Adaptive Learning for Early Childhood Education during the COVID-19 Pandemic in Aceh Jaya District: Online vs. Offline

Purpose – The issues of teacher facilities and abilities are still a learning obstacle in the pandemic era. Moreover, these issues lead to the non-uniformity of the learning process implementation in early childhood education in Aceh Jaya District. This study analyzes in-depth the reality of the learning process in early childhood education in the pandemic era. Design/methods/approach – This study was conducted using a descriptive qualitative method. The site for the study is in Ceudah Mulia Kindergarten, Teunom District, and Al-Hidayah Kindergarten, Pasie Raya District. Data collection methods were through observation, interviews, and documentation. Analysis of research data was using Miles and Huberman model. The validity tests for the data we are using triangulation of sources and techniques. Findings – The results showed that there was a difference between Ceudah Mulia Kindergarten and Al-Hidayah Kindergarten. Ceudah Mulia Kindergarten conducts online learning via WhatsApp by giving assignments and exciting games with parental guidance. Meanwhile, Al-Hidayah Kindergarten does not use social media platforms or other online learning methods due to various limitations, such as common understanding of technology, the availability of inadequate technology facilities owned by schools and parents of students. Al-Hidayah Kindergarten conducts learning by inviting parents and assigning assignments to students, and the children's work is returned to the school for assessment. However, the role of parents in synergizing with teachers during the learning process of early childhood students in the COVID-19 pandemic has become key. Research implications/limitations – This case study focuses on learning in early childhood education during the pandemic in two early childhood education institutions. The comparison of forms of early childhood learning during the pandemic is illustrated in early childhood education institutions. Practical implications – This case study demonstrated how the application of learning in early childhood education in early childhood education institutions is affected by the COVID-19 pandemic. Originality/value – This paper contributes to knowledge and understanding of learning in early childhood education institutions affected by the COVID-19 pandemic so that stakeholders can formulate policies according to community needs. Paper type Case stud

Adaptive Learning for Early Childhood Education during the COVID-19 Pandemic in Aceh Jaya District: Online vs Offline

Purpose – The issues of teacher facilities and abilities are still a learning obstacle in the pandemic era. Moreover, these issues lead to the non-uniformity of the learning process implementation in early childhood education in Aceh Jaya District. This study analyzes in-depth the reality of the learning process in early childhood education in the pandemic era. Design/methods/approach – This study was conducted using a descriptive qualitative method. The site for the study is in Ceudah Mulia Kindergarten, Teunom District, and Al-Hidayah Kindergarten, Pasie Raya District. Data collection methods were through observation, interviews, and documentation. Analysis of research data was using Miles and Huberman model. The validity tests for the data we are using triangulation of sources and techniques. Findings – The results showed that there was a difference between Ceudah Mulia Kindergarten and Al-Hidayah Kindergarten. Ceudah Mulia Kindergarten conducts online learning via WhatsApp by giving assignments and exciting games with parental guidance. Meanwhile, Al-Hidayah Kindergarten does not use social media platforms or other online learning methods due to various limitations, such as common understanding of technology, the availability of inadequate technology facilities owned by schools and parents of students. Al-Hidayah Kindergarten conducts learning by inviting parents and assigning assignments to students, and the children's work is returned to the school for assessment. However, the role of parents in synergizing with teachers during the learning process of early childhood students in the COVID-19 pandemic has become key. Research implications/limitations – This case study focuses on learning in early childhood education during the pandemic in two early childhood education institutions. The comparison of forms of early childhood learning during the pandemic is illustrated in early childhood education institutions. Practical implications – This case study demonstrated how the application of learning in early childhood education in early childhood education institutions is affected by the COVID-19 pandemic. Originality/value – This paper contributes to knowledge and understanding of learning in early childhood education institutions affected by the COVID-19 pandemic so that stakeholders can formulate policies according to community need

