University Learning Experience During Pandemic Disruption in Antasari State Islamic University Banjarmasin

The focus of this research reveals about the learning experience at one of the Islamic universities in Indonesia, namely UIN Antasari Banjarmasin. This type of research is qualitative with a phenomenological approach. The collection technique uses interviews, observation and documentation. Interviews were conducted with several lecturers and students to obtain data that can answer the problems of this research. Then we have interview data with in-depth evaluation and interpretation to understand how the learning experience, especially distance learning, and all the problems that arise and solutions are solved. The results showed that the learning experience experienced by students contained challenges and opportunities. The challenge was the sudden closure of face-to-face classes, so there was a lack of preparation in many ways. Meanwhile, the opportunity for academics and students to get used to self-study (an important part of higher education culture) since the lecture was closed, however, distance classes were opened. It is hoped that the results of this study can be useful for many parties, especially in making teaching decisions in universities.

learning and manage genuine issues. He added that it was trying for the two understudies and educators to convey preparation where instructors expected to guarantee that understudies figured out the learning material. Web learning is very hard for the showing scene in the present status of Indonesia, which has numerous islands. 4 How advancement can be used, how to give web access in distant regions where electronic items without web access are as yet an extravagance. This is hard for all circles, and these days, we should cooperate to enhance to answer significant issues that happen to students and other groups.
The condition of the Covid-19 pandemic with all its impacts on lecture activities worldwide has also made policymakers in the training area have the option to adjust themselves in completing the educational experience. This change is recognized through innovative educational implementation strategies, where students can get wider opportunities to develop new abilities through several learning exercises outside their study program. Rapanta et al.,5   As of now, as per the improvement of the COVID-19 crisis circumstance, a few nations have embraced differently adaptable instructing and learning approaches in their schooling systems, and online training is one of the primary methodologies. As a feature of distance schooling, Internet learning consistently emphasizes giving admittance to instructive encounters more adaptable than grounds-based training by using different kinds of innovation. 13 This implies that web-based learning is more flexible than getting its hang during the ongoing pandemic. They make sense of the adaptable instructional method as a student-

B. Research Methods
In this method section, the author will explain the stages of this study to explore online learning experiences in universities during this royal pandemic disorder. 23 The sample learning community has various views, experiences, and perspectives on learning during the response to the pandemic, not only in Indonesia but also in other international communities. So, to answer the study's problem, we have conducted a series of interviews with several academics and students at the State Islamic University of Antasari by asking questions to gather and collect their learning experiences disrupted by the pandemic. After the data is collected, then we continue to analyze the data. As for how we analyze interview 21  data, we follow several steps suggested by experts, especially in qualitative analysis of interview data. 24 The means we have done are the principal. We attempt to figure out the record completely. Then, we led Tati's child to the original meeting copy. Then, we attempted to conceptualize the meeting information by adhering to the information sections and examining the fragments that we had coded and deciphered a bit, considering that the first information we got was still in a crude state before we composed the outcomes. 25 After we finish up the discoveries by sticking to the standards of legitimacy and dependability, we report as an expressive subjective report audit. Moreover, this compensation relies totally upon semi-primary inquiry interview information and perceptions and other writing survey audits that help the method involved with doing this work. This is the course of information assortment moves forward to the last report of the contractive review. 26

