e-ISSN: 2797-6068 and p-ISSN: 2777-0915
|
KEYWORDS Distance Learning, Covid-19 Period, Primary
School ARTICLE
INFO Accepted: January, 26th 2022 Revised: February, 13th 2022 Approved: February,
14th 2022 |
ABSTRACT Social distancing is urgently applied to
break the chain of transmission of the Covid-19 outbreak so that all work and
education activities are conducted at home or often called WFH (Work From
Home). The research technique used here was
descriptive qualitative research, intending to understand the process of
implementing learning activities during distance learning as well as the
supporting and inhibiting variables for distance learning implementation at
SDN 1 Selajambe. Observations in this study were carried out on the
Principal, and Class 4 Teacher of SD Negeri 1 Salajambe. The data collection techniques were observation
and interviews. The result shows that the process of learning activities
during the pandemic conducted through online learning techniques. Teachers
can use various applications such as the Ruang Guru Application, Google
Classroom, Zoom, Google Docs, Google Form, or WhatsApp groups. Apart from
online, there are also offline activities by forming study groups. |
INTRODUCTION
In 2020, the
whole world is experiencing an outbreak, namely the Covid-19 pandemic. The
Covid-19 pandemic is a health crisis that has hit almost all corners of the
world (Purwanto et al., 2020, p. 1). To combat the Covid-19 pandemic, all
countries used a variety of strategies, one of which was to adopt social
distancing initiatives aimed at reducing people's involvement in the greater
community (Wilder-Smith & Freedman, 2020). Due to this incident,
the Ministry of Education and Culture issued Circular Letter No. 4 of 2020
regarding the implementation of education policies during the emergency period
of the coronavirus disease (Covid-19), one of the contents is learning from
home through online or distance learning activities. During the pandemic,
online learning was conducted in almost all corners of the world according to Goldfschmidt
(2020:88) (in Tarigan, 2021). Therefore,
during the Covid-19 pandemic, every school carried out educational activities
with distance learning. Distance learning, which emerged at the end of the 20th
century, has entered the 21st century as one of the most effective forms of
learning (Lenar et al., 2014, p. 111). Distance education is defined as a
learning process that does not consider the location or time of learning and is
self-contained in terms of the processes of developing students by methods and
media in learning activities (Magdalena et al., 2020).
Starting
from March 16, 2019, until now, stay at home, work from home and online
learning for elementary school students are implemented to follow the
government's program to break the chain of the Covid-19 pandemic, not only in
Indonesia but throughout the world. Indonesia is one of the countries infected
with the Covid-19 pandemic. This phenomenon disturbed education traditional
educational practice (Pokhrel & Chhetri, 2021).
According to
Azhari (2013: 2) (in Putri, 2020), education
determines the development and realization of human resources, especially the
development of the nation and state. Education has an essential role in forming
intelligent, capable, creative, faithful, and noble human resources. Primary
school education is the initial education of children to develop knowledge (Muhroji & Yusrina, 2018, p. 1). In learning activities, it is an effort
to direct students into the learning process so that they can obtain learning
objectives following what is expected so that teaching and learning activities
can run properly.
For great
teachers, distance learning can be a challenge to find ways to deliver
educational materials for students at home. They learn independently through
various media so that they find the best ways for distance learning (Musfah, 2020). In
Indonesia, distance learning (DL) is not something new, because between education
and technology is interconected with each other. Distance learning is the most
appropriate choice during the Covid-19 pandemic because education must be
conducted no matter what happen.
Many
researchers have studied distance learning, including (Sutiah et al., 2020), who investigated the execution of
distance learning in faculty of education and teacher training during the
Covid-19 pandemic. They conclude that when classroom instruction is postponed
due to the COVID-19 epidemic, distance learning is a viable alternative. It is
also important to remember that distant learning cannot replace the need for
on-site or on-campus, face-to-face learning, but it can complement existing
standard classroom-based learning approaches. Individual learning readiness and
institutional facilities' readiness for blended learning are both influenced by
distance learning.
On the other hand, De Villa & Manalo (2020) did study for secondary teachers on
Preparation, Challenges, and Coping Mechanisms in the Pre-Implementation of
Distance Learning in the New Normal. Teachers make the essential preparations
to equip themselves with distant learning as education migrates to a New
Normal, according to their research. Even though they face obstacles that may
impede their job, they manage to adapt to the new normal and complete their
tasks. To successfully allow the delivery of excellent education to students,
higher offices and school authorities should collaborate with teachers prior to
the adoption of distance learning to address their resource and training needs.
