Online Learning: Opportunities and Challenges faced by Indonesian Students during the Covid-19 Pandemic

In these past few years, the COVID-19 pandemic has affected all human life across the world, including in Indonesia. Since the first coronavirus case was reported in Indonesia in early March 2020, the government has implemented several policies in response to this issue. Government policies related to the COVID-19 pandemic include social and physical distancing, as well as PSBB (large-scale social restrictions). Policies implemented in response to the increasing spread of COVID-19 have altered the course of human activities in all aspects of life, including education.

The implementation of PSBB shuts down all learning activities in schools. As a solution, the government offers the option of conducting classroom activities using an internet connection from home, or online (Minsih, Jatin Sri Nandang, 2021). Online learning is learning that takes place without the need for face-to-face interaction. Online learning requires several components for its implementation to run effectively. The success of online learning systems is highly dependent on various integrated components between students, teachers, learning resources, and technology (Mustofa et al., 2019).

In its implementation, the online learning system is considered to have numerous opportunities that can help with the learning process. This is due to the fact that this learning system is supported by numerous facilities. Infrastructure that supports free online learning through various discussion rooms including Google Classroom, Whatsapp, Smart Class, Zenius, Quipper, and Microsoft (Abidah et al., 2020). Another opportunity for students is that online learning may help them to become independent individuals during the learning process. This habit not only trains students to learn independently, but it also encourages them to have a desire to learn without the need for teacher instructions and orders (Aulia et al., 2019; Laksana & Hadijah, 2019). In addition, the online learning system is flexible and does not place time limits on students. This happens because students can access assignments and information without limitations of space and time. According to the opportunities provided, it can be seen that the online learning system can highly assist the learning process.

Despite its great opportunities, the online learning system has perceived challenges for students. The biggest challenge is the difficulty of obtaining good internet connectivity, particularly in locations with inadequate signals. Not all students can contribute to the learning process because of unstable internet connectivity. When it comes to the obstacles that teachers encounter, many of them find it difficult to use technology since they still lack an understanding of how to use online media to enhance the learning process. The expense of purchasing internet quotas to support the learning activities is also one of the common challenges faced, especially by parents. Another problem found was the ability of parents to provide online education facilities (Obiakor & Adeniran, 2020) such as the use of the internet network which requires a fee (Jones & Sharma, 2019; Purwanto et al., 2020). Based on the challenges experienced, it is possible to conclude that this online learning system still has various weaknesses.

In conclusion, the online learning system that has been implemented in response to the COVID-19 pandemic has opportunities and challenges from each point of view. On the positive side, the online learning system provides many online facilities as its support, can train students to become independent individuals, and have a flexible learning model. However, there are still many challenges faced by students, teachers, and parents in implementing this online learning system. These challenges include the difficulty in obtaining a suitable internet network, teachers who still lack knowledge of Information and Communication Technology, and the large expenses incurred by parents to purchase internet facilities. Based on this discussion, it can be seen that the online learning system can be effectively implemented if all parties involved contribute to the success of the learning process. The good communication between teachers and parents as companions for their children is an example of the participation of related parties to make the online learning process run more effective. In addition, the government's evaluations are also fundamental, considering that there are still many challenges faced in this online learning system. It is hoped that Indonesia would be able to develop a better learning system with fewer barriers so that the learning process can run effectively.