Published date: Jun 20 2022

Journal Title: KnE Social Sciences

Issue title: The 3rd International Conference on Intellectuals’ Global Responsibility (ICIGR) 2021

Pages: 528-545

DOI: 10.18502/kss.v7i10.11254

Rijalul FikriPostgraduate of Islamic Education Management, University of Muhammadiyah Sidoarjo, Indonesia

Istikomah Istikomahistikomah1@umsida.ac.idPostgraduate of Islamic Education Management, University of Muhammadiyah Sidoarjo, Indonesia

Eni Fariyatul FahyuniPostgraduate of Islamic Education Management, University of Muhammadiyah Sidoarjo, Indonesia

Learning systems comprise three main components – input, process, and output. With the COVID-19 pandemic touching all areas of human life, there is a need to adapt to new, innovative alternatives, including in the field of education. This study examined the literature related to input factors in learning in the new normal era of the post-COVID-19 pandemic. A systematic literature review was carried out by documenting and reviewing articles using the keywords “learning” and “the COVID19 pandemic” published during the 2020–2021 period. The articles used were 17 accredited national and international journal articles accessed from Scopus, lens.org, Springer, Science Direct, Scimago, and SINTA. According to the findings of this study, the transition to online learning in the post-COVID-19 era requires: (i) the transformation of the curriculum to suit the current emergency conditions; (ii) the transformation of teacher competencies by improving skills, especially in mastering digital technology; (iii) the transformation of learning media by using applications or platforms that are more varied; and (iv) building facilities (information and communication technology) and infrastructure (Internet access) to support effective online learning across the nation.

Keywords: instrumental input, learning, new normal era

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