The Implementation of Distance Learning on Early Childhood Education During New Normal Era of Covid-19

Musthofiyah, Luluk; Sopiah, Sopiah; Adinugraha, Hendri Hermawan

doi:10.30983/educative.v6i1.4112

Cited by 7 publications

(10 citation statements)

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“…Concerning their practices during the pandemic, preschool teachers stated clearly that they had no "readiness" for distance education (Musthofiyah et al 2021). Furthermore, previous research indicates that socio-economically disadvantaged students have fewer opportunities than their more advantaged peers to learn and conquer some skills at home (Hoskins & Janmaat 2019) during distance learning.…”

Section: Discussionmentioning

confidence: 99%

“…Concerns about distance education and its applicability to the preschool setting are mainly related to the "readiness" of preschool teachers to adapt to the new educational conditions, the willingness of students to attend the new educational reality, the parental involvement, and of course the lack of equipment (Musthofiyah et al 2021, Pyun 2021. Furthermore, preschool teachers should consider more issues when providing digital tools to children (Apostolou 2019, Muhdi 2021, as they get bored easily if what is provided is not interesting and innovative for them.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Greek preschool teacher’s views about language activities in early childhood education during Covid‑19. A chance for change?

Apostolou¹,

Lavidas²

2022

ERL Journal

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The aim of this research is to investigate the views of preschool teachers about their "readiness" for elearning, the barriers they had faced while using it in early childhood education, the teaching practices during distance learning of language, and the transformations that had to be done in these, their effectiveness, and finally the utilization of the digital tools in the teaching of language after their return to the real classes. Views from ten Greek preschool teachers were collected with semi-structured interviews and analyzed using thematic content analysis. The results showed that teachers had no "readiness" for distance education and some students have fewer opportunities than others to learn and conquer some skills at home during distance learning. Furthermore, during distance learning the oral language was cultivated naturally and effortlessly, while the cultivation of the written language encountered significant difficulties due to the mediation of the digital tools, according to teachers. But as they seem to acknowledge the power of digital tools, they overcome their initial embarrassment and set aside the difficulties they encountered. Indeed, teachers seem to acknowledge this e-learning teaching experience supplied them with technological skills that could be utilized in similar situations. However, they highlight the need for training in distance learning and mainly how they could effectively integrate the technology in class.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Greek preschool teacher’s views about language activities in early childhood education during Covid‑19. A chance for change?

Apostolou¹,

Lavidas²

2022

ERL Journal

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“…The role of parents in controlling children is also needed during the distance learning period. However, parents who are sometimes less capable in the use of technology or limited time because they have to work are also an obstacle in itself [21]. Teachers can still carry out asynchronous learning by sending video recordings of teaching and uploading them on YouTube.…”

Section: Evaluation Stagementioning

confidence: 99%

Reflection on Distance Education: Lesson Learned from Pre-service Teacher Program During Covid-19

Artanti¹,

Rahayuningsih²

2022

Proceedings of the 9th International Conference on Education Research, and Innovation (ICERI 2021)

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The Covid-19 pandemic provides the right momentum for implementing distance education worldwide, including in Indonesia. This reflection is an effort to explore prospective teachers' experiences teaching French as a foreign language in Senior High School 1 Bangsri, Jepara, Central Java, Indonesia, participating in the Education Practice Program in periods of crisis due to pandemic. Various adaptations and improvisations in finding ways to implement online teaching practices need to be interpreted critically for remedial measures for related institutions, namely universities and schools. The students are agents who can help schools accelerate the improvement of the quality of distance learning schools where they practice education. Various kinds of students' knowledge and experience of online learning practices, including proficiency in using multiple platforms, seem useless in facing the infrastructure obstacles such as inadequate internet, lack of internet data, and lack of student interest in learning. Finally, the overall infrastructure for distance learning success still needs to be improved, including improving students' skills searching for creative and adaptive breakthroughs in understanding. For universities, this is a challenge that must be sought solutions, namely training students to continue to think critically through a constructive and adaptive curriculum in preparing prospective teacher students who will become agents of change in teaching French as a foreign language in Indonesia.

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“…On the other hand, some things can not be done without, and formal education is one of them. Learning during this epidemic can only come from the internet (Musthofiyah et al, 2021). This culture of reading has been around for centuries in Indonesia, and it is widely held that Islamic culture in the archipelago has a literary history.…”

Section: Introductionmentioning

confidence: 99%

Kitab Kuning at the Salafiyah Pesantren in Indonesia: The Dynamics of Online Learning

Widodo,

Maragustam,

Supriyanto

2023

AIJP

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Documenting the salafiyah pesantren dynamics that have persisted in Indonesia for millennia is a massive undertaking. In today's world, salafiyah Islamic boarding schools and the whirlwind of politics and economics that surrounds them are on the margins. The Covid 19 Pandemic of the 21st century was a major occurrence that disrupted many established systems because of a lack of preparation. It is fascinating to watch the Salafiyah pesantren's dynamic evolve in this context. This study examines how the Salafiyah pesantren in Kebumen, Indonesia, adapted the Kitab Kuning as a means of instruction. Salafiyah Pesantren in Kebumen is the subject of this study using descriptive qualitative research methods which use observation and interview techniques by taking the oldest Pesantren and having a big role in Kebumen. The result of this research is that the Salafiyah Islamic boarding school in Kebumen is trying to make major changes due to the COVID-19 pandemic in the form of a major change in learning media from traditional media to online media, namely using information technology such as mobile phones, which previously was not allowed for students, turning into a necessity for students to have a mobile phone to recite the Kitab Kuning. This dynamic brings changes in behaviour for students, namely the use of health protocols and using social media such as YouTube and WhatsApp as a medium for learning long-distance students.

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The Implementation of Distance Learning on Early Childhood Education During New Normal Era of Covid-19

Cited by 7 publications

References 0 publications

Greek preschool teacher’s views about language activities in early childhood education during Covid‑19. A chance for change?

Greek preschool teacher’s views about language activities in early childhood education during Covid‑19. A chance for change?

Reflection on Distance Education: Lesson Learned from Pre-service Teacher Program During Covid-19

Kitab Kuning at the Salafiyah Pesantren in Indonesia: The Dynamics of Online Learning

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