Difficulties of Implementing Online Learning in Kindergarten During the Covid-19 Pandemic Outbreak: Teacher's Perspective Review

Abstract

Policies related to changing face-to-face learning to online learning have become a tough job for education practitioners, especially Kindergarten teachers. This is what triggers various polemics in the world of education, especially at the kindergarten level. Problems related to online learning are not only about hardware but also the various skills of teachers in presenting learning videos. This study aims to expose various difficulties, causal factors, and the readiness of kindergarten teachers to carry out online learning. The research method used is descriptive quantitative, with the selection of samples selected through the quota sampling technique. The research instrument used in this study was a form that was sent via a google form link. Analysis of the data used in this study is quantitative descriptive statistics with percentage techniques. The results showed that the difficulty of implementing online learning in Kindergarten 40% of respondents stated that the difficulty of implementing online learning lies in the difficulty of collaborating with parents in helping learning from home, 20% stated difficulties in assessing child development, while 16% stated time effectiveness less learning. Meanwhile, the contributing factors were 40% stated that their parents were busy due to work, 32% stated that the learning support facilities were limited, and 12% stated that the learning objectives were not achieved. Can be concluded that the difficulty of online learning is caused by the coordination of teachers and parents who have different activities, so there is a lack of synergy in assisting children when carrying out online learning.

Analysis of Guru Penggerak Programs as Sustainable Professional Development for Teachers

“…Continuous professional development can be carried out in an atmosphere and form that leads to competency achievement and preparing teachers to be able to face the challenges of changing times (Safrizal et al, 2021;Suryana et al, 2021). Several alternative activities that can be carried out by teachers in improving the quality of their competencies are to involve themselves in the agenda of seminars and workshops which are presented in the form of discussions to increase knowledge about their competencies (Furqon, 2019;Furqon et al, 2018;Maiza & Nurhafizah, 2019;Nugraheni & Jailani, 2020).…”

“…The teacher is the main actor in organizing and facilitating the learning process in the classroom. The implementation of tasks based on the realm and purpose of educating the nation is one of the keywords that educating is a very important obligation in realizing the ideals and goals of national education (Rusdarti, Slamet, & Sucihatiningsih, 2018;Safrizal & Yulia, 2022;Suryana, Yulia, & Safrizal, 2021). This is as the vision of education in 2025 which has the achievement that education must be able to create intelligent and competitive Indonesian people.…”

“…Following up on the lack of teacher competence based on the results of the UKG, the government has launched a sustainable professional development program (PKB) as an effort to accelerate teacher competency improvement. The principle of implementing the PKB program that has been declared leads to a policy that the implementation of activities must accommodate the needs of teachers to achieve professional competency standards and/or increase their competence above the standard (Maiza & Nurhafizah, 2019;Nugraheni & Jailani, 2020;Safrizal, Yulia, & Suryana, 2021;Sri haryati, 2021).…”

Peran Pendidik dalam Menerapkan Pendidikan Akhlak Anak Usia Dini melalui Metode Pembiasaan

“…Pendidikan akhlak di masa usia dini memiliki pegaruh dalam membentuk kepribadian yang kuat yang dapat menjadi prinsip dalam kehidupannya. Tanggung jawab untuk melaksanakan pendidikan akhlak di sekolah tidak hanya pada guru kelas saja, melainkan setiap pendidik dan tenaga kependidikan mempunyai kewajiban untuk menanamkan pendidikan akhlak yang baik terhadap setiap individu peserta didik untuk dapat menanamkan nilai-nilai akhlak dalam kehidupan nyata, baik secara kognitif maupu secara afektif (Safrizal et al, 2021). Dini, 6(5), 2022 Pada penerapan pendidikan akhlak, pribadi guru akan menjadi teladan, diteladani atau keteladanan bagi anak-anak.…”

Praktik Belajar Mengajar Online Selama Pandemi Covid-19

“…Diperjelas dengan hasil penelitian Abbasi et al (2020) bahwa pengalaman pembelajaran online tidak cukup menarik karena banyaknya keterbatasan berupa koneksi, sumber belajar, maupun kurangnya pengetahuan pendamping. Ketidakmaksimalan pembelajaran daring tentunya menimbulkan banyak permasalahan, khususnya pada anak usia dini yang notabennya membutuhkan bimbingan secara langsung (Safrizal et al, 2021).…”