether the students have practiced the establish a positive learning relationship theme of cleansing.
The interleaving Of course, this method approach is very appropriate for the considers many things, including time, teacher because it is the opposite of relevant discussion material, online social cramming all the topics and exercises in attitudes, acts of generic relations between collaboration and explaining what students teachers and students, instill intrinsic have practiced during individual learning.
pedagogic motivation, positive role models Besides, this method encourages repeat relaxing and practicing summarizing what has been discussed independently by each Multiple Coding skills student while learning to respond to COVID-19.
education-based Even though coding is used in the computer world's programming language to run as desired, every teacher must understand, be informed, and understand learning in their respective fields.
At least Aslan et al Nidhomul Haq.
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For With these learning resources, it is example, how does each computer coded possible for each lesson activity that is designed to allow students to learn and something it wants.
At least every teacher gain high and broad knowledge.
Learning is interested in doing a mini-study.
How do resources will be vital because they can students proceed alone outside of class? significantly improve student achievement Approach the teacher to impose an understanding of coding with an attractive particular, these learning resources will be strategy to perform.
It is how teachers can beneficial in the learning process and allow leave sequential tasks that students can learn in any way they like outside of online Through these coding skills, students can express themselves in solving undoubtedly crucial in the development of problems in the programmer world.
Maybe These resources can provide Maybe some people are the teacher with a more helpful and interested in programming languages, even powerful direction than any personal effort if they do not care and practice them now.
At least the teacher can start to develop resources can include text, software, two crucial aspects that will help students manuals, videos, and other digital ones, but in all aspects of life.
For all these reasons, teacher-based teachers must code so that students can certainly have different results.
So it is improve their own lives.
Useful learning resources learning resources for students even The purpose of teaching and learning However.
Educational though learning is no longer what it was resources are not only to make the before the pandemic.
educational process more exciting but also Digital Competency to encourage active learning.
Because with Before this digital skill is taught to the development of different skills, the students, of course, each subject's teacher adoption of the values and attitudes that must have a general understanding of what students want in order for them to be and why this competency is essential to successful is an enrichment of materials As understood in simple terms.
Aslan et al Nidhomul Haq.
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In other words, this digital competence can mean crucial In turn, it will increase the 21st-century students' self-esteem in the teacher's eyes students and the wider community.
This and motivate them to be more motivated digital competence is essential in learning, work, and active participation in society.
Celebrating student success is an essential Especially when school is in distance element in every class and throughout each learning, this skill is as essential as There are many ways teachers and school leadership motivate students by because this is knowing how teachers make celebrating their achievements in simple, these skills into teacher leadership skills in joyous, and inspiring ways to celebrate helping students develop them.
The students and create positive classroom and essential thing that must be explained by inter-school the teacher is to help students identify.
For example, by giving out identity cards, celebrating every month's success, award information and data digitally, assessing its ceremonies for giving gifts, and publishing relevance and purpose for use.
Eventually, students will understand and communicate throughout the school positively.
It is a in a digital environment, share resources, form of strategy for teachers who have connect with others, collaborate through high leadership qualities to help students digital tools, interact with and participate in communities and networks, and show This discussion aims to interpret and global cross-cultural awareness.
That is describe the importance of teachers' why teachers must first understand and be strategies in helping students study at highly committed to encouraging students home during the COVID-19 pandemic.
with these modern skills.
this discussion, we will relate to the theory Celebrating every student's success and previous studies about the importance Acquiring and celebrating student of asceticism and the close relationship learning success is a high motivator for between teacher support and the success every student.
Why is that because this of students learning from a distance.
So, it Aslan et al Nidhomul Haq.
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learning community in Indonesia, which Next is the study by Bao .
, which has not been resolved the problem of says that COVID-19 and online learning in decreasing student learning output since higher education is much helped by the the school sent students home and studied support of teachers and teams from at home with remote guidance from schools, especially when it comes to parents and the teacher council.
So finally, changes in attitudes and mental resilience this finding is valid and reliable.
of students when facing an emergency The findings of Cao et al.
such as students having to carry out heavy assignments without adequate support and psychological impact after the COVID-19 Next.
Ferdig et al.
pandemic hit China in early exposure of examined teacher support in teaching with the COVID-19.
So, teachers' support is the help of technology to help students beneficial for students regarding lesson during the pandemic.
They studied the real content and factors related to learning, story from the relationship between such as mental and mental health, teaching during the COVID-19 period and especially for students experiencing the the effectiveness of using remote learning impact, but those who have experienced the loss of family members after being Another case studied by Rapanta et al.
exposed to COVID-19.
Meanwhile, in the .
discusses online university teaching study conducted by Tran et al.
during and after the COVID19 crisis, toward continuing student learning during which needs to refocus on teacher school closures, students not only need support with study assignments and other Students themselves are required means, but they also need socioeconomic, to master the online learning system in occupational aspirations, and learning modern education.
They may not find staff behaviors of most Vietnamese students support useful in assisting students during who survived their discharge because of long-distance responding to COVID-19.
Furthermore, pandemic.
Not to mention when referring they said that Vietnamese students would to a study conducted by Aliyyah et al.
drop out of many teachers, and the .
face-to-face elementary school teachers in Indonesia Aslan et al Nidhomul Haq.
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COVID-19 Pandemic Period which states Generally, it can be concluded that, among that learning success during COVID-19 is other things, spatial learning practices, determined by the readiness of teachers to support students.
elaborative learning, collaborative learning.
All of them implied that several collaborative online learning way that the resource helpful, digital competence, and government through dwarves wanted.
celebrating every success.
These findings Closing the discussion of all of our studies, are valid and reliable.
Therefore, these the findings of Pather et al.
on how findings will be an alternative strategy for the attacks on the sustainability of teachers to support students learning from education in Australia and New Zealand home while COVID-19 still exists.
have imposed a severe command response REFERENCES