Distance Learning In Primary Schools During The Covid-19 Pandemic In Indonesia: Challenges, Solutions, And Projections

Cipta Pramana, Et Al

doi:10.17762/turcomat.v12i4.502

Abstract

This study aims to investigate online learning for elementary school students in Indonesia due to the COVID-19 pandemic. The data were collected using a survey method through distributing questionnaires with a google form. Secondary data was also supported using the library method through documentation to gain the relevant data regarding the impact of COVID-19 and online learning in elementary schools from various sources such as documents, books, magazine news, and journal articles. Data analysis used a flow chart following Milles and Huberman. Results show that the impact of COVID-19 on implementing online learning in elementary schools in Indonesia can be implemented quite well. The impact of COVID-19 on the implementation of distance learning in elementary schools can be carried out quite well if there is a collaboration between teachers, students, and parents in learning at home.

Highlights

The COVID-19 virus affects the whole population in Indonesia today
The use of the internet network in the learning process is known as online learning
The education situation in Indonesia has changed suddenly in March 2020 since the first case of the COVID-19 coronavirus contagion was noticed in Indonesia (Ihsanuddin, 2020; Unicef, 2020)

Summary

Introduction

The COVID-19 virus affects the whole population in Indonesia today. The COVID-19 virus has affected various areas such as social, economic, tourism, and education, according to Kompas, 28/03/2020. According to the Circular, the learning process is carried out at home by online/distance learning to provide realistic learning opportunities for students (Ministry of Education and Culture, 2020). The learners' characteristics determine the success of a model or learning medium. According to Nakayama, all of the learning literature suggests that not all students will be successful in online learning. This is attributed to factors such as the learning environment and learner characteristics (Nakayama et al, 2007)

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Conclusion