Transformational barriers in adapting the online learning for chemistry during COVID-19 pandemic

Since Corona Virus Disease 2019 (COVID-19) has plagued and infected 118.000 people in 114 countries and killed 4.291 people, World Health Organization (WHO) has to announce Corona Virus Disease 2019 (COVID-19) as a world pandemic disease on March 11, 2020. Education authorities in several regions issued an official letter on using online learning in school starting from kindergarten, primary school, secondary school, and high school in several regions such as Jakarta, West Java, and Central Java, which were then followed by several other regions. This research is a mixed study (qualitative and quantitative), qualitative data were obtained through online interviews, questionnaires to students, teachers, and parents. Meanwhile, quantitative data were obtained from student learning outcomes in chemistry subjects. The research was carried out at senior High School students in Bekasi from early April to June 2020. This article aims to provide an overview of the barriers to adopting online learning, especially in chemistry subject. Data were collected through online interviews with students and teachers, observation of the online learning process, and analysis of student learning outcomes. This study obtained several barriers faced by students, teachers, schools, and parents, in the process of direct learning transformation towards online learning in chemistry subject. The biggest obstacle for schools during the pandemic is the low ability of teachers in online learning. Online learning has an impact on decreasing student academic scores as a whole, especially in science subjects. the obstacles faced by students are less internet access and relatively expensive internet costs.