Alperi et al., (2021) analyzed how distace learning was implemented
in the new normal period. Learning planning for NHA mass education units in
Kepahiang Regency has established corresponding rules, and an education unit
ordinance connected to its implementation has been issued, according to their
research. In the Kepahiang District education unit, the infrastructure for
preventing COVID 19 is likewise outstanding. As a result, the lesson plan that
was planned for the NHA term has also been altered. (2) More than 80% of
students in Kepahiang Regency actively participated in AKB learning, with
offline distance learning being the most popular mode and WhatsApp being the
most popular media. (3) The facilities, networks, competencies, and complexity
of the student's brain are obstacles to learning throughout the NHA time in the
Kepahiang Regency. (4) Offline distance learning is one of the solution
alternatives proposed and implemented.
Rasheed (2007) did a review of the literature on the barriers
to Web-based distant learning implementation. His assessment of the literature explored
some of the ideas about distance learning and its barriers, especially those
that are offered via electronic methods. He concludes that identifying the
right audience for distant learning, as well as examining student demographics
and motivators, will aid institutions in developing appropriate course
materials and procedures, as well as the system's ongoing refinement and
improvement. Examining the inherent obstacles in distant education will aid in
the resolution of issues that students and staff may confront. Students may
benefit from regular orientations, specialized help lines, and technological
support when taking distance education courses or programs. While faculty
participation and training are essential components of any successful distance
education program, recognizing and resolving technical issues is equally
critical, especially given the rapid advancement of technology.
The previous research mentioned
above may appropriate for higher level students, while this research conducted
for youn learners, in this case students of SDN 1 Selajambe. Hence, the
phenomena found in the field should be different.
METHOD�� RESEARCH
The research
method used in this research is descriptive qualitative research, which will be
conducted in 2021 at SDN 1 Selajambe with the object of research, namely class
IV SDN 1 Selajambe. Qualitative research is used to examine human and social Problems
in which the researcher will report the study findings based on his or her
interpretation of the data and analysis of the data collected in the field,
which will then be detailed in the research report (Creswell et al., 2007)
Data
collection techniques of this research were interviews, observation, and
documents. Interviews with grade 4 teachers and the principal of SDN 1
Selajambe were undertaken to learn how the learning process was carried out at
the school during the COVID-19 epidemic and what challenges were encountered.
Meanwhile, in carrying out the observations, the researchers followed offline
learning directly. The researcher examined how students react when the learning
process was conducted. The research procedure used was descriptive research in
which all the symptoms that arise are explained using written words to explain
in detail the issues discussed.
RESULT AND DISCUSSION
Implementation of
Distance Learning
Distance
learning is used to deal with learning amid the outbreak of covid-19 pandemic.
Learning must continue because students have the right to continue to receive
learning materials properly at school while distance learning is only an
alternative in carrying out learning activities. This is in line with Syarifudin's opinion (2020, p. 32), which asserts that
learning must continue even if a global pandemic calamity forces the government
to apply social distance in the educational sector. Distance learning requires
a plan for the implementation process, due to the covid-19 pandemic in which
learning that is usually done at school is now conducted online.
Facilities
that must be prepared to conduct distance-learning activities, such as hardware
in the form of cellphones or laptops, as well as internet quotas that can
support the process of distance learning activities so that it may function
smoothly and efficiently. The strategy used in distance learning is that the
teacher comunicate personally with students and collaborate with parents in
conditioning teaching and learning activities.
In this
study, researchers can reveal that during online learning, this method uses
online networks. This method is very suitable to be applied to the red zone
area so that the learning process is carried out fully online. In the process,
the teacher conveys the material first and shares it through WhatsApp Groups
using voice notes, records the material, and sends videos of learning materials
that will be taught to help students understand learning. For assignments, the
teacher makes questions in advance then students will complete and share it via
WhatsApp Groups or Google Forms. During learning, the teacher always
communicates with parents. If there are students who do not understand the
lesson, the teacher explains again via telephone or video call. In addition,
parents are also active in sending photos of their children when learning and
the results of student work to prove that the student is following the lesson.
Assessment is done in writing and orally. In writing, assignments are collected
through files or photos sent by students' parents. Whereas in oral form,
assignments are sent in the form of voice recordings or Voice Notes or videos.