Learning challenges during the pandemic
The problems that have been mentioned in this study can be divided into two, arising from themselves and the lecturers who teach. It is suspected that the problem arises because students cannot learn enough or adapt to the learning process, and the way of teaching and interaction among academics; lecturers, researchers and more students is less interactive. The following is the result of identifying data about challenging experiences for academics and students at the State Islamic University of Antasari Banjarmasin. These problems are divided into three aspects related to information system problems. The following are excerpts of semi-structured interviews with resource persons (lecturers). Based on the answers from the first participant that the problem that becomes a challenge is the issue of information and communication technology because the infrastructure factor is not adequate, such as the availability of laptops and computers; this is a challenge in itself as well as problems or challenges in access for students who need media support such as learning management systems. Nevertheless, at the end of the pandemic, these problems can be overcome one by one so that the problems that were a challenge in the early days of the pandemic become an efficient solution after the pandemic and this is in line with the demands of learning in a tall tree where academics are expected to be able and independent following the principle of independence.
When it comes to organizing, the learning culture during this pandemic is a transition from offline to online, which experiences many obstacles. Then we asked the second question# What were the experiences and obstacles in organizing or adapting learning during the pandemic at UIN Antasari?
...We (lectures and researchers) did experience some changes related to government decisions and policies in responding to the Covid-19 pandemic issue, such as the learning process, which has completely changed from face-to-face to online, and several policies have changed so that some students reveal that it is still difficult to adapt. Because online learning also requires students to study independently, the absence of direct learning control makes it difficult for them so that learning motivation is reduced. The presence of lecturers is undoubtedly an essential thing for the learning process, but often the lecturers are not present in the learning process, making it increasingly difficult for students to understand the material given (participant #2).
From the answers above, it can be understood that academics, both lecturers and other staff and confident students, need adaptation and adjustment related to the learning culture due to the policy of closing lectures but opening classes from home. This happens when study habits depend highly on lecturers and staff officers, such as learning coordinators. However, during the pandemic, students are fully expected to become more independent, considering that the system at UIN Antasari has not been able to provide certainty of targeted control.
This is an obstacle to adapting the learning culture from the Face to Face lecture method to distance learning.
Next, we asked the third question # How are the interactions between lecturers and students and fellow lecturers and students with students?
... The interaction problem referred to above is the lack of lecturers' presence in the learning process, of course affecting the interaction between lecturers and students, such as the lack of giving job sheet instructions without being explained the previous material, making students find it challenging to work on the given job sheets. So that students' typing is not explicit about the instructions and understanding of the material, so students often do not get the opportunity to either ask their lecturers or ask their friends, but they experience the same thing, namely, they experience the same thing on average... (participation #3).
The issue of distance learning interactions during the pandemic response is a problem that urgently needs a solution. Teaching process Giving material only through screen sharing and only reading the material that has been listed in the curriculum without providing a detailed explanation is also one of the obstacles that ultimately, they do not understand the material given. This is the issue of interaction between academics and students.
Then the issue of distance learning materials and systems, so we asked ten students questions about it. Here is the question. How is the distance learning system during the pandemic?
... The online learning process that he is currently undergoing has become less effective due to the uncertainty of how to learn, the learning process that takes too long in front of a laptop/computer, causing boredom, too many assignments, and insufficient collection time. We usually have difficulty adjusting the teaching method, but after a few weeks and getting an explanation of the Google method, we can adapt it ourselves... (participant#4).
Particular problems with offline and online learning transition features are also accompanied by changes in student behavior, such as changes in attitude where some students were initially disciplined to become lazy to follow the learning process and even cheated when doing quizzes, lack of self-confidence is also the cause of students' difficulty adapting to the online learning process.
The following is the fifth question about the problem of individual interaction during learning during the pandemic. How do individuals change when they are on the online learning path?
... Learning interactions during the pandemic are a severe issue because the reciprocal relationship between teachers (educators) and students (students) has not been as smooth as the everyday face-to-face learning interactions before the pandemic. In a distance teaching system, relationships and interactions should be as productive as possible so that students and lecturers are constrained by communication and academic behavior (participation#5).
Based on the interview responses above, we can understand that academic interaction at UIN Antasari does not occur productively, either between students and students or between lecturers and students. This, of course, has affected the learning outcomes and the improvement of the scientific character of each student and other academics. Such as the difficulty of discussing because of limited time and access to the discussion. Then the lack of understanding of the material is also an obstacle for them.

D. Discussion
After reviewing the results of interviews with academics and students about the long-distance learning experience for the sake of this brother, the author can conclude that learning during the Covid-19 pandemic has made the education system change different from learning in the distance learning period. 27 This is none other than because of distance learning that utilizes technology and supporting infrastructure and the impact of adaptation that they must spend well.
Of the five interviewees we interviewed, they revealed that learning during the pandemic by utilizing technology to make learning take place has left the cleaning process at Antasari University somewhat constrained in terms of communication, 27 Said dan Refaat, "How Did the COVID-19 Pandemic Affect Higher Education Learning Experience?" interaction, and personal changes and how the learning mechanism has all shifted. 28

