Association of Social Science
Lecturers - Universitas Negeri Padang, Indonesia
UNIVERSITAS NEGERI PADANG
Ministry of Education, Culture, Research and Technology Republic of Indonesia
2021
DYNAMICS OF
HANDLING COVID-19
FROM THE PERSPECTIVE
OF SOCIAL SCIENCES
Dyamics of Handling COVID-19 from the Perspective of Social Sciencesn
Author : Association of Social Science
Lecturers - Universitas Negeri Padang, Indonesia
ISBN : 978 - 93 - 91478 - 63 - 6
Publisher : SARA BOOK PUBLICATION 303, Maharana Pratap Complex
Opp. Kapadia Guest House, B/H.V. S. Hospital, Paldi, Ahmedabad - 380006. Gujarat. (India).
Phone: +91 8866 11 3636, +91 8866 00 3636 First Edition : December 2021
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Copyright© 2021\ Sara Book Publication, Ahmedabad
G R E E T I N G S F R O M T H E R E C T O R O F UNIVERSITAS NEGERI PADANG
It has been almost two years since the beginning of 2020, the COVID- 19 pandemic that has hit the world, including Indonesia, is still a challenge that must be faced both in the health, economic and social
elds. Many things have changed, especially in terms of science, technology, and humanities about how humans as social beings adapt to the existence of this virus. Restrictions on the physical interaction between humans due to the ease with which this virus spreads have put pressure on innovation and radical changes to the pattern of people's lives. Various policies have been carried out by the government to reduce the spread and negative impacts of this COVID-19 pandemic.
However, instead of getting easier, the challenges that arise are getting more complex. The existence of the COVID-19 pandemic is not only a health issue, but further than that, it turns out that the COVID-19 pandemic touches a multidimensional eld that is also affected by this health crisis. Therefore, efforts from all parties, including intellectuals and academics from universities, are needed to contribute optimally to overcome the crisis due to the COVID-19 pandemic.
Universitas Negeri Padang, as one of the leading state universities in Indonesia, also strives with various competencies and capacities in the relevant elds of science to contribute ideas and ideas in combating the COVID-19 pandemic together with all stakeholders. One manifestation of that contribution is the publication of a book initiated by the Faculty of Social Sciences, Universitas Negeri Padang with the title “Dynamics of Handling COVID-19 from the Perspective of Social Sciences “.
Acknowledgments the editor of this book, Dr. Zikri Alhadi, M.A;
Rahmadani Yusran, S.Sos., M.Si; Irwan, M.Sc, Monica Tiara, S.Pd., M.Pd; and Aprizon Putra, S.Pd., M.Si as well as book authors who have been willing to take the time to contribute ideas and ideas as a form of academic contribution to the problems of the nation and state. I also express my appreciation to the leaders of the Faculty of Social Sciences, the Dean Dr. Siti Fatimah, M.Pd, M.Hum, and the Deputy Deans Afriva Khaidir, SH, M.Hum, MAPA, Ph.D.; Dr. Ahmad Rivauzi, S.Pdi, M.A; and Dr. Yudi Antomi, M.Si in encouraging the publication of this book.
Finally, I hope that this book will be an encouragement for the academic community of Universitas Negeri Padang and other intellectuals to contribute their thoughts in overcoming various problems faced by our beloved society, nation, and country.
