Tracking Coping Mechanisms of Teachers Responding to Post COVID-19 Learning Loss Through the Lens of Public Policy: A Systematic Literature Review

MARIA TANASIA PUTRI CINTASARI, Dr. Phil. Ely Susanto, S.I.P., MBA

2025 | Skripsi | ILMU ADMINISTRASI NEGARA (MANAJEMEN DAN KEBIJAKAN PUBLIK)

Pandemi COVID-19 telah mengganggu sistem pendidikan di seluruh dunia secara serius, mengakibatkan learning loss yang signifikan serta memperlihatkan ketimpangan sistemik dan lemahnya kebijakan yang mendukung kurikulum, guru, dan peserta didik. Sebagian besar penelitian mengenai dampak COVID-19 terhadap sistem pendidikan berfokus pada learning loss dan pemulihan belajar siswa, namun lebih sedikit yang menyoroti bagaimana guru menghadapi perubahan pascapandemi.

Penelitian ini menggunakan metode Systematic Literature Review (SLR) untuk menganalisis 20 artikel peer-reviewed yang diterbitkan antara tahun 2020–2025, dengan menyeleksi artikel yang membahas mekanisme coping guru dalam merespons learning loss dan tantangan kelembagaan. Literatur yang dikaji dikelompokkan ke dalam lima kategori: kesejahteraan emosional dan ketahanan guru, adaptasi pedagogis dan pembelajaran hibrida, dukungan kebijakan dan institusional, pemulihan belajar berkeadilan, serta strategi coping sistemik yang lebih luas.

Hasil tinjauan ini menunjukkan bahwa guru mengandalkan strategi coping berfokus pada masalah (problem-focused coping) dan emosi (emotion-focused coping) dengan dukungan institusional yang berfluktuasi. Kepemimpinan, infrastruktur digital, dan dukungan kebijakan menjadi faktor utama yang memengaruhi pengalaman guru. Para guru menunjukkan kemampuan adaptasi yang luar biasa, namun kesenjangan struktural dalam kebijakan masih melemahkan upaya mereka. Tinjauan ini berkontribusi terhadap literatur pemulihan pendidikan pascapandemi dengan menyoroti pengalaman guru serta menegaskan kebutuhan mendesak akan reformasi yang berkelanjutan dan kebijakan yang tangkas (agile policy).

The COVID-19 pandemic severely interrupted the education systems worldwide, resulting in significant learning loss and exposing systemic inequalities as well as lame policies supporting the curriculum, teachers, and students. Most research done in COVID-19’s effect on the education system has focused on student learning loss and recovery, but less on teacher coping with the changes post-pandemic. This study utilises a Systematic Literature Review (SLR) method to analyse 20 peer-reviewed articles published between 2020-2025, filtering articles that analyse teachers’ coping mechanisms in response to learning loss and institutional challenges. The existing literatures are sorted into 5 categories: emotional well-being and teacher resilience, pedagogical adaptation and hybrid teaching, policy and institutional support, equity-focused learning recovery, and broader systemic coping strategies. This literature review shows that teachers rely on both problem-focused and emotion-focused coping with fluctuating institutional support. Leadership, digital infrastructure, and policy support are the main influences on teachers’ experiences. Teachers showed remarkable adaptability, yet an unresolved structural gap in policy undermines their efforts. This review contributes to the post-pandemic educational recovery by focusing on teachers' experiences and highlighting the dire need for sustainable reform and a move towards agile policy.

Kata Kunci : COVID-19, emotional well-being, pedagogical adaptation, hybrid instruction, institutional support, educational equity, systemic reform, agile policy, educational recovery