The Importance of Learning Sequencing in Addressing Learning Loss
Amid the various changes affecting the world of education in recent years, the term learning loss has become one of the most frequently discussed issues. Learning loss refers to the loss of knowledge, skills, and competencies among students due to a disruption in the learning process. Although initially linked to online learning during the pandemic, the reality is that the problem of learning loss did not simply stop when schools reopened. Its presence remains a real challenge haunting classrooms in Indonesia.
Learning loss is actually far more complex than just a drop in exam scores or low academic achievement. More profoundly, learning loss is closely related to the breakdown of sequencing in the learning process, namely the logical and tiered relationship between one topic and the next, and between one level of education and the next higher level.
In education, learning is not a standalone process. Every concept is built upon a previous or related concept. Each competency becomes the foundation for the next. Therefore, when one part of that foundation is not properly formed, the student’s edifice of knowledge tends to become fragile. This is often the invisible root of the problem of learning loss.
In the theory of cognitive development proposed by Jean Piaget, knowledge develops in stages through a process of assimilation and accommodation. When the learning process is interrupted or does not run optimally, the construction of knowledge structures is also disrupted. As a result, students experience difficulty understanding new material because the previous foundation of knowledge has not been strongly formed.
Students cannot understand more complex concepts without first mastering the prerequisite basic concepts. For example, a student will struggle to understand quadratic equations if basic algebraic operations have not been mastered. Similarly, the ability to write an argumentative essay cannot develop optimally if critical reading and text comprehension skills have not been properly formed.
In current educational practice, unfortunately, this issue of sequencing is often overlooked. Teachers are required to complete specific curriculum targets, so the focus often shifts from ensuring student understanding to merely finishing the material. Consequently, students advance to the next level carrying an accumulating ‘understanding debt’ from year to year.
Learning loss does not always occur because students did not learn at all. In many cases, learning loss often arises because of gaps in understanding that are allowed to persist. Furthermore, this phenomenon can bring about and resemble a domino effect: when one competency is not properly formed, the next competency becomes more difficult to achieve. In the long term, learning loss can turn into a learning gap that widens progressively.
In addressing learning loss, the main issue that must be tackled is not only focusing on catching up with material but also repairing the chain of learning continuity so it is not broken.
Learning sequencing allows students to build knowledge systematically, where each piece of material serves as a stepping stone for the next. In language learning, for instance, students first need to learn to recognise letters, then read words, understand sentences, analyse paragraphs, and finally be able to think critically about a discourse. If one of these stages is not mastered, the next stage will inevitably face obstacles. The same applies in the field of science. Understanding cells is the basis for understanding tissues, organs, organ systems, and various more complex physiological concepts. When students lose one of these links, the learning process becomes incomplete. Sequencing not only helps students understand the material but also creates self-confidence because they can see the logical relationship between what they have learned and what they are and will be learning.
A problem that often arises in the education system is the lack of continuity between one level of education and the next. Teachers at higher levels often assume that students have mastered the basic competencies from the previous level. The reality, however, is not always the case. When this assumption does not match reality, a larger learning gap occurs. Furthermore, learning loss cannot be viewed as merely an individual student’s problem. It is also a systemic issue related to curriculum coordination, assessment, and the transition process between educational levels.
In the world of education, teachers have a very strategic role. Teachers are not only tasked with teaching material but also need to ensure that every student has a sufficient foundation before they move on to the next stage. Teachers need to conduct periodic diagnostic assessments. They need to know which competencies have been mastered and which still require reinforcement. In this way, learning can be tailored to the actual needs of students. Teachers also need to help students understand the relationships between concepts, because good learning essentially does not treat material as separate parts, but rather as a unified whole.