SHAH ALAM: Poor Internet coverage, especially in rural areas, did not dampen the spirit of a teacher in discharging his duty during the implementation of home-based teaching and learning (PdPR).
Idi Johan Mohd Zohdi of SMK Dato Mustafa, Sekinchan, said the PdPR period was a very challenging journey for him and other teachers.
“Our weakness is that there is poor Internet access, apart from students not having the means to buy Internet data with most of them being children of farmers, fishermen and labourers,” he told Bernama.
Idi Johan, 41, said the place he was staying in also had Internet coverage problems, forcing him to go to the main road to get better access to ensure the PdPR process could run smoothly.
“When I find an area with good Internet coverage, I’ll just stop my car and start the class there and then,” he said.
The mathematics teacher said to ensure that none of his students lagged behind in their studies, he would go to their houses to pass them their assignments.
“There is a solution to every problem. If I did not get feedback from my students (during the online learning session), I’ll go to their house myself to pass them the assignments.
“Indirectly, this helped maintain my good relations with their guardians.
“To assist my students in submitting their assignments, I divided them into groups based on their respective locality. I appointed a head who would collect the assignments,” said Idi Johan, who has been a teacher for 20 years.
Another teacher Norjilawati Mohd Amin, 36, of SMK Setia Alam, said the challenge during the implementation of PdPR was in terms of getting the satisfaction when teaching because online learning restricted her movement compared to physically teaching in classrooms.
“The absence of suitable devices among students, to some extent, hampered the PdPR process. Despite growing up in the city, many of them are from low-income families,” she said.
Norjilawati, who teaches moral studies and has been in the service for 12 years, said she had to be creative during the learning sessions to get students’ attention during PdPR lessons.
“We have to look for suitable methods to attract students to focus in class. I organised games and used appropriate applications, in addition to carrying out various interesting activities.
“I also set up a YouTube channel – Let’s Learn With Cikgu Jila – to help students understand their lessons and learn the technique of answering questions,” she said.