Characteristics of the Emergency Curriculum in the Recovery Phase

Writer : Tundung Memolo

The core principle of the curriculum is to place students at the heart of education. By prioritizing the achievement of knowledge, social and skill competencies as the fulfillment of the attributes of life in this 21st century. Although the COVID 19 pandemic has changed many things in education, core principles and competency attainment cannot be eliminated.

 

The curriculum in this anomalous state does need a change. The flexibility of application in the field becomes important during the recovery phase with a blended learning approach, which is combining a combination of online and offline. A curriculum that is adaptable and responsive to the diverse needs of students. This is what can be interpreted about the emergency curriculum.

 

There are at least 4 characteristics that should be included in the emergency curriculum, namely simplicity, clarity, priorities, and activities. A simple curriculum contains only essential material, complexity is secondary. The results of the curriculum contain clarity of expectations for teachers and students. Priority scale in the formulation so as to produce fun-oriented learning activities.

 

These student activity-oriented characteristics still require literacy activities. The aspects of reading, arithmetic, and thinking must be closely related to students' ability in speaking and writing. This cannot be separated because it is a complete concept of literacy that is part of 21st century skills.

 

Synergy between the ministry of education, ministry of health, ministry of home affairs, and ministry of religion is absolutely necessary. So that the implementation in the field of implementing this emergency curriculum becomes more organized.

 

In the context of opening a school in the recovery phase, apart from competence, there needs to be priority in the physical, mental and emotional health of students. Awareness that health is a priceless treasure. It is necessary to strictly enforce strict health protocols at school until they return home. Because protecting students' lives needs to take precedence over getting the benefits of the learning process itself.

 

Everyone does not expect a school cluster. If there were a school cluster, of course no one wanted to be blamed, even though it was only a small mistake in the form of neglecting health protocols.

 

This emergency curriculum must ensure that students can be actively involved in learning at school. Learning does not have to be carried out in the classroom. Learning can be done outside the classroom or outdoors, even the portion must be more.

 

Thus, they can learn while playing so that tension when interacting can be minimized. Mentality will build emotional benefits on the physical.

 

The initial focus in the emergency curriculum in the recovery phase is how students can adapt to the new environment, either the learning ecology or the interaction patterns between students and teachers, so that the learning ecosystem can be optimal.

 

This emergency curriculum must be as flexible as possible which does not burden students in the assignment but how the teachers can make learning situations fun, so that students can enjoy the educational process naturally because they have time to relax.

 

Ensure regular access for learners to high quality activities by working with teachers and parents of students in educational and distance learning settings at home.

 

Formal test assessment designs may not be the most appropriate approach to assessment during the initial recovery phase and other potentially stressful assessment approaches should be abandoned.

 

The orientation of a fun learning process must still be put forward through observation, practice, and reflection. Emphasis on "fun" so students can focus on what makes it interesting.

 

Once again, the curriculum is not a scripture that cannot be changed. Even though the curriculum customizes that there are changes due to situations and conditions, do not change just changing names which are essentially the same. Even at the level of implementation, it remains the same, it is certainly not a desired change.