THE PRACTICE OF INDEPENDENT LEARNING AND ITS IMPLICATIONS FOR STUDENTS’ LEARNING IN CLASSROOMS AND EDUCATIONAL INSTITUTIONS

This article examines the practice of independent learning and its implications for students, the learning process in classrooms, and educational institutions.The policy of independent learning is the policy of the Minister of Education and Culture, which includes four main programs, namely the replacement of USBN into school exams, the replacement of the national exam with a minimum competency assessment and character survey, the implementation of a 1-sheet lesson plan, and the application of zoning-based new student admissions. The application of independent learning at the Denpasar City Public High School, especially at SMA Negeri 3 and SMA Negeri 8 was held starting from the 2019/2020 academic year. However, in practice there are still some obstacles faced by the school management. The writing of this article uses a qualitative descriptive method, with a cultural studies approach. This research found several things, among others: First,on the psychological aspect of implementing the independent learning policy, especially with regard to the replacement of USBN into a school exam and the National Examination as a minimum competency assessment, at least it can reduce the psychological burden of students in facing these exams. Second, in the didactic aspect, the application of this free learning policy can provide flexibility for teachers in terms of finding and finding various learning strategies and methods to develop PAIKEM learning. Third, in the sociological and juridical aspects, the implementation of this free learning policy can encourage the realization of a sense of justice for the Indonesian people, in terms of obtaining equal opportunities to enjoy quality education.


INTRODUCTION
The independent learning policy launched by the Minister of Education and Culture of the Republic of Indonesia, starting from the primary and secondary education levels to higher education levelsinteresting to studyacademically. The reason is that various responses emerged in society, both from education practitioners, academics, and society in general. Ideally, education should be able to free people from all the problems that bind their lives.

E-Journal of Cultural Studies
However, in fact education in this case school institutions have not been able to realize the educational goals as mandated in the legislation. In the midst of public anxiety about the low function of schools in developing their potential and freeing students from various problems that bind themselves, the Minister of Education and Culture Nadiem Makarim issued an independent learning policy that ideally promises sweet hopes for future educational prospects. In connection with how the practice of independent learning is carried out by educational units, especially at the state senior high school level (SMA Negeri) in Denpasar City, this research is not only interesting, but also urgent to be carried out immediately.
Based on the background of the problem above, there are three main problems that will be studied in this research, including: (1) What is the form of independent learning practice at SMA Negeri 3 and SMA Negeri 8 Denpasar?
(2) What are the potentials and obstacles to the practice of independent learning at SMA Negeri 3 and SMA Negeri 8 Denpasar? (3) What are the implications of the practice of independent learning at SMA Negeri 3 and SMA Negeri 8 Denpasar, for students, the learning process in classrooms, and educational institutions? so this research is not only interesting, but also urgent to be done. Based on the background of the problem above, there are three main problems that will be studied in this research, including: (1) What is the form of independent learning practice at SMA Negeri 3 and SMA Negeri 8 Denpasar? (2) What are the potentials and obstacles to the practice of independent learning at SMA Negeri 3 and SMA Negeri 8 Denpasar? (3) What are the implications of the practice of independent learning at SMA Negeri 3 and SMA Negeri 8 Denpasar, for students, the learning process in classrooms, and educational institutions? so this research is not only interesting, but also urgent to be done.
The deconstruction developed by Derrida is a denial of the opposition of speech/written, being/not existing, pure/polluted, and finally the rejection of a single truth or logos itself. Furthermore, deconstruction will separate, disassemble to find and expose various assumptions, rhetorical strategies and text blanks. Disclosure of hierarchical binary oppositions such as reality/appearance, nature/culture, reason/madness, to show: a) that one part of the binary pair is seen as unimportant; b) that the binary guarantees correctness; c) that each part of the binary pair affects each other (Barker, 2004:406).
In addition to the deconstruction theory, this study also uses educational management theory, which is a series of activities in the form of a collaborative business management process of a group of people who are members of educational organizations, to achieve educational goals that have been previously set, to be effective and efficient, with the scope Understanding the practice of education in schools as a cultural process (enculturation and acculturation) cannot be separated from the relationship between power and knowledge as described by Michel Foucault. Foucault's work on the ''relation of power and knowledge'' (power is knowledge, knowledge is power) is a philosophical contribution to the theory of truth. According to Foucault (2002:167), there is a relationship between power and knowledge. Power is the power and thought of each subject, and not as a right of domination by elite groups that determine the life of the whole society. In this theory, Foucault explores the discursive practices and forms of power that make up the subject. It means, In relation to the relation of power and knowledge, Foucault does not build a rational theory about history, but instead presents history which is marked by discursive discontinuities or forms of power relations with knowledge (Beilharz, 2005:127).
In relation to educational practice, Foucault says that there is no knowledge without the effect of power and vice versa there is no power without knowledge. The theory of relational knowledge as described by Focoult is then eclectic with the concept of capital according to Bourdieu, where Bourdieu (in Hasbullah, 2006:7) says that the terminology of capital has three forms. First, economic capital which can be associated with money or ownership of objects, goods, and the like that can be viewed and used for investment purposes; Second, institutionalized cultural capital in the form of educational qualifications; and third, is social capital which consists of social obligations and among them is institutionalized in the form of honor and nobility. In the process of providing education in this capital exchange school, it can run very well, because according to Bourdieu (1990: 110)  which is then legalized by the school committee and also by the education office, especially the office in charge of senior high schools.