Evaluation of Distance Learning in Pre-schools During the New Pandemic Era

Distance learning at the pre-school level requires evaluation action considering that this form of learning is a new process for most elements of education in early childhood education. The purpose of this study is to evaluate virtual learning, namely planning, implementation, and assessment, as well as revealing the obstacles that occur in online learning in Kendari City Kindergarten. This study uses descriptive quantitative research methods with data collection techniques through surveys. The results showed that planning for online learning had been carried out by coordinating between teachers and parents, as well as drafting a learning plan from home starting from standard learning operations, semester programs, weekly and daily lesson plans. The implementation of learning uses several facilities, including WhatsApp application (62.50%), Zoom meeting application (12.50%), learning videos (12.50%), Google Meet (6.25%), and YouTube (6.25%). Children's learning methods currently include giving assignments (32.26%), performance (25.81%), demonstrations (22.58%) and experiments (19.35%). While the media used are video, picture media and children's worksheets. The assessment used by the teacher is in the form of portfolio assessment (50%), performance (30%) and observation (20%). The obstacles faced by teachers during distance learning are the lack of cooperation from parents when accompanying children to study at home, parents who are often late in collecting their children's assignments (portfolios), and the lack of smart phone facilities owned by parents. In response to this, good communication and collaboration between teachers and parents are needed, and parents must be able to pay attention and motivate children during the distance learning process, especially in the new pandemic era. Keywords: pre-school, distance learning, ECE evaluationReferences: Ariswari, N. K. R., & Tirtayani, L. A. (2021). Survei Kesiapan Orang Tua dalam Mendampingi Proses Pembelajaran Anak Usia Dini Berbasis Daring [Survey on Parental Readiness in Assisting the Online-Based Early Childhood Learning Process]. 5(1), 10. Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A., & Zúñiga León, I. M. (2021). International responses to COVID-19: Challenges faced by early childhood professionals. European Early Childhood Education Research Journal, 29(1), 66–78. https://doi.org/10.1080/1350293X.2021.1872674 Bassok, D., Michie, M., Cubides-Mateus, D. M., Doromal, J. B., & Kiscaden, S. (2020). The Divergent Experiences of Early Educators in Schools and Child Care Centers during COVID-19: Findings from Virginia. 28. Beckerman, M., van Berkel, S. R., Mesman, J., & Alink, L. R. A. (2017). The role of negative parental attributions in the associations between daily stressors, maltreatment history, and harsh and abusive discipline. Child Abuse & Neglect, 64, 109–116. https://doi.org/10.1016/j.chiabu.2016.12.015 Bigras, N., Lemay, L., Lehrer, J., Charron, A., Duval, S., Robert-Mazaye, C., & Laurin, et I. (2021). Early Childhood Educators’ Perceptions of Their Emotional State, Relationships with Parents, Challenges, and Opportunities During the Early Stage of the Pandemic. Early Childhood Education Journal, 49(5), 775–787. https://doi.org/10.1007/s10643-021-01224-y Bilbokaitė-Skiauterienė, I., & Bilbokaitė, R. (2021). Opportunities of Organizing and Implementing Distance Learning: The Context of Lithuanian Pre-School Teachers’ Opinions. 10115–10122. https://doi.org/10.21125/edulearn.2021.2085 Brown, S. M., Doom, J. R., Lechuga-Peña, S., Watamura, S. E., & Koppels, T. (2020). Stress and parenting during the global COVID-19 pandemic. Child Abuse & Neglect, 110, 104699. https://doi.org/10.1016/j.chiabu.2020.104699 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Darling-Hammond, L., Schachner, A., & Edgerton, A. K. (2020). Restarting and Reinventing School: Learning in the Time of COVID and Beyond. 126. Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Ford, T. G., Kwon, K.-A., & Tsotsoros, J. D. (2021). Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities. Children and Youth Services Review, 131, 106297. https://doi.org/10.1016/j.childyouth.2021.106297 Guilar, J. D., & Loring, A. (2008). Dialogue and Community in Online Learning: Lessons from Royal Roads University. 22. Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspensio. Early Education and Development, 19. https://doi.org/10.1080/10409289.2020.1843925 Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2016). A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education. Educational Psychology Review, 28(4), 771–801. https://doi.org/10.1007/s10648-015-9351-1 Malta Campos, M., & Vieira, L. F. (2021). COVID-19 and early childhood in Brazil: Impacts on children’s well-being, education, and care. European Early Childhood Education Research Journal, 29(1), 125–140. https://doi.org/10.1080/1350293X.2021.1872671 Mark Nichols. (2003). A theory for eLearning. Journal of Educational Technology & Society, 6(2), 1–10. JSTOR. McKenna, M., Soto-Boykin, X., Cheng, K., Haynes, E., Osorio, A., & Altshuler, J. (2021). Initial Development of a National Survey on Remote Learning in Early Childhood During COVID-19: Establishing Content Validity and Reporting Successes and Barriers. Early Childhood Education Journal, 49(5), 815–827. https://doi.org/10.1007/s10643-021-01216-y Prime, H., Wade, M., & Browne, D. T. (2020). Risk and resilience in family well-being during the COVID-19 pandemic. American Psychologist, 75(5), 631–643. https://doi.org/10.1037/amp0000660 Reich, J., Buttimer, C. J., Fang, A., Hillaire, G., Hirsch, K., Larke, L. R., Littenberg-Tobias, J., Moussapour, R. M., Napier, A., Thompson, M., & Slama, R. (2020). Remote Learning Guidance from State Education Agencies During the COVID-19 Pandemic: A First Look [Preprint]. EdArXiv. https://doi.org/10.35542/osf.io/437e2 Russell, B. S., Hutchison, M., Tambling, R., Tomkunas, A. J., & Horton, A. L. (2020). Initial Challenges of Caregiving During COVID-19: Caregiver Burden, Mental Health, and the Parent–Child Relationship. Child Psychiatry & Human Development, 51(5), 671–682. https://doi.org/10.1007/s10578-020-01037-x Safi, F., Wenzel, T., & Spalding, L.-A. T. (2020). Remote Learning Community: Supporting Teacher Educators During Unprecedented Times. Journal of Technology and Teacher Education, 28(2), 211–222. Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ Stress and Children’s Psychological Problems in Families Facing the COVID-19 Outbreak in Italy. Frontiers in Psychology, 11, 1713. https://doi.org/10.3389/fpsyg.2020.01713 Szente, J. (2020). Live Virtual Sessions with Toddlers and Preschoolers Amid COVID-19: Implications for Early Childhood Teacher Education. Journal of Technology and Teacher Education, 28(2), 373–380. Tao, S. S., Lau, E. Y. H., & Yiu, H. M. (2019). Parental Involvement After the Transition to School: Are Parents’ Expectations Matched by Experience? Journal of Research in Childhood Education, 33(4), 637–653. https://doi.org/10.1080/02568543.2019.165340