Padang - Indonesia, November 2021
Prof. Ganefri, Ph.D
Rector of Universitas Negeri Padang
CHAPTER 1
Problematics and Policy Considerations of the
COVID-19 Pandemic in Indonesia 01 - 12
1.1 Introduction 02
1.2 Policy description 04
1.3 Analysis 07
1.4 Conclusions 11
1.5 References 12
CHAPTER 2
Gender Responsive Policy: A Transformative Strategy
in Handling the Impact of the COVID-19 Pandemic 13 - 23
2.1 Introduction 14
2.2 Analysis 15
2.3 Conclusions and recommendations 22
2.4 References 22
CHAPTER 3
COVID-19 of Economic Slowdown and Recovery Efforts 24 - 31
3.1 Introduction 25
3.2 Analysis 26
3.3 Conclusion and Recommendations 30
3.4 References 30
CHAPTER 4
Dynamics of Policy Implementation for the Disaster Management of the COVID-19 Outbreak in West
Sumatra Province (PSBB Vol. 1 & 2) 32 - 40 4.1 Introduction
4.2 Analysis 35
4.3 Communications 37
4.4 Dispositions 39
4.5 Conclusions 39
4.6 References 40
Contents of Book
CHAPTER 5
Local Wisdom as Social Capital in Facing the
COVID-19 Pandemic 41- 51
5.1 Introduction 42
5.2 Analysis 44
5.3 Conclusions 49
5.4 References 49
CHAPTER 6
Social Relationship Model of the Minangkabau
Community Facing the COVID-19 Pandemic 52 - 60
6.1 Introduction 53
6.2 Literature Reviews 54
6.3 References 59
CHAPTER 7
Cultural Maturity in Dealing with COVID-19
in West Sumatra - Indonesia 61 - 67
7.1 Introduction 62
7.2 Analysis 63
7.3 Conclusions 66
7.4 References 66
CHAPTER 8
Early Children's Language Learning based on
RPG During THE COVID-19 Pandemic in Kindergarten
City of Padang 68 - 76
8.1 Introduction 69
8.2 Analysis 71
8.3 Conclusions 74
8.4 References 75
CHAPTER 9
Measuring Government Marketing Communication
in the “New Normal” Time 77 -
9.1 Introduction 78
9.2 Analysis 79
9.3 Conclusions 82
9.4 References 82
CHAPTER 10
The Dynamics of Hoax Around Virus COVID-19 the in
Social Media 86 - 102
10.1 Introduction 87
10.2 Analysis 87
10.3 Conclusions 99
10.4 References 99
CHAPTER 11
Development of Professionalism of PPKN
Teachers in Remote Regions of the COVID-19 Pandemic 103 - 108
11.1 Introduction 104
11.2 Methods 105
11.3 Results and Discussion 105
11.4 Conclusions 107
11.5 References 107
Chapter 12
Public Knowledge of Traditional Home Garden Medicine in the Midst of the COVID-19 Pandemic
(Study of the Orchid Farmer Group, Ladang Cakiah Village,
Aur Birugo Tigo Baleh (ABTB) Sub-districts, Bukittinggi) 109 - 120
12.1 Introduction 110
12.2 Findings and Discussions 112
12.3 Knowledge of home garden medicine during
the COVID-19 Pandemic 118
12.4 Reference 119
Chapter 13
Spatial Approaches in COVID-19 Mitigation 121 - 132
13.1 Introduction 122
13.2 Literatur Reviews 122
13.3 Findings 128
13.4 Reference 131
SYNOPSIS 133 - 135
List of Figures Figure 1
The ow of PUG 22
Figure 2
GDP Growth Quarter I - 2019 to Quarter I 2020 (BPS, 2020) 25 Figure 3
Quarter I-2020 Against Quarter IV-2019 (q-to-q) (BPS, 2020) 26 Figore 4
Indonesia's ination trend May 2019 to May 2020 (BPS, 2020) 28 Figure 5
Schematic of the impact of COVID-19 on the economy 28 Figure 6
Badoncek is a tradition in Minangkabau that is still traditional 56 Fig 7
Model of Minangkabau community social relations
during the COVID-19 Pandemic (In Indonesia) 57 Figure 8
Research survey data I (In Indonesia) 64
Figure 9
Research survey data II (In Indonesia) 65
Figore 10
Addition of new cases of COVID-19 in Indonesia. June 1 is the beginning of the implementation of “New Normal”. 79 Figore 11
Comparison of netizens' interest in Yurianto, Reisa and
Terawan in 3 months 81
Figure 12
Hoax throat of MRSA patient claimed throat of COVID-19 88 Figure 13
Hoax of a couple died due to COVID-19 88
List of Figures
Figure 14
Hoax of a positive COVID-19 patient escaped from the
hospital 89
Figure 15
Screenshot video of dr. Then Herman Mahaputra who claims
that COVID-19 is the same as the common 90
Figure 16
Hoax short messagethat says corona virus drug found in Italy 90 Figure 17
Screenshot of the chain message cyclist dies of lack of oxygen
while cycling using a mask 91
Figure 18
Screenshot of the chain message cyclist dies of lack of oxygen
while cycling using a mask 92
Figure 19
Screenshot of the hoax that air (wind) has the potential to
spread COVID-19 92
Figure 20
Hoax regarding the use of masks hypoxia 93 Figure 21
The hoax of a depressed Doctor because her husband and child
died due to COVID-19 93
Figure 22
Hoax patients escape during medical team treatment 94 Figure 23
Screenshot of hoax with misleading 95
Figure 24
