ICT Adaptation in ERL-Based Learning During the COVID-19 Pandemic

Mariyudi Mariyudi, Halimatus Sakdiah, Teuku Fadhla, Ikramuddin Ikramuddin


The purpose of this study is to produce a learning strategy formulation through ICT media based on Emergency Remote Learning (ERL) in an effort to strengthen post-pandemic learning and support the Merdeka Belajar program. This study uses a theoretical and methodological research approach, which mostly uses a deductive theoretical and qualitative methodological approach, including the SWOT matrix analysis. The structural questionnaire link was designed using a 'Google form' which was sent to 500 high school students and teachers. The test results show that the level of student satisfaction in ICT Adaptation on ERL Based Learning obtained that students are satisfied with the ICT Adaptation on ERL Based Learning experience and no serious obstacles were found during the teaching-learning process during the COVID-19 pandemic except for inadequate interaction between students and teachers, as well as social interaction between students. Alternative strategies in the ICT adaptation on ERL-Based learning formulated using a SWOT matrix analysis approach have been presented with the hope that policymakers feel more confident in their decision-making.


ICT Adaptation, ERL-Based Learning, COVID-19, SWOT Matrix

Full Text:



Zhang W, Wang Y, Yang L & Wang C. (2020), Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. J. Risk Financ. Manag. 13, 55. [CrossRef]

Worldometers. (2021). COVID-19 coronavirus global cases. n.d. Available online: https://www.worldometers.info/ (accessed on 1 May 2021).

Dong E, Hongru D, & Lauren G. (2020). COVID-19 in real time. Lancet Infect. Dis. 3099, 19–20. [CrossRef]

Covid19.go.id (2021). Kasus covid per provinsi. Available online: https://covid19.go.id/p/berita/pasien-sembuh-terus-meningkat-mencapai-1835061-orang (accessed on 1 May 2021).

Statista. (2020). COVID-19's Staggering Impact On Global Education. Available online: https://www.statista.com/chart/21224/learners-impacted-by-national-school-closures/ (accessed on 1 May 2021).

UNESCO. (2020). Adverse consequences of school closures. Available online: https://en.unesco.org/covid19 (accessed on 1 May 2021).

Wößmann L. (2003). Schooling resources, educational institutions and student performance: the international evidence. Oxf. Bull. Econ. Stat., 65, 117–170. [CrossRef]

Furió D, Juan M.C, Seguí I & Vivó R. (2015). Mobile learning vs. traditional classroom lessons: a comparative study. J. Comput. Assist. Learn., 31, 189–201. [CrossRef]

Means B, Toyama Y, Murphy R, Bakia M & Jones K. (2012). Evaluation of evidence-based practices in online learning: a meta-analysis and review of online learning studies. Available online: https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf (accessed on 1 May 2021).

Jaume D, & Willén A. (2019). The long-run effects of teacher strikes: evidence from Argentina. J. Labor Econ., 37, 1097–1139. [CrossRef]

Hodges C, Moore S, Lockee B, Trust T & Bond A. (2020). The difference between emergency remote teaching and online learning; EDUCAUSE Review: Louisville, CO, USA, Available online: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning (accessed on 1 May 2021).

UNESCO. (2019). Migration, displacement & education: building bridges, Not Walls. Available online: https://en.unesco.org/gem-report/report/2019/migration (accessed on 1 May 2021).

Miralles-Martínez P, Gómez-Carrasco C.J & Sánchez-Ibañez R. (2014). Ask me questions and I will tell you what they assess and teach. an analysis of social sciences exams in the 5th and 6th grade of primary school. Aula Abierta, 42, 83–89. [CrossRef]

Ortega-Sánchez D & Gómez-Trigueros I.M. (2019). Massive open online courses in the initial training of social science teachers: experiences, methodological conceptions, and technological use for sustainable development. Sustainability 2019, 11, 578. [CrossRef]

Erica Rosenfeld Halverson, Amanda Farrar, Kathy Sliter, & Nathan Wheeler. (2020). Whoopensocker fights the zombie apocalypse: supporting teachers with digital arts-based curriculum. Available online: https://www.learntechlib.org/p/216903/. (accessed on 1 May 2021).

Barchas-Lichtenstein J, Brucker J.L, Nock K, Gupta R & Flinner K. (2020). education in the pandemic & the potential for computational thinking. Knology Publication #EDU.051.602.01. Knology.

Morgan DL. (2007). Paradigms lost and pragmatism regained, Journal of Mixed Methods Research, Vol. 1, No. 1, pp.48–76.

Easterby-Smith M, Thorpe R & Lowe, A. (1991) Management Research: An Introduction, Sage Publications, London.

Helms MM & Nixon J. (2010). Exploring SWOT analysis-where are we now? A review of academic research from the last decade. J Strateg Manag 3:215–251.

Teoli D & An J. (2019). SWOT Analysis. NCBI Internet Bookshelf. Treasure Island, FL: StatPearls Publishing. Available online:https://www.ncbi.nlm.nih.gov/pubmed/30725987 (accessed on 1 May 2021).

Sit JW, Chung JW, Chow MC & Wong TK. (2005). Experiences of online learning: Students’ perspective. Nurse Educ. Today, 25, 140–147. [CrossRef]

Zikmund WG. (2003) Business research methods, Thomson/South-Western, Cincinnati.

Davis D. (2005) Business research for decision making, Thomson South-Western, Mason.

Davis D & Cosenza, R.M. (1993) Business research for decision making, Wadsworth Publishing, Belmont.

Aragon-Sanchez A & Sanchez-Marin, G. (2005). Strategic orientation, management characteristics, and performance: a study of Spanish SMEs, Journal of Small Business Management, Vol. 43, No. 3, pp.287–308.

Homburg C & Jensen, O. (2007). The thought worlds of marketing and sales: which differences make a difference?, Journal of Marketing, Vol. 71, No. 3, pp.124–142.

Hair JF, Black WC, Babin BJ & Anderson, R.E. (2010). Multivariate data analysis, Pearson Education Inc., Pearson, NJ.

Bagozzi RP & Yi Y. (1988). On the evaluation of structure equations models, Academic of Marketing Science, Vol. 16, No. 1, pp.76–94.

Tabachnick BG & Fidell LS. (2001). Using multivariate statistics, Allyn and Bacon, Needham Heights.

Manning M & Munro D. (2007). The survey researcher’s SPSS cookbook, Pearson Education Australia, Sydney.

Gao J, Zheng P, Jia Y, Chen H, Mao Y, Chen S, Wang Y, Fu H & Dai J. (2020). Mental health problems and social media exposure during COVID-19 outbreak. PLoS ONE 15, e0231924.

Liang L, Ren H, Cao R, Hu Y, Qin Z, Li C & Mei S. (2020). The effect of COVID-19 on youth mental health. Psychiatr. Q. 91, 841–852. [CrossRef] [PubMed]

Brown SM, Doom JR, Lechuga-Peña S, Watamura SE & Koppels T. (2020). Stress and parenting during the global COVID-19 pandemic. Child Abus. Negl. 110, 104699. [CrossRef]

DOI: https://doi.org/10.52088/ijesty.v1i3.137


  • There are currently no refbacks.

Copyright (c) 2021 Mariyudi Mariyudi, Halimatus Sakdiah, Teuku Fadhla, Ikramuddin Ikramuddin

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

International Journal of Engineering, Science and Information Technology (IJESTY) eISSN 2775-2674