RESEARCH METHODS
The writing of this article uses a qualitative method with a cultural studies approach or often referred to as a cultural studies approach (Barker, 2004: 28). Qualitative methods are methods with quality intensity, values, which in their application are distinguished from quantitative methods, namely methods with measurements in the form of numbers and amounts (Ratna, 2010: 306). Qualitative analysis is defined as research that produces descriptive data in the form of words and or expressions, including actions that can be observed with an emphasis on developing concepts and understanding patterns that exist in the data. This research was conducted at SMA Negeri 3 and SMA Negeri 8 Denpasar.
Data collection techniques used include observation techniques, namely by observing various activities carried out by research subjects related to the practice of independent learning in this research location. Then the interview technique is one of the most common and most powerful ways to understand other human beings. Denzin, (2009: 501) states that, interviewing is the art of socializing, the meeting of two humans who interact with each other within a certain period of time. The third technique is the document study technique, which is to find and obtain data about things or variables in the form of notes, transcripts, books, newspapers, magazines, inscriptions, and so on (Arikunto, 2002:206).

Replacement of USBN Into School Examination
According to Makarim, the idea to replace the National Standard School Examination (USBN) with an assessment (assessment) is based on the current conditions and situation where USBN is considered to limit the application of the spirit of the National Education System Law which should provide flexibility for schools to determine the graduation of their students. Therefore, in 2020 USBN will be replaced with an exam (assessment) that is held only by the school. This is intended to assess student competence, which is carried out in the form of a written test and or other forms of assessment that are more comprehensive. For example, it is possible to assess student competence, the test is carried out in the form of portfolios and assignments such as group assignments, written works, and so on. All of this is intended to make teachers and schools more independent in assessing the learning outcomes of their students.
Talking about the issue of independent learning, it can refer to a learning model based on giving students a sense of independence in terms of learning which was initiated by the Minister of Education and Culture Nadiem Makarim whose implementation in schools, We at SMA Negeri 3 Denpasar, in principle, try to follow whatever policies the central government takes in terms of learning practices. It's like the practice of free learning, because it's a government decision, so we have to follow it. However, for the National Examination which is based on the discourse of independent learning to be changed to US, its implementation will begin in the 2020/2021 academic year. This is because to return the national exam to the form of a school exam, it does require preparation, both regarding the preparation of questions, regarding the facilities and infrastructure to support the implementation of the exam, and especially regarding the preparation of human resources, especially teachers (interview, January 22, 2021). In my opinion, the replacement of USBN into an assessment that is only carried out by the school is an attempt to restore the essence of the exam or the assessment itself. That is, the graduation of students at the end of the level is indeed the authority of the teacher and the school, because those who best understand the abilities of students at the school concerned are the teachers there. Therefore, in principle, I agree to replace the USBN with a school assessment (interview, 8 February 2021).

E-Journal of Cultural Studies
Observing the statements of the two informants, a framework of thought can be built that the replacement of USBN into a school assessment is actually a return to the essence of the assessment itself. This means that to determine student graduation at the end of the level is determined by the teacher and the school. This is based on the idea that the teachers who best understand the abilities of the students at the school concerned are the teachers who teach there. In addition, the final level assessment carried out by the school also allows for a more comprehensive assessment of students' abilities, which does not only rely on tests at the end of the level, but can also be given in other forms of assessment, such as assignment assignments, porto polio, and other forms of assessment. collaborative projects.

