Parents' Perception of Offline Schools During the Covid-19 Pandemic
Downloads
When Covid-19 began to enter Indonesia, the entire school process was immediately switched to an online method. Various efforts have been made by parents to deal with online schools, which unwittingly affect their mental condition, which so far has never accompanied children to learn from home. Therefore, the Indonesian government continues to strive to improve the quality of education during the pandemic. This study aimed to determine parents' perceptions of offline schools during the Covid-19 pandemic. The method used was descriptive with a questionnaire given to 67 mothers. The results were that most mothers (88.1%) felt that online learning reduced children's learning capacity. Most mothers (25.7%) complained that the absorption of material was less effective and maximal, 65.7% of mothers felt that offline learning should be implemented immediately because direct interaction with teachers was considered more comprehensive and effective, and 70.1% of mothers allowed their children to study offline during the pandemic with strict health protocols. Almost all respondents (97%) stated that offline schools can develop children potentially better than online schools. Most mothers (70.1%) felt that their children can maintain health protocols while at school if they are allowed to go to school offline.
Adams, dkk. 2020. Parents are stressed! Patterns of Parent Stress across COVID-19. Research Square.
Aji. 2020. Dampak Covid-19 pada Pendidikan di Indonesia: Sekolah, Keterampilan dan Proses Pembelajaran. SALAM; Jurnal Sosial & Budaya Syar-i, 7 (5), pp. 395-402.
Agustina dan Adi. 2021. Sosialisasi Metode Pembelajaran Efektif Serta Penerapan Prokes Dalam Menghadapi Pembelajaran Tatap Muka. Dedication: Jurnal Pengabdian Masyarakat, 35-40.
Anoraga. 2006. Psikologi Kerja. Jakarta: Rineka Cipta.
Astuti dan Prestiadi. 2020. Efektivitas Penggunaan Media Belajar dengan Sistem Daring Ditengah Pandemi Covid-19. Prosiding Web-Seminar Nasional (Webinar) Universitas Negeri Malang.
Cahyanto, dkk. 2021. Implementasi Pembelajaran Daring di Masa Pandemi Covid-19. At-Thullab: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, vol. 5.
Citra dan Arthani. 2020. Peranan Ibu sebagai Pendamping Belajar via Daring bagi Anak pada Masa Pandemi COVID-19. Prosiding Webinar Nasional Peranan Perempuan/Ibu dalam Pemberdayaan Remaja di Masa Pandemi COVID-19, Universitas Mahasaraswati Denpasar.
Effendy. 2016. Pengaruh Pemberian Pre-Test dan Post-Test terhadap Hasil Belajar Mata Diklat HDW.DEV.100.2.A pada Siswa SMK Negeri 2 Lubuk Basung. Universitas Negeri Padang.
Falah, dkk. 2020. Penilaian Belajar Menggunakan Pre Test dan Post Test guna Meningkatkan Pemahaman Pelajaran pada Siswa Sekolah Dasar di Dusun Nepen RT 02/ RW 07 Desa Gunungpring Kecamatan Muntilan. Universitas Negeri Semarang.
Gloria. 2020. Stress pada Ibu terhadap Pembelajaran Daring selama Pandemi Covid-19.
Grover, dkk. 2021. Parents Views about Online Classes During The Ongoing COVID-19 Pandemic: A Web-Based Cross-Sectional Survey. Journal of Indian Association for Child and Adolescent Mental Health.
Haerudin, dkk. 2020. Peran Orangtua Dalam Membimbing Anak Selama Pembelajaran Di Rumah Sebagai Upaya Memutus Covid-19. Jurnal Statistika Inferensial.
Kholil. 2020. Panduan Orang Tua Mendampingi Anak Belajar Dari Rumah Dengan MIKIR. Kementerian Pendidikan dan Kebudayaan (Guru Berbagi).
Lase, dkk. 2020. Parents' Perceptions of Distance Learning during Covid-19 Pandemic in Rural Indonesia.