Screenshot of hoax with misleading 95
Figure 25
Hoax in manipulated content category from online media news 96 Figure 26
The relationship between teacher professional competence and
teacher teaching success 106
Figure 27
Batang serai in the yard 113
Figure 28
Pegagan leaf, in the yard 114
Figure 29
Kunyit leaf 114
Figure 30
Sirih leaf 115
Figure 31
Lidah buaya leaf 117
Figure 32
Seledri leaf 117
Figure 33
The defendant example limitation Geographical barrier 124 Figure 34
Workow illustration information drafting COVID-19
GIS-based (Franch-Pardo et al, 2020) 125
Figure 35
Mapping of COVID-19 pandemic zoning information in the
world 126
Figore 36
Urban fairy territory illustration model 128
Table 1. Social realities that reect gender 17
Table 2 Aspects of development 21
Table 3. Economic indicators 27
List of Tables
CHAPTER
11
Development of Professionalism of PPKN Teachers in Remote Regions of the
COVID-19 Pandemic
Dr. Maria Montessori, M. Ed, M.Si
[Lecturer] Department of Social and Political Sciences, Study Program of Pancasila and Citizenship Education (PPKn), Faculty of Social Sciences (FIS) – Universitas Negeri Padang (UNP)
Dr. Junaidi Indrawadi, M.Pd
[Lecturer] Department of Social and Political Sciences, Study Program of Pancasila and Citizenship Education (PPKn), Faculty of Social Sciences (FIS) – Universitas Negeri Padang (UNP)
Monica Tiara, S.Pd, M.Pd
[Lecturer] Department of Social and Political Sciences, Faculty of Social Sciences (FIS) – Universitas Negeri Padang (UNP)
Irwan, M.Sc
[Lecturer] Department of Social and Political Sciences, Faculty of Social Sciences (FIS) – Universitas Negeri Padang (UNP)
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11.1 Introduction
The problem that is being faced globally, namely the COVID-19 or Corona Virus, has spread from various regions to remote areas. This condition affects all areas of life including education. To prevent the spread of COVID-19, the government provides policies regarding the learning process at every level of education.
Through Circular Letter No. 4/2020 concerning the Implementation of Education in the COVID-19 Emergency Period, the policy requires teachers and students to conduct online learning processes. Teachers and students are required to master communication technology in the learning process (KEMDIKBUD, 2020).
This dynamic requires teachers to be able to innovate in designing meaningful learning. Teachers are the main actors who have strategic roles and functions in the world of education. A good teacher is a teacher who continues to strive to maintain and improve his professionalism as an educator. This is suspected because the professionalism of teachers determines the quality of education. The better the quality of a teacher, the better the quality of education, on the other hand, if the quality of a teacher is bad, the quality of the education is bad. Teacher quality is the spearhead of school quality in terms of the learning process to the quality of graduates (Muhlison, 2014). Thus, teacher professionalism becomes an indicator that affects the quality of a teacher and becomes an urgent component in the education system.
Teacher professionalism is dened as the quality, quality, and behavior that characterizes a professional profession (Natalia, 2018). To meet the teacher's professionalism standards are determined by four competencies, namely;
pedagogic competence, personality competence, professional competence, and social competence. These four competencies are a must that teachers must have in realizing a knowledge-based school, namely an understanding of models, learning methods, curriculum, and human development including learning styles (Helmawati, 2016). However, the reality is that teacher professionalism is still difcult to optimize. The reason is that the political, economic, social, and geographical conditions are still uneven, which is one of the obstacles in optimizing the professionalism of teachers as quality educators. Several problems faced by teachers in improving their professionalism include: 1) the unpreparedness of teachers in innovating learning; 2) there is no direct impact of the certication program on teacher performance; 3) the unavailability of enrichment programs for certication teachers; 4) teacher involvement in practical politics; 5) Teachers are bound in a bureaucratic mindset in implementing the curriculum; and 6) Low teacher motivation to learn and develop themselves (Deni, 2017).