Change from National Examination to Minimum Competency Assessment
As reported by Solopos.com (https://www.solopos.com/Friday, 12 February 2021) accessed 15 February 2021, that starting the 2020/2021 school year the Ministry of Education and Culture will no longer hold a national exam as a way to determine a student's graduation. students in ending a certain level of education, but will be replaced with a minimum competency assessment and character survey. The minimum competency assessment and character survey include an assessment of the ability to reason using language (literacy), the ability to reason using mathematics (numbering), and strengthening the character education of students (Kompas.com/11-12-2019)  Referring to the views of Chan and Tuti T. Sam that the education or learning process held in schools so far is no longer aimed at mastering and deepening knowledge, but rather leading to efforts to seek financial gain, it seems that this is a fact. Regarding the replacement of the National Examination as a minimum competency assessment and character survey at SMA Negeri 3 and SMA 8 Denpasar, the head of SMA Negeri 8 Denpasar, Mr. Drs. I Ketut Suyastra, M.Pd said the following.
For the 2020/2021 academic year, we at SMA Negeri 8 Denpasar have started implementing a minimum competency assessment and character survey as a substitute for the national exam, in determining the graduation of students. Because this assessment model is a government program, which in this case is the Minister of Education and Culture as a form of free learning policy. Yes, as the lowest implementing unit whose name is government policy, it must be supported and implemented. Likewise, the policy of replacing the National Examination with a minimum competency assessment and character surveys that will be carried out starting the 2020/2021 school year must be carried out, said Suyastra when interviewed in a meeting room at SMA Negeri 8 Denpasar (interview, February 8, 2021).
The same thing was conveyed by one of the teachers of SMA Negeri 3 Denpasar who was appointed as an informant, namely:Mr. Dewa Gede Alit Dwija, S.Pd (59 years old).
Among his various statements he said the following.
Actually, the free learning policy issued by the Minister of Education and Culture has actually started to be implemented since the decision was issued, namely since the 2019/2020 school year. However, its implementation is certainly not as easy as it sounds, because everything requires planning, preparation, and coordination. Regarding the replacement of the National Examination to be a minimum competency assessment and character survey, the Minister had planned from the start that its implementation would begin in the 2020/2021 school year. What is clear is that all components of the free learning policy will be implemented in all educational institutions, especially for the SMA/SMK level (interview, January 22, 2020).
Observing the statements of the two informants above, it can be understood that the free learning policy in the form of replacing the National Examination with a minimum competency assessment and character survey has indeed begun to be carried out in 2020/2021 schools, especially in SMA Negeri 3 and SMA Negeri 8 Denpasar. This independent learning policy actually has a close relationship with school-based management as was the education management program that was once programmed in the era of regional (2) to anticipate the global era, the world of education is required to prepare competent human resources to be able to compete in the era of the global job market; (3) considering the number one and number two challenges, namely in the context of anticipating the readiness of human resources to face competition in the global era that has hit the world, it is necessary to make changes and adjustments to the national education system, in order to realize a more democratic education process, paying attention to diversity of needs/conditions of the region and students, as well as encouraging community participation in national development, especially in the field of education.

