The The Impact of Face-to-Face Learning Systems on the Psychological Well-being and Access Disparities of Second-Year Students at SMPK Santa Maria Assumpta Kupang in the Digital Era
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Abstrak
This study examines the impact of face-to-face learning systems on the psychological well-being and access disparities experienced by second-year students at SMPK Santa Maria Assumpta Kupang in the digital era. Employing a descriptive qualitative approach, this research investigates the multifaceted challenges faced by students, teachers, and parents in implementing learning systems amidst technological limitations. The findings reveal that while face-to-face learning systems are preferred by students, significant barriers persist, including frequent power outages, inadequate internet infrastructure, limited digital literacy among educators and students, and economic constraints affecting families' ability to afford necessary technology and data packages. These challenges contribute to heightened anxiety levels among adolescents and create substantial disparities in educational access. The study further identifies that teachers' low remuneration, ranging from IDR 400,000 to IDR 950,000 monthly, diminishes their motivation to conduct online instruction. The research highlights the pressing need for targeted interventions, including enhanced technological infrastructure, teacher training programs, and equitable resource allocation to bridge the digital divide and promote the psychological well-being of students in underserved regions.
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