This problem is experienced in almost all regions of Indonesia, including in remote, outermost, and frontier areas (Arayadie, 2016; Akbar, 2015) especially during the COVID-19 pandemic. This area known as 3T has always been an interesting issue to discuss, especially regarding educational issues. Data from the Ministry of Education in 2020 shows that the Teacher Competency Test
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(UKG) results on pedagogical and professional competencies are at an average rate of 52.86 %. This shows that the pedagogical and professional competencies of teachers are below the minimum competency standard (SKM) of 55. This problem is accompanied by various problems, namely the lack of teachers who have educator certicates, the government's lack of attention to PPKn teachers in remote and isolated areas, the difculty of access to schools and lack of socialization and workshops, training, and technical guidance and lack of self- motivation of teachers to develop professionalism. Another thing that was found was that the professional competence of teachers was the biggest factor affecting the performance of teachers, especially Civics teachers who in their development of professional competence have not shown good numbers and can be said to be very low. Therefore, a strong commitment is needed to continue to develop teacher professionalism in a comprehensive, sustainable manner and involve various parties who believe; schools, stakeholders, and the community. Given the importance of efforts to improve teacher professionalism, especially Civics Education teachers who are in remote and isolated areas where the learning process tends to be more dependent on teachers, this article will specically discuss efforts to increase the professionalism of Civics Education teachers in Remote Areas.
11.2 Methods
This article is the result of an analysis of a qualitative study where the stages of the research produce written and oral data from research informants (Sugiyono, 2014). Descriptive research is also a form of research aimed at describing surrounding phenomena, both natural phenomena and human engineering. The goal is to produce a system, factual assessment, and accuracy of data and properties of a particular population or region. This methodology is needed to analyze efforts to improve the professionalism of Civics teachers in remote areas.
Data collection technique according to Arikunto is a way that can be used by researchers to collect data, where the method shows abstractly, cannot be realized invisible objects, but can be exhibited by its use (Arikunto, 2002). Thus the research data was collected through the methods of observation, interviews, and documentation. The validity of the data in this study was determined using source triangulation. Triangulation sources are used to check the validity of the data, comparing the results of interviews with the contents of the document by utilizing various sources of information data for consideration (Sugiyono, 2014). In this case, the data is compared from the data obtained from observations with data from interviews, and also compares the results of interviews with other interviews.
11.3 Results and Discussion
As professional educators, teachers have the main task of educating, teaching, guiding, directing, training, assessing, and evaluating students in the learning process. This shows Master has a heavy-duty and responsibility. The world of education makes teachers have an essential role whose existence cannot be replaced by anything. In other words, indicators of educational success are
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inuenced by the quality of teachers. The higher the quality of teachers (teacher professionalism), it is expected to be in line with improving the quality of learning (Pianda, 2018). The quality of teachers can be seen from how they perform. Performance becomes a form of results or a person's overall level of success during a certain period in carrying out tasks (Basri, 2015; Susanto, 2016).
Indicators of teacher performance are measured by the success of teaching, guiding, directing students according to learning objectives. Meanwhile, students' ability is measured by the level of students' understanding of the subject matter, ability to do assignments, and learning outcomes. The following diagram illustrates.
Figure 26. The relationship between teacher professional competence and teacher teaching success
The diagram above illustrates that teaching success is inuenced by teacher performance and competence. So, the development of teacher professionalism, especially PPKn teachers, is urgent to be developed. Teacher professional development activities can be carried out in the form of workshops, seminars, and training. However, currently due to COVID-19 and limited access to remote and isolated areas, this has not been realized.
The disparity in access to education that occurs between remote areas and urban areas in Indonesia is one factor in the uneven quality of education. Teachers in urban areas have better access to professional development such as information and educational facilities as well as a variety of teacher professional development activities. Meanwhile, teachers in remote and isolated areas tend to wait for development activities from the school and stakeholders. Suryana (Suryana, 2008) explains that the strategy for developing educators in the current era of regional autonomy must be by policies to improve quality and increase teacher professionalism, and must rely on the mission of improving the quality of education. The development of teacher professionalism has so far been carried out through institutions such as KKG, KKKS, KKPS, and MGMP PPKn. For remote areas, this is done by establishing the MGMP for remote areas whose existence is very dependent on policies at the district level.
