This thesis investigated the phenomenon of learning loss experienced by English Education students at Antasari State Islamic University during the transition to online education following the COVID-19 pandemic. Utilizing a phenomenological approach, the research employed in-depth interviews and thematic analysis to gather and analyze student experiences. The study identified key evidence of learning loss, including declining academic grades, challenges with complex problems hindering critical thinking skills, and emotional impacts like frustration and boredom affecting motivation. However, the research also highlighted the positive influence of technology and training on student success in online learning environments. Thematic analysis revealed student-driven solutions for mitigating learning loss. These emphasized the need for improved social interaction within online learning, addressing technical difficulties that had been encountered, ensuring equitable access to technology, and fostering collaborative learning environments. The findings highlighted the crucial role of enhanced support systems and resources for students who had experienced learning loss. Providing adequate lecturer support, internet access, and interactive learning platforms could significantly improve learning outcomes, mitigate negative impacts on academic performance and critical thinking skills, and address issues related to motivation, social interaction, and engagement. This research contributed valuable insights into understanding and addressing learning loss in higher education, paving the way for improved online learning practices and student success