Dunia dilanda pandemi Covid-19 yang membawa pengaruh dalam bidang-bidang kehidupan manusia. Dalam bidang pendidikan, proses pembelajaran secara tatap muka berubah menjadi pembelajaran daring. Ada tantangan tersendiri yang dihadapi pihak sekolah dan orang tua dengan pelaksanaan pembelajaran daring. Secara khusus sinergi orang tua dalam mensukseskan pembelajaran daring diperlukan. Peran orang tua merupakan hal yang penting terutama ketika proses pembelajaran daring berlangsung. Siswa yang biasa belajar di sekolah beralih dengan mengikuti pembelajaran dari rumah, di mana akan bersama dengan orang tua. Guru hanya berinteraksi melalui media yang digunakan, baik secara sinkron maupun asinkron. Peran orang tua yang lebih dekat dengan anak dapat membantu anak untuk belajar. Dalam penelitian ini menggunakan kajian pustaka, dengan mengkaji literatur-literatur ilmiah. Hasil kajian menggambarkan bahwa orang tua memiliki peran penting dalam proses pembelajaran terutama pada masa pandemi Covid-19. Pada umumnya orang tua memiliki peran yang sama, tetapi perlu menyesuaikan dengan jenjang pendidikan yang ditempuh anak, agar peran orang tua dalam mendukung anak dapat mencapai tujuan dan proses pembelajaran yang dilakukan secara daring dapat tercapai dengan baik.

This research is motivated by the importance of learning programs as the first step made by schools, especially teachers to serve as guidelines in one school year. In addition, the learning program is also an important aspect of the learning system to be used as the basis for the implementation process and assessing learning outcomes. This study uses a qualitative approach with a type of phenomenology. The research was conducted at Santa Maria Catholic High School and Saint Albertus Catholic High School Malang. The informant collection technique in this study was a purposive sampling technique, namely class XI economics teachers. Data collection was carried out using interview, observation, and documentation techniques. The results of this study are economic learning programs in both schools including program planning as environmental input; and instrumental inputs such as determining Basic Competency (KD), Operational Verbs (KKO), content, and learning methods; preparation of learning tools; the availability of media and learning resources, as well as the establishment of an assessment program and Minimum Completeness Criteria (KKM), where teachers attend Work Meetings (Raker) and hold Study Field Teacher Consultations (MGBS) in planning, establishing, and compiling learning programs at the beginning of the school year. The purpose of this study is to describe economic learning programs that support the learning process and student learning outcomes as well as to be used as material for evaluating planning, determining and compiling next year's learning programs