Practices of Independent Learning
According to Sri Minda Murni as reported by Kompas.com (08-03-2020) (accessed February 8, 2021) that the thing that most attracted the attention of teachers from Nadiem Makarim's statement about the concept of independent learning was the Learning Implementation Plan (RPP) which must be written by the teacher. teacher only in one page (1 sheet). From a number of conversations between supervisors, principals, and teachers, the central theme of the discussion was how to design the lesson plan which only had one sheet. There is even a desire for a number of school principals and teachers to conduct training on making one-page lesson plans as referred to above.
The policy for implementing the 1-sheet RPP is an effort to simplify the learning scenario, which before the policy for independence in learning was issued, this RPP contained many sheets, up to 10 sheets or more. Administratively, this is considered too burdensome for teachers in preparing learning administration, namely the making of lesson plans (RPP). The making of the RPP, which has more than 10 sheets, has taken a lot of time for the teacher to make learning administration, while the aspects of methodology, strategy, and deepening of the material to be taught by the teacher to students have received less attention. Whereas according to Sanjaya (2008) the role of the teacher is not only as an administrator, but also as a learning resource, as a facilitator, as a class manager, as a demonstrator, and as an evaluator.Regarding the implementation of the 1 sheet lesson plan, We at SMA Negeri 3 Denpasar have been instructed to use the lesson plans that follow the one-sheet format as conveyed by the Minister of Education and Culture Nadiem Makarim. To follow up on the principal's appeal, we teachers have been given training in making 1-page lesson plans through subject teacher deliberations (MGMP). In addition, for comparison, I also downloaded a format on google that can be used as a model for making the 1 sheet lesson plan (interview, 22 February 2021).
The same thing was conveyed by one of the teachers of SMA Negeri 8 Denpasar, namely:Mrs. Nyoman Puspadi, S.Pd (aged 58 years) one of the teachers of SMA Negeri 8 Denpasar who was appointed as an informant said the following.
... yes the policy of implementing 1 sheet of RPP for SMA Negeri 8 Denpasar has been implemented according to the Circular of the Minister of Education and Culture No. 14 of 2019 concerning Simplification of Learning Implementation Plans (RPP).
Regarding the issuance of this circular, we at SMA Negeri 8 Denpasar have been asked by the principal to implement this policy. So, we have carried out the process of simplifying the lesson plans and have started to implement it in our teaching places since the 2019/2020 school year (interview, 15 February 2021).
From the above statement, It can be understood that the simplification of the lesson plans into 1 sheet has many positive aspects, namely learning can take place more flexibly, because it is not too tied to the formulation of the lesson plans that have been made, teachers can be more flexible in developing teaching materials and learning strategies, while students can think more creatively and innovatively. , because it is not too tied to the teaching materials The PPDB program at SMA Negeri 8 Denpasar has also been implemented, because it is a package of ministerial policies contained in the policy of independent learning. Regarding the implementation of the zoning-based PPDB, there are indeed some parents of prospective students who feel disappointed with the implementation of this policy, especially for parents whose children happen to be not accepted in this school, because the distance from their domicile to the school is not possible according to the laws and regulations. invitation. This is something that is natural, because whatever policy is taken by the government there will be parties who agree and on the other hand there are also those who disagree (pros and cons) (interview, 15 February 2021).
Departing from the statements of the informants above, it can be understood that as part of community life, the process of implementing education is always related to other aspects of community life. For example, the educational process will be related to economic issues, as well as social, political, religious, and cultural issues. Therefore, whatever policies are taken by the government and then implemented by the school, it will certainly have an impact on people's lives, including policies regarding the implementation of PPDB based on zoning. This means that the implementation of the zoning-based PPDB carried out by every school, especially for the SMA/SMK education level, can certainly invite a public response.
The response given by the community can be in the form of a positive response and can also be in the form of a negative response. DInstead of USBN being a school exam, there is a lot of potential that can be developed in the child himself. Because with school exams, especially the types of evaluation tools used, not only in the form of tests, but also in the form of assignments, portfolios, and collaborative projects. With an evaluation tool model like this, several potentials of children can be developed, such as children's abilities in solving problems by using literacy skills, numerical abilities, and from the results of the tasks done by the children, the teacher can see the character of each child. For example, how are children responsible for the tasks given by the teacher, and how the honesty aspect of children in doing these tasks will be seen from the assignments they submit, and many other aspects of children's attitudes and behavior that can be assessed through types of evaluation tools such as it (interview, 15 February 2021). Yes, that's right, starting the 2020/2021 school year, all schools in Indonesia, including SMA Negeri 8 Denpasar, must carry out the mandate of the regulation. Therefore, as an implementing unit at the education unit level, we must carry out all these policies according to what is stipulated in them Permendikbud No.43 of 2019. Indeed, to do something new is not an easy job, but like it or not, it must be carried out, because it has been mandated by the government (interview, 7 March 2021).

E-Journal of Cultural Studies
The statement from the Head of SMA Negeri 3  The important thing contained in the Circular Letter is regarding the indicators for determining student graduation in the minimum competency assessment and character education survey.
The three points referred to are (1) New students can be declared graduated if they have completed the learning program during the Covid-19 pandemic as evidenced by report cards every semester; (2) Obtaining a minimum good attitude or behavior value; and (3) take an exam conducted by the education unit (school). In my opinion, the replacement of the National Examination with a minimum competency assessment and character survey is very good for assessing the personality of students. Because education includes three domains, such as cognitive, affective, and cognitive domainspsychomotor. To assess the three domains, of course, it is not enough to just use an evaluation tool in the form of a test. However, it must involve several instruments, such as assignments, written works, and so on. Because the measurable test technique only concerns the cognitive aspect,while the aspects of students' attitudes and skills are not touched (interview 22 February 2021).

