Perception of Early Chilhood Teachers on Implementation of Face-To-Face Learning
Abstract
Since the Covid-19 pandemic, a number of schools in Indonesia have taken place online. This condition is felt by all levels of society because of conditions that have not made it possible to conduct direct learning. This is contrary to the government's policy of giving educational institutions the opportunity to conduct face-to-face learning. The purpose of this study was to describe the response of PAUD teachers to face-to-face learning. Researchers used descriptive statistics methods. Data obtained through questionnaires. The results of this study showed that the implementation of learning from home has been felt ineffective by PAUD teachers. PAUD teachers are very hopeful that they can immediately carry out face-to-face learning so that they welcome the Regulation of the Indoenesian Government that recommends face-to-face learning. The implications of this research are expected to be input for the government on the regulations set to pay more attention to various aspects, including the readiness of educators.
Keywords
Full Text:
PDFReferences
Abidah, A., Hidaayatullaah, H.N., Simamora, R.M., Fehabutar, D., Mutakinati, L., 2020. The Impact of Covid-19 to Indonesian Education and Its Relation to the Philosophy of “Merdeka Belajar.” Stud. Philos. Sci. Educ. 1, 38–49.
Adnan, Muhammad and Kianat Anwar. (2020). Online learning amid the COVID-19 pandemic: Students' perspectives. Journal of Pedagogical Sociology and PsychologyVolume 2, Issue 1, Pp 49.
Caplan, L., & Schooler, C. (2007). Socioeconomic status and financial coping strategies: The mediating role of perceived control. Social Psychology Quarterly, 70,43-58.
Darmawan, D., Miharja, D., Waluyajati, R.S.R., Isnaeniah, E., 2020. Sikap Keberagamaan Masyarakat Menghadapi Wabah COVID-19. Relig. J. Studi Agama-Agama Dan Lintas Budaya 4, 115–124.
Drane, Catherine, et al. (2020). The impact of ‘learning at home’ on the educational outcomes of vulnerable children in Australiaduring the COVID-19 pandemic. National Centre for Student Equity in Higher Education. pp 11.
Hasanah, Uswatun dan Much Deiniatur. (2018). Character education in early childhood based on family. Early Chilhood Research Journal. Vol 1, No 1, pp 61.
Hoq, Mohammad Ziaul. (2020). E-Learning During the Period of Pandemic (COVID-19) in the Kingdom of Saudi Arabia: An Empirical Study. American Journal of Educational Research, 2020, Vol. 8, No. 7, pp 460.
Jamilah. (2020). Kesiapan guru sekolah dasar dalam pelaksanaan daring era new normal di Kabupaten Sumenep. Prosiding. Konferensi Nasional Pendidikan. Pp. 152.
Joyce H., &Early T. (2014).The impact of school connectedness and teacher support on depressive symptoms in adolescents: a multilevel analysis. Child Youth Services,39,101–7.
Kim, Jinyoung. (2020). Learning and Teaching Online During Covid 19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood. Pp 156.
Pikulski, P., Pella, J., Casline, E., Hale, A., Drake, K., & Ginsburg. (2020). School connectedness and child anxiety. Journal of Psychologists and Counsellors in Schools, 1–12. doi:10.1017/jgc.2020.3
Puterman E., DeLongis A., Lee-Baggley D., & Greenglass E. (2009).Coping and health behaviours in times of global health crises: Lessons from SARS and West Nile.GlobalPublic Health,4, 69–81.
Putra, Purniadi, et al. (2020). The Students Learning from Home Experience during Covid-19 School Closures Policy in Indonesia. Jurnal Iqra’: Kajian Ilmu Pendidikan. Vol 5, No 2. Pp.33.
Rideout, Victoria. (2014). Learning at home:families’ educational media use in America. The Joan Ganz Cooney Center. Pp 27.
Wargadinata, W., Maimunah, I., Dewi, E., Rofiq, Z., 2020. Student’s Responses on Learning in the Early COVID-19 Pandemic. Tadris J. Kegur. Dan Ilmu Tarb. 5, 141–153.
Wingspread Declaration.(2004). Wingspread declaration onschool connections. Journal ofSchool Health, 74(7), 233–234.
DOI: http://dx.doi.org/10.18415/ijmmu.v8i5.2514
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 International Journal of Multicultural and Multireligious Understanding
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
https://ijmmu.com
editor@ijmmu.com
facebook.com/ijmmu
Copyright © 2014-2018 IJMMU. All rights reserved.