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Efforts to develop and improve teacher professionalism are indeed very important to improve competencies such as in curriculum development, and also in the preparation of lesson plans because there are still many teachers who teach without lesson plans. The achievement of educational goals will be easier to do if there are professional teachers in learning (Hamdi, 2019). This is because the teacher has the authority and responsibility for the learning outcomes of his students. In other words, teachers are expected to have the basic competencies by teacher competency standards. The standard is a required measure in the form of mastery of knowledge and behavior for a teacher to be eligible to occupy functional positions by the eld of duty, qualication, and level of education (Jamil, 2013). The COVID-19 condition is a challenge for teachers in developing their professional competence. The reason is, the demands of learning innovatively using technology are a must, including in remote areas.
This shows that teachers, especially PPKn teachers, need the training to be able to create professional conditions in implementing distance learning, which is sometimes without signals and gadgets so that teachers must provide learning from house to house. The professional development of Civics teachers in remote areas certainly has differences from other regions which no longer face technical challenges. Then the development of professionalism will be focused on how to create “resilient” teachers in various situations. This is done to support the success of teaching and learning activities during the pandemic. As stated by Mitchell Steward in Agus Harjana, empowerment allows organizations to reach customers and market demands quickly, exibly, and efciently (Susanto, 2016).
In this case, it is the school organization. By empowering teachers, it is hoped that schools will be able to provide good services, such as when learning at school before going online.
11.4 Conclusions
PPKn learning during the COVID-19 pandemic, requires teachers to be able to create new learning patterns and use media as a substitute for teacher presence.
This has implications for great demands on teachers in carrying out their duties professionally. Teacher professionalism during the COVID-19 pandemic is not just about the success of students in achieving KKM/learning objectives.
However, it is at a point where teachers can “hold on” carrying out learning in emergencies such as those faced by PPKn teachers in remote areas. Thus, the development of teacher professionalism is highly dependent on the commitment and support of education stakeholders and educational units. Professionalism development is expected to be able to overcome the problems faced by remote regional teachers during the COVID-19 pandemic.
11.5 References
1. Akbar, R. (2015). Implementasi Kompetensi Profesional Guru dalam Peningkatan Hasil Belajar Peserta Didik di MTS DDI Allirtengae Maros.
Makasar: UIN Alauddin.
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2. Arayadie, A. (2016). Capaian Tingkat Profesionalisme Guru pada SMP dan MTS Kota Payakumbuh. XII (1).
3. Arikunto, S. (2002). Prosedur Penelitian, Suatu Pendekatan Praktek.
Jakarta: PT Rineka Cipta.
4. Deni, S. (2017). Urgensi Tuntutan Profesional dan Harapan Menjadi Guru Berkarakter. Jurnal Cakrawala Pendidikan, XXXVI(1).
5. Helmawati. (2016). Pendidik sebagai Model. Bandung. PT Remaja Rosdakarya.
6. Jamil, S. (2013). Strategi Pembelajaran Teori dan Aplikasinya . Yogyakarta:
Rineka Cipta.
7. KEMDIKBUD. (2020). Surat Edaran Nomor 4 Tahun 2020 tentang Pelaksanaan Pendidikan Dalam Masa Darurat Coronavirus Disease (COVID-19).
8. Muhlison. (2014). Guru Profesional (Sebuah karakteristik guru ideal dalam Pendidikan Islam). Jurnal Darul Ilmi, 2(2), 46-60.
9. Natalia, T. a. (2018). Pengaruh Kompetensi Profesional Guru Terhadap Kualitas Pembelajaran Siswa Kelas I Sdua Taman Harapan Curup. IAIN CURUP.
10. Pianda, D. (2018). Kinerja Guru: Kompetensi Guru, Motivasi Kerja dan Kepemimpinan Kepala Sekolah. Sukabumi: CV Jejak.
11. Sudrajat, J. (2020). KOMPETENSI GURU DI MASA PANDEMI COVID- 19. Jurnal Riset Ekonomi dan Bisnis, 13(1), 100-110. Retrieved from http://journals.usm.ac.id/index.php/jreb.
12. Sugiyono. (2014). Metode Penelitian Kualitatif kuantitatifdan R&D. . Bandung: Alfabeta. .
13. Suryana, A. (2008). Paradigma Baru Pengembangan Tenaga Pendidik.
Bandung: Universitas Pendidikan Indonesia.
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