Learning from Home Strategies in Private Elementary Schools During Covid-19 Pandemic

Abstract

The Indonesian government established a Learning from Home (BDR) policy related to learning during the Covid-19 pandemic. This article aims to analysis learning strategies from home during the Covid-19 pandemic in Indonesian private elementary schools. The research method was carried out in a descriptive qualitative manner. Collecting data through interviews, observation, and documentation. Data analysis in this qualitative research was started when the data collection took place, and after the data collection was completed within a certain period. The data analysis implemented content analysis techniques. Activities in data analysis included data reduction which summarized, chose the main points, focused on the important things, as well as looking for themes and patterns. Moreover, data display organized the data, arranged in a relationship pattern, so that it would be more easily understood. The research subjects were the principal (key informant), teacher, students, 2 guardians. The results of the analysis show that BDR is carried out using blended learning (synchronous and asynchronous). Synchronous implementation using social media (WA, IG, Zoom, Google meet) and school learning applications with a duration of 1-3 hours. Meanwhile, asynchronous is done by sending assignments/projects/questions via social media or the PANDHAWA application every day or once a week. Different strategies are following the readiness of schools, infrastructure, human resources, teachers, students, and parents. With various BDR strategies implemented, schools can overcome deficiencies and improve and develop the quality of learning.

Envisioning Future Elementary School Teachers’ Practices in The Post-Pandemic Era: A Visual Narrative Inquiry

“…For the past few years, continuous strategies have been implemented by various stakeholders to accommodate teaching and learning activities safely amidst the spread of the pandemic, including the shift to online and hybrid learning at all educational levels in the country (Atmojo & Nugroho, 2020;Sanurdi et al, 2020). In the elementary school context, the shift to online learning debilitated elementary school teachers' ability to implement certain teaching strategies, such as gamebased learning due to the lack of stable internet connection and proper digital tools as well as the ability to arrange synchronous activities smoothly as it required a large amount of internet quota (Ekowati & Suwandayani, 2021;Khosiyono, 2022;Sudewiputri & Dewi, 2022). At the same time, elementary school parents had strong concerns on the implementation of online learning in the elementary school context as it might impede their children's learning development and impact their health due to overexposure to screen (Khosiyono, 2022;Mahmud et al, 2021;Siburian & Mahmud, 2022).…”

“…At the same time, elementary school parents had strong concerns on the implementation of online learning in the elementary school context as it might impede their children's learning development and impact their health due to overexposure to screen (Khosiyono, 2022;Mahmud et al, 2021;Siburian & Mahmud, 2022). Although the problems experienced by elementary school teachers and parents have been documented thoroughly (Ekowati & Suwandayani, 2021;Mahmud et al, 2021;Sudewiputri & Dewi, 2022), the focus on pre-service elementary school teacher during and beyond the pandemic remains underexplored. At the same time, the impact of the global pandemic was not only experienced by parents or current teachers but also preservice teachers or teacher candidates.…”

Strategies for Learning Arabic from Home at Islamic Boarding Schools During the Covid-19 Pandemic

“…Coronaviruses are a large family of viruses that usually attack the respiratory organs (Conti dkk., 2020). The name comes from the Latin word "Corona", which means a crown due to the sharp edges that surround this virus (Ekowati & Suwandayani, 2021) ). These viruses act more like highly contagious influenza-like viruses (Garfin dkk., 2020) faster than scientists have found in relatives of slow-moving viruses, SARS and MERSS (Alrefaie dkk., 2020).…”

“…The effect caused by this virus is so great. The handling of this virus affects many fields, including the field of education (Ekowati & Suwandayani, 2021). So those appropriate efforts are needed so that learning can take place during the COVID-19 pandemic.…”

“…This strategy is an effort to provide optimal educational services. In BDR, teachers are also required to prepare learning tools that allow students to learn from home (Ekowati & Suwandayani, 2021). This situation allows teachers to change their teaching and learning strategies (Burd & Buchanan, 2004).…”