Partisipasi Orang Tua Terhadap Pembelajaran Online di Rumah Ditinjau Dari Fase Kelas di Sekolah Dasar

Abstract

Abstrak: Penelitian ini bertujuan untuk (1) mengetahui bagaimana partisipasi orang tua dalam mendukung kegiatan pembelajaran online pada siswa dan (2) mengetahui apakah terdapat perbedaan partisipasi yang orang tua berikan pada siswa kelas tinggi dan kelas rendah. Penelitian ini merupakan penelitian kuantitatif dengan metode survei. Jumlah subjek dalam penelitian ini yaitu 60 orang tua siswa dari kelas I-VI SD Negeri 1 Seren. Teknik pengambilan sampel dalam penelitian ini adalah probability sampling dengan tipe simple random sampling. Teknik pengumpulan data yang digunakan adalah angket dan dokumentasi. Instrumen yang digunakan adalah lembar angket. Teknik analisis data yang digunakan adalah statistik deskriptif dengan menggunakan rumus persentase dan uji T. Hasil penelitian ini menunjukkan bahwa partisipasi orang tua dalam mendukung kegiatan pembelajaran online pada siswa diberikan dalam bentuk orang tua sebagai: pendidik, pembimbing, motivator, dan fasilitator. Selanjutnya hasil uji hipotesis diperoleh nilai Sig.(2-tailed) 0,000 < 0,05 menunjukkan terdapat perbedaan partisipasi orang tua terhadap pembelajaran online di rumah ditinjau dari fase kelas di Sekolah Dasar. Rata-ratapersentase partisipasi orang tua terhadap pembelajaran online di kelas rendah yaitu 75,14% lebih besar dibandingkan rata-rata partisipasi orang tua terhadap pembelajaran online di kelas tinggi yaitu 61,85% sehingga partisipasi orang tua terhadap pembelajaran online di kelas rendah lebih baik.
 Kata Kunci: Partisipasi Orang Tua, Pembelajaran Online, Fase Kelas Di Sekolah Dasar
 Abstract: This study aims to (1) find out how parents' participation in supporting online learning activities for students and (2) find out whether there are differences in the participation that parents give high class and low class students. This research is a quantitative research with a survey method. The number of subjects in this study were 60 parents of students from class I-VI SD Negeri 1 Seren. The sampling technique in this study is probability sampling with the type of simple random sampling. The data collection techniques used were questionnaires and documentation. The instrument used was a questionnaire sheet. The data analysis technique used is descriptive statistics using the percentage formula and the T test. The results of this study indicate that the participation of parents in supporting online learning activities for students is given in the form of parents as: educators, mentors, motivators, and facilitators. Furthermore, the results of the hypothesis test obtained the Sig. (2-tailed) value of 0.000 < 0.05, indicating that there are differences in parental participation in online learning at home in terms of the class phase in elementary schools. The average percentage of parental participation in online learning in low classes is 75.14% greater than the average participation of parents in online learning in high classes, namely 61.85% so that parents' participation in online learning in low classes is better. 
 Keywords:Parental Participation, Online Learning, Class Phase in Elementary Schools

The Commitment of Special School Teachers Towards The Implementation of Distance Learning During the Covid-19 Pandemic

“…Based on the results of interviews with some elementary school teachers, online learning makes learning objectives not fully conveyed to students, and the teachers themselves still do not understand the use of the latest technology (Anggianita et al, 2020;Mailizar et al, 2020). In addition, the factor of the level of parental participation in online learning is still low (Huda, 2020;Khasanah et al, 2021). These existing obstacles are a challenge in the implementation of online learning considering that online implementation is a must so that educational activities can be conducted during the covid-19 pandemic (Arifa, 2020;Onyema, 2020).…”

“…The quality of online teaching and learning experiences many obstacles, both from students and from teachers as facilitators. Findings from research on students' perceptions of online learning found that many of the students had difficulties because there was no direct interaction with the teacher so the material presented could not be conveyed optimally (Bestiantono et al, 2020;Khasanah et al, 2021). Lack of internet access and inadequate technology are also obstacles to the online learning process.…”