The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic

Covid-19 has changed the learning process from class attendance to distance learning using the Internet. Early childhood education is threatened to enter into the lost generation, due to distance learning, which causes confusion for teachers and parents to be able to provide the best stimulation for them. Therefore, the Indonesian government made a new policy on online learning. The objectives of this research are to find how effective at online learning policy formulation, how productive it is in policy implementation, and what are the obstacles of the implementation at Early-Childhood Education (ECE). This qualitative research uses a mixed method approach with an iterative analysis design, conducted in Central Java Province in 35 districts / cities with 1,899 respondents. Data collection techniques with open-closed questionnaires, study from 15 documentation, and in-depth interviews. Data analysis uses quantitative-qualitative software Nvivo12+, with Miles and Huberman models. The results showed the policy formulation of online learning at ECE has been effective. However, the implementation of online learning policy at ECE still takes a lot of effort to become more powerful in preventing a decline in learning. There are five obstacles in in applying this in the field, namely the ability of teachers, the ability of parents, economic capability, facility constraints, and pedagogical constraints.  Keywords: Online Learning Policy; Children Engagement; Learning Management System References Allen, I. E., Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States.  ERIC, ISBN 0984028838. Asilestari, P. (2016). Komputer Interaktif sebagai Media Pengajaran Bahasa Inggris pada Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 2, n. 1, p. 55-62. Association, I. I. S. P. (2018). Penetrasi & Profil Perialku Pengguna Internet Indonesia. Coