The Challenge of Online Learning in Curriculum-2013 During Covid-19 Pandemic: Study of Social Science Teachers at Man 2 Parepare

Abstract

The COVID-19 pandemic has affected the structure of human life, including in the field of education. The government has established an online learning policy in an effort to suppress the spread of the virus. The application of online learning policies cannot be separated from various obstacles. One of them was experienced by a social studies teacher. This study aims to examine the obstacles to implementing online learning with the 2013 curriculum and the role of social studies teachers in overcoming them. The research method used is qualitative and implemented in MAN 2 Parepare, South Sulawesi. Data collection techniques are interviews and observation. To obtain the validity of the data, triangulation was carried out on methods, sources and theories. After that, the data were analyzed. This study found that the obstacles to the implementation of online learning with the 2013 curriculum were social inequality between students, limited online learning time, difficulty in assessing student learning processes and outcomes, and parents who did not accompany children in the learning process. The role of social studies teachers in overcoming these obstacles is to provide policies to students who have difficulty in learning online, use innovative learning methods, and try to establish communication with parents of students.

The Probing-Prompting Method to Overcome the Monotonous Learning Process in Class

“…Alasan yang meyakinkan penulis untuk mengkaji metode probing-prompting adalah adanya hasil penelitian yang dilakukan oleh Sholihah (2019) disimpulkan bahwa metode probingprompting berpengaruh signifikan terhadap hasil belajar siswa. Dalam metode ini, terdapat dua aktivitas yang saling berhubungan yaitu aktivitas siswa yang menuntut siswa untuk aktif, berfikir kritis dan berusaha membangun pengetahunnya, serta aktifitas guru yang membimbing siswa dengan sejumlah pertanyaan yang memerlukan pemikiran tingkat rendah sampai tingkat tinggi (Zahrawati & Nurhayati, 2021). Selain itu, penelitian Royani (2015) menunjukkan bahwa penerapan metode probing-prompting dapat meningkatkan motivasi belajar siswa, sehingga hasil ketuntasan belajar siswa sudah mencapai nilai KKM.…”