Over time, there were
many complaints from parents and the school area became a yellow zone, the
school changed the policy of the learning process, namely to go offline (direct
learning) by forming study groups. The total number of fourth-grade students at
SDN 1 Selajambe is 29 people. They are divided into 4 groups with 7 students in
groups 1-3, and 8 people in-group 4. Parents of students were very enthusiastic
when they heard about offline activities and were supportive of these
activities. For its implementation, offline activities are carried out in one
of the students' homes per group using health protocols, namely maintaining
distance, washing hands before carrying out activities, or using hand sanitizer
and wearing masks.
The study
entitled "Implementation of the Distance Learning Activity Process during
the Covid-19 Pandemic Period at SDN 1 Selajambe" explained that the
learning process during the COVID-19 period at SDN 1 Selajambe could be carried
out well. Learning that is usually conducted at school is now conducted from
home using various applications such as ruang guru application, Classroom,
Zoom, Google Docs, Google Form, or through WhatsApp Groups. In the early
days of the pandemic, teachers used online learning. Before start the learning
process, the teacher attends to students through WhatsApp Groups,
explains learning via zoom, and gives assignments via Google form. Over time,
and there were many complaints from parents, the school changed the learning
activities to Offline by forming study groups. There are 29 students in grade 4
at SDN 1 Selajambe, and they divided into 2 groups. Distance learning can
reduce the risk of spreading the coronavirus following the circular issued by
the Ministry of Education and Culture for online learning.
Obstacle factor
There are
still pupils in class VI SDN 1 Selajambe who do not complete assignments in
online learning. For that, the class teacher came to the student and asked the
reason why they did not do the assignment. In the results of observations made
by grade 4 teachers, it turns out that the obstacles experienced by these
students are that their parents do not have cellphones. Another obstacle was
the lack of a quota, so the class teacher advised teaming up with other
classmates. In addition to excessive internet use, students feel other
obstacles when they feel bored in online learning, which only listens to voice
notes or sees learning videos given by the teacher without having to meet face
to face. Class teachers tried to give attention, motivation and interspersed
with small games for their students during online learning thus learning is
more enjoyable. In the learning process, teachers and parents must communicate.
So that students still get material from the teacher and remain under the
supervision of parents. So that learning will run smoothly.
Observation Results
Observations
are made by observing the symptoms that appear with the facts on the field. The
researcher was directly involved in observing how teachers and students carried
out the learning process during the participatory observation.
The
observations that have been carried out to the teacher were before starting the
lesson the teacher prepares the RPP in advance to launch the process of
teaching and learning activities. Teachers must first comprehend and master the
material to be taught before preparing a quiz for pupils to complete. Before
starting the implementation of learning, the teacher leads the students to pray
together. The instructor leaves an impression on the students throughout the
implementation of learning. Thus, they have a concept of the information that
will be taught by the teacher. The teacher connects the teaching material with
the real situation so that students can think concretely. In explaining, the
teacher provides stimulation to students so that communication occurs between
teachers and students. After explaining the material, the teacher gives
assignments to students taken from textbooks or other supporting media. The
teacher closes the lesson by praying together, after that, the teacher
motivates the students to stay enthusiastic in learning even though they are
not facing to face. From the observations made by the researchers on teaching
and learning activities carried out by the teacher, several facts were
obtained, including the teacher being the center of learning and information,
and the student as the recipient of the message. The teacher provokes student
activity by asking questions so that students respond. That will be interspersed
with games related to learning materials so that students remain enthusiastic
in carrying out learning. The teacher gives assignments to students to do at
home and is collected at the next meeting according to the schedule set by the
class teacher.
CONCLUSION
Based on the
results of the study, it can be concluded that distance learning is applied to
deal with the covid-19 pandemic during online activities with a schedule
determined by the school. Distance learning requires gear, such as cellphones
or laptop computers as well as internet quotas to support distance-learning
activities. The strategy used in this learning is that the teacher takes a
personal approach to students to find out how far the students understand the
material presented by the teacher. In addition, talking with parents and
cooperating in learning situations is essential. During distance learning
activities, there is an evaluation carried out by the principal and class
teachers once a week, namely every Saturday, some students or parents feel
bored and complain about this distance learning. However, the school accepts
the report well and provides understanding and motivation so that the
relationship between parents and school is good.
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Copyright
holder:
Ghaida Yuthika (2022)
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publication right:
Devotion - Journal of Community Service
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