As felt in many other universities, what happened at Antasari State Islamic
University Banjarmasin is that the pandemic has made it difficult for all academic activities, so they must be able to adopt and get used to new ways of learning and working, which so far may not be entirely remote. This is a challenge in itself and must be changed independently. One of the essential things for the academic community at Antasari University Banjarmasin is that the educational or university continues to invite the academic community to remain committed and have high enthusiasm for learning that supports academic life even though it is constrained. 29 So we researchers, after getting an understanding of how lecturers and students felt the impact of covid-19, which was so heavy, finally all understood that the effects of the pandemic were not only on health and the economy but on other lives, especially on educational activities which were previously carried out faceto-face but after the pandemic hit. Education all activities are carried out remotely.
So, this covid-19 has caused difficulties and opportunities for all academics, perhaps, especially for students who have not been used to interacting remotely facilitated by technological means. Moreover, in Indonesia, the average university is still experiencing problems procuring specialized tools that allow learning under challenging times flexibly and automatically. For example, the author himself is increasingly having to adapt to the conditions of learning and research activities remotely. We have transferred all of this to the management of online learning. It is proven that when the university does not encounter many obstacles in distance learning, we conclude that UIN Antasari is true; before The passing of covid-19 has, become accustomed to giving students assignments and opportunities to study independently, especially those postgraduates. So we can reiterate that the first challenge is indeed the mastery of technology, both by the university and students, 28  who may have some problems with their learning management system using this technology. This is not only experienced by academics at the Antasari state Islamic university but also at universities in other parts of the world. 30 The next obstacle, as described in the section above, is that lecturers and faculty members, such as researchers, feel that several things have changed related to government policies, namely closing lectures but opening up remotely. The problem occurs when academics such as lecturers have to adapt themselves to learning. What is unique about this is that not all academics, even though they are lecturers, are accustomed to and able to adopt online learning. According to the studies conducted, 31 this is also felt at other universities in Indonesia.
So the difficulty at the end of this, we can say that the problem of interaction between individuals such as students and students, lecturers with campus leadership lecturers and campus leaders indeed changes where distance learning is a new thing, so all individuals must continue to actively learn to adapt to ways of learning that are directed by the university leadership and also according to the recommendations of experts where the pandemic has brought many changes, including changes in the interaction between individuals in academic activities.
This is happening in many other academic contacts in Indonesia and abroad. 32 However, after a series of adaptations by sharing information and also enlightenment from the parties, especially finally the parties were able to solve the problem, and it was a different experience that made distance learning and direction in which Na to overcome the problems and obstacles experienced by academics in higher education not only at UIN Antasari but parties outside the intensity such as schools and also in Islamic boarding schools also experience similar obstacles where they are constrained by dealing with issues related to distance learning. This makes much sense because the direction and training, and dissemination of breakthroughs in the use of digital technology in a simple way to overcome barriers to distance learning are still very minimal, so the use of various applications requires adaptation and adjustment so that academics, especially new students, need sharing sessions so that they better understand and able to apply to understand what their universities want. 34 To be able to handle this during the pandemic, it is hoped that academics have the initiative, not necessarily from the university but from individuals; by having the initiative and a more proactive approach, this will help distance learning remember without observing and imitating and innovating this distance learning approach will harm students themselves. 35 Talking about responsibility, indeed, the university has a whole purpose, but when this fails to be implemented, it will also impact the results to be achieved in student learning. For that, he must review how to interact with the handling of existing problems by inviting experts and specialists who can provide solutions for how academics interact to solve problems in remote payment zones. 36 This solution, of course, requires learning mapping by bringing experts to guide students and other academics so that teaching can be far away. 37 With the mapping and solutions provided, distance learning with the internet can be implemented so that obstacles and tests are no longer a problem because each individual is required to innovate using existing technology by applying various approaches. 38 It is admitted that even though learning at UIN Antasari is expected to have students mentally learning, due to the implementation of distance learning very spontaneously, finally academics do not have the right time to guide, direct and attract students to be able to learn distance learning with good interactive and achieve learning and the goal that must be achieved, students must first understand and be able to apply various technologies so that the learning experience during the pandemic does not only tell the story of difficulties but also gets input and innovations that become alternatives in carrying out distance learning that universities and other education sectors can apply. 39

E. Conclusion
Based on the analysis of interview data with several academics and students at the State Islamic University of Antasari Banjarmasin, we can conclude that the problem, namely experiences and learning during the pandemic, has been answered by us with various evidence from scientific studies as well as acknowledgments from several academics and students. So, with this, we would like to conclude that the government's policy of sending students home and activating online or remote classes has left many problems and challenges for lecturers and students in implementing learning policies at home. This problem is partly because this policy is sudden, so not all academics and students can automatically implement the policy. However, what happened in the field was found or acknowledged by students and doctors themselves; they experienced difficulties, namely the transition period or adaptation from Islamic-based classroom learning to distance learning by using assistive devices in technology and other communication devices.
Related to media devices and tools that will assist the distance learning process, it is known that there are many obstacles, including that not all academics are able and flexible to use technology infrastructure to support the distance learning process. In other words, adaptation and transfer of technology and information and learning experiences are needed to take place for Mahesa and other lecturers and researchers at the Antasari state Islamic university. When compared to the problems experienced in the form of obstacles and other problems at the beginning of the implementation of distance-based learning, at the end of this payment, we noted, based on the acknowledgment through interviews, that at the end of learning they were more adaptable and had quite an exciting experience where from the beginning they were not ready but eventually they will be better prepared.
This story tells that it turns out that the pandemic with all its consequences not only brings problems to the world of education and other businesses but also provides benefits and unexpected results where academics are forced to adapt themselves with systems and new applications, so now academics at the State Islamic University Antasari looks like they have started to apply independent learning. This is what is meant by based learning, and this is helped by the presence of a pandemic with all the consequences and solutions. Of course, there are many shortages of funds that require improvement. Therefore, we hope for input and feedback that can help us improve future projects.