Moving Home Learning Program (MHLP) as an Adaptive Learning Strategy in Emergency Remote Teaching during the Covid-19 Pandemic

Abstract

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models.
 Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching
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Pembelajaran Jarak Jauh dengan Metode Daring: Tantangan Guru Taman Kanak-kanak

“…Namun demikian, yang perlu diingat adalah anak TK masih dalam masa golden age sehingga metode pembelajaran daring sangat perlu untuk dikaji secara lebih detail dan mendalam sehingga tujuan dari pembelajaran anak usia ini dapat tercapai dan tidak terabaikan akibat dampak pandemi Covid-19. Terlebih pembelajaran berbasis daring masih menjadi perdebatan, apakah akan berdampak positif bagi anak usia dini atau tidak (Ardiansyah et al, 2021). Mengingat, apabila hal ini diabaikan dan dibiarkan begitu saja, maka anak sejak dini tidak memiliki pondasi serta kesiapan yang kuat dalam melanjutkan pendidikan di jenjang berikutnya (Suhendro, 2020).…”