Home/School: Research Imperatives, Learning Settings, and the COVID-19 Pandemic

Richmond, Gail; Bartell, Tonya Gau; Cho, Christine; Gallagher, Alix; He, Ye; Petchauer, Emery; Curiel, Lucía Cárdenas

doi:10.1177/0022487120961574

Cited by 39 publications

(32 citation statements)

References 18 publications

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“…With an understanding of the systemic nature of the challenges at hand, we turn next to the question of how research can contribute to the common good while building knowledge and who needs to be at the table for meaningful work to occur and to be sustained. This was a theme in two recent editorials (Richmond, Bartell, et al, 2020; Richmond, Cho, et al, 2020) and bears raising again. It is our opinion that researchers have an obligation in these challenging times to recognize the biggest privilege of membership in the Academy, namely that our jobs forefront the time for deep analysis in that we can delve beyond the surface features of our current state to understand the complexity that lies beneath.…”

mentioning

confidence: 89%

Fast and Slow Thinking to Address Persistent and Complex Problems in Teaching and Learning

Richmond¹,

Cho²,

Gallagher³

et al. 2021

Journal of Teacher Education

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mentioning

confidence: 89%

Fast and Slow Thinking to Address Persistent and Complex Problems in Teaching and Learning

Richmond¹,

Cho²,

Gallagher³

et al. 2021

Journal of Teacher Education

Self Cite

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“…Saat ini, proses pembelajaran e-learning banyak digunakan oleh guru untuk membekali siswa dengan materi pembelajaran [4]. Seperti diketahui bersama sejak maret 2020, di Negara kita terjadi pandemi COVID-19 atau biasa disebut dengan Corona [5][6] [7].…”

Section: Pendahuluanunclassified

Pendampingan Pembelajaran Daring di Sekolah Dasar Dengan Pendayagunaan Google Form

Istiara

Adijaya

Helmanto

2021

bemas

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Belajar bagi peserta didik sekolah dasar membutuhkan banyak perhatian baik dari guru maupun orang tua. Setiap pemberian materi ajar dan penugasan tentunya membutuhkan umpan balik sehingga peserta didik mengetahui sejauh mana perkembang pembelajarannya. Tentunya peserta didik ingin tetap mendapati hal yang serupa baik sebelum pandemi maupun saat pandemi. Faktanya, saat pandemi terbentuk pembudayaan yang baru berupa penugasan yang dirasakan jauh lebih banyak dan membutuhkan peran orang tua untuk mengirimkan ke guru kelasnya. Penggunaan whatsapp sebagai media komunikasi dan sebagai media pengiriman berkas hasil pekerjaan peserta didik memang sudah cukup menjadi kebudayaan baru di SD Setia Bhakti. Namun, semakin bertambahnya jumlah penugasan, maka semakin bertambah pula dokumen yang harus diperiksa, dinilai dan diberikan umpan balik oleh guru. Sebagai tawaran solusi, guru harus memiliki suatu keterampilan mendokumentasikan pembelajarannya dengan baik. Melalui aplikasi yang telah ada di masyarakat, guru dan orang tua diajak untuk mendayagunakan aplikasi Google Form. Berdasarkan paparan di atas, maka program pengabdian masyarakat ini ditujukan untuk mendampingi pembelajaran daring dengan pendayagunaan google form. Program ini menghasilkan 77% guru mampu mengoptimalkan pembelajaran dengan mendayagunakan Google Form dengan aplikasi ini pendokumentasian dapat dilakukan secara mandiri oleh peserta didik melalui bantuan orang tua

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“…How do they learn? Because of the Covid-19 pandemic, the home setting is an essential place for students to learn online [16]. The children are in the adaptation of the change from face to face to longdistance learning.…”

Section: Langsajarot Magersari: From the Musala For Children In Pandemic Eramentioning

confidence: 99%

Langsajarot Learning Community as a Response to Local Education Needs in the Pandemic Era

Ainurofiq¹,

Hermanto²,

Lestari³

2021

Proceedings of the 6th International Conference on Education &Amp; Social Sciences (ICESS 2021)

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During the Covid-19 pandemic era, the world of education experienced a transformation from traditional to digital learning. Not all schools are ready to organize online learning, especially in villages. Langsajarot community in Magersari Village was formed as the response to the local education needs during this Covid-19 outbreak. Langsajarot community was formed to learn and prepare the children to adapt to digital learning. This study aims to obtain a detailed description of the learning management of the Langsajarot community so it can prepare the children for digital learning. Observation, documentation, and in-depth interview about the founding and learning activity of Langsajarot were carried out to obtain the research data. Observation and documentation were done for three months more. Founders, members, and the parents of members were interviewed. Data analysis was carried out through data condensation, data display, verification, and conclusion. The result shows that Langsajarot was formed to fill the free time of the children using positive activities and in managing the community during the pandemic era, there are three important factors. First, Langsajarot uses a constructivist approach to build the children's motivation. Second, Langsajarot uses an engagement strategy to build the interest and focus in learning, therefore, although the community is nonformal they have many attendees. Third, Langsajarot introduces and trains the member about how to use the internet as learning resources and make their learning video and channel.

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Home/School: Research Imperatives, Learning Settings, and the COVID-19 Pandemic

Cited by 39 publications

References 18 publications

Fast and Slow Thinking to Address Persistent and Complex Problems in Teaching and Learning

Fast and Slow Thinking to Address Persistent and Complex Problems in Teaching and Learning

Pendampingan Pembelajaran Daring di Sekolah Dasar Dengan Pendayagunaan Google Form

Langsajarot Learning Community as a Response to Local Education Needs in the Pandemic Era

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