E-Journal of Cultural Studies
Based on the informant's statement, it can be understood that many teachers actually want the National Examination to be abolished, considering that in practice there are many weaknesses.his. For example, there is a provision that students must pass 100%, this can certainly damage the academic atmosphere, because such a requirement can reduce the attitude of honesty among school members. Whereas one of the values of character education as determined by the Ministry of Education and Culture is the aspect of honesty.
Before carrying out learning in the classroom, the teacher must first make a learning plan called a lesson plan (RPP). According to Mulyasa (2006: 184)RPP is a plan that describes learning procedures and management to achieve one or more basic competencies specified in the content standards and described in the syllabus. Or in other languages, it can be said that the lesson plans are an operational description of the syllabus of subjects that have been developed as a guide for teachers in carrying out the learning process in the classroom. Therefore, it is obligatory for every teacher to make RPP before starting to teach.
Making RPP based on the 2013 curriculum which is often called K-13 is made up to ten In my opinion, the policy of making 1 sheet of RPP lightens the burden on teachers in the administrative field. Because teachers in addition to making teaching preparations (RPP) there are still many administrative tasks that need to be donemust be completed by the teacher related to the duties of a teacher. For example, curriculum administration, personal administration, student administration, school administration, and others. So by making only 1 sheet of RPP, the teacher has the potential to focus more on developing teaching materials, and guiding students in the learning process. In addition, with only 1 lesson plan, the teacher can be more flexible in explaining teaching materials, because they are not too attached to the material written by the teacher in the lesson plan (interview, March 1, 2021).
Based on the statements of the informants above, it can be understood that in summary the RPP that must be made by the teacher can reduce the burden on the teacher in the field of making learning administration and has the potential for teachers to develop teaching materials flexibly. This also has the potential for teachers to focus on deepening the material that will be taught to their students. For example, teachers are more flexible to provide real examples and teachers can appear to be models for students in front of the class. Actually, the implementation of zoning-based PPDB at SMA Negeri 3 Denpasar can provide equal opportunities to enjoy quality education for children who happen to live close to the school location. This is in accordance with the basic principles of implementing the PPDB, which are non-discriminatory, objective, transparent, accountable, and fair (interview, 5 March 2021).
Based on the informant's statement, it can be understood that the implementation of zoning-based PPDB can provide equal distribution to every citizen to enjoy quality education.
This means that the application of this zoning system is not only applied in the context of recruiting new students, but this system has the potential to also rotate teachers within the zone according to the mandate of the law. This implies that the distribution of teachers is prioritized for each zone and if there are still schools that lack teachers, they will be rotated between the zones concerned. This is in line with the statement of Muhadjir Effendy (inhttps://hot.liputan6.com/) accessed, March 2, 2021, that"Equitable distribution of teachers is prioritized in each of these zones. If it turns out that there are still schools that lack teachers, inter-zone rotations will be carried out. Meanwhile, teacher rotation between districts/cities will only be carried out if the distribution of teachers is truly unbalanced and there are no teachers from within the district who available for rotation".

CONCLUSION
Based on the descriptions in the previous chapters, some conclusions can be drawn as follows. First, the form of independent learning practices carried out, both at SMA Negeri 3 and SMA Negeri 8 Denpasar, includes four forms of practice, namely (1) the practice of replacing USBN into school exams, because the USBN implemented so far is judged by many to be only able to measure cognitive aspects. students in the lowest realm; (2) the practice of replacing the National Examination with a minimum competency assessment and character survey, because with this assessment model students are able to master the minimum skills in the form of 'literacy' and 'numbering'; (3) the practice of implementing a 1-sheet lesson plan, to this policy there were various responses, especially from teachers and school principals; (4) zoning-based PPDB implementation practices, Second,The practice of implementing this free learning policy, especially at SMA Negeri 3 and SMA Negeri 8 Denpasar, has several potentials. This potential can also be categorized into 4 types, namely (1) the potential for replacing USBN into a school exam, namely the school can optimize the potentials of students, because the most knowledgeable about the condition of students is their own teacher; (2) the potential for replacing the National Examination with a minimum competency assessment and character survey can reduce the psychological burden of the examinees, and can measure the overall knowledge, attitudes, and behavior of students; (3) the potential for implementing 1 sheet of lesson plans, namely teachers can be creative in developing learning models by providing examples, even teachers can appear to be models in the learning; (4) The potential for implementing a zoning-based PPDB can provide equal opportunities for every citizen to enjoy quality education. However, with the implementation of independent learning practices, both in SMA Negeri 3 and SMA Negeri 8 Denpasar, it can provide space for the school management to take manipulative policies.
Third,The implementation of the independent learning policy has implications, both for students, the learning process in the classroom, as well as for school institutions. The replacement of USBN into a school exam has implications for reducing the psychological burden of students in facing exams, and with a minimum competency assessment model and a character survey, a comprehensive assessment can be carried out. Then the implications for the learning process in the classroom teachers can be more flexible in creating and innovating to develop various strategies and learning methods. the implementation of a 1- sheet lesson plan can reduce the administrative burden of teachers, but it can also cause some teachers to be reluctant to make new lesson plans.