Lee, dkk. 2021. Parenting Activities and The Transition to Home-Based Education during The COVID-19 Pandemic. Children and Youth Services Review.
Lestari dan Gunawan. 2020. The Impact of Covid-19 Pandemic on Learning Implementation of Primary and Secondary Levels. Indonesian Elementary and School Journal of Childhood Education.
Lilawati, A., 2020. Peran orang tua dalam mendukung kegiatan pembelajaran di rumah pada masa pandemi. Jurnal obsesi: Jurnal pendidikan anak usia dini, 5(1), 549-558.
Magdalena, dkk. 2020. Rendahnya Perkembangan Mutu Hasil Belajar Siswa Sekolah Dasar dengan Adanya Pembelajaran Online. Jurnal Edukasi dan Sains, 2(2), pp. 292-305.
Nurihsan. 2014. Pengembangan Kapasitas Belajar Siswa Melalui Bimbingan dan Hypnoconseling. Makalah Seminar Nasional Prodi Psikologi SPs UPI.
Putra dan Irwansyah. 2020. Media Komunikasi Digital, Efektif Namun Tidak Efisien, Studi Media Richness Theory Dalam Pembelajaran Jarak Jauh Berbasis Teknologi di Masa Pandemi. Global Komunika: Jurnal Ilmu Sosial dan Ilmu Politik.
Palupi. 2021. Tingkat Stres Ibu Dalam Mendampingi Siswa-Siswi Sekolah Dasar Selama Belajar Di Rumah Pada Masa Pandemi Covid-19. JP3SDM.
Putra dan Irwansyah. 2020. Media Komunikasi Digital, Efektif Namun Tidak Efisien, Studi Media Richness Theory Dalam Pembelajaran Jarak Jauh Berbasis Teknologi di Masa Pandemi. Global Komunika: Jurnal Ilmu Sosial dan Ilmu Politik.
Raihana, 2020. Pengelolaan Emosi Ibu pada Anak Selama Pembelajaran dari Rumah (Dampak Pandemi Covid 19). Jurnal Pendidikan Islam Anak Usia Dini: Volume 3 Nomor 2.
Ramadhany, dkk. 2017. Faktor-Faktor Yang Berhubungan Dengan Tingkat Stres Pengasuhan Pada Ibu Yang Memiliki Anak Tunagrahita di SLB Dharma Bhakti Dharma Pertiwi. J Agromed UNILA Volume 4 Nomor 2.
Rezkisari. 2020. Covid19 dan Kekerasan Anak Yang Meningkat. https://republika.co.id/berita/qbnmuq328/covid19-dan-kekerasanke-anak-yang-meningkat
Sarafino, Smith. 2012. Health Psychology (7th Edition). Singapore: John Wiles & Sons.
Sari, dkk. 2020. Kesiapan Ibu Bermain Bersama Anak Selama Pandemi Covid-19, Dirumah Saja. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini.
Spinelli, dkk. 2020. Parents' Stress and Children's Psychological Problems in Families facing the COVID-19 Outbreak in Italy. Front Psychol.
Wardani dan Ayriza. 2020. Analisis kendala orang tua dalam mendampingi anak belajar di rumah pada masa pandemi Covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini.
Yulianingsih, dkk. 2020. Keterlibatan Orangtua dalam Pendampingan Belajar Anak selama Masa Pandemi Covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini.
Copyright (c) 2022 Zumara Ma'rifah Azahra
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- The journal allows the author to hold the copyright of the article without restrictions.
- The journal allows the author(s) to retain publishing rights without restrictions.
- The legal formal aspect of journal publication accessibility refers to Creative Commons Attribution Share-Alike (CC BY-SA).
- The Creative Commons Attribution Share-Alike (CC BY-SA) license allows re-distribution and re-use of a licensed work on the conditions that the creator is appropriately credited and that any derivative work is made available under "the same, similar or a compatible license”. Other than the conditions mentioned above, the editorial board is not responsible for copyright violation.
