IMPLEMENTASI PEMBELAJARAN DARING DI MASA PANDEMI COVID-19 BERDASARKAN PERSPEKTIF GURU SEKOLAH DASAR
DOI:
https://doi.org/10.26740/jrpd.v7n2.p86-93Abstract
This study aims to present information related to the perspective of elementary school teachers regarding the implementation of online learning. Information was obtained through distributing open questionnaires online to 88 elementary school teachers in Indonesia. The method used in this research is descriptive method with quantitative and qualitative approaches. The results of this study indicate that the majority of teachers (84%) rated the implementation of online learning at the elementary school level as less effective. Aspects that play a role in supporting and inhibiting the effectiveness of online learning in the pre-instruction phase are determining learning objectives, providing facilities and teacher characteristics. The phase during instruction is the selection and use of teaching methods, applying ways to motivate students, parental participation, teacher behavior, and availability of facilities. Meanwhile, the post-instruction phase is the learning output.
Keywords: implementation, teacher, online learning, elementary school
ABSTRAK
Penelitian ini bertujuan untuk memaparkan informasi terkait perspektif guru Sekolah Dasar mengenai implementasi pembelajaran daring. Informasi diperoleh melalui penyebaran kuesioner terbuka secara online kepada 88 guru Sekolah Dasar di Indonesia. Metode yang digunakan pada penelitian ini adalah metode deskriptif dengan pendekatan kuantitatif dan kualitatif. Hasil penelitian ini menunjukkan bahwa sebagian besar guru (84%) menilai implementasi pembelajaran daring di jenjang Sekolah Dasar kurang efektif. Aspek-aspek yang berperan dalam menunjang dan menghambat efektivitas pembelajaran daring pada fase sebelum instruksi adalah penentuan tujuan pembelajaran, penyediaaan fasilitas dan karakteristik guru. Pada fase selama instruksi adalah pemilihan dan penggunaan metode mengajar, penerapan cara memotivasi siswa, partisipasi orang tua, perilaku guru, dan ketersediaan fasilitas. Sementara, pada fase setelah instruksi adalah output pembelajaran.
Kata Kunci: implementasi, guru, pembelajaran daring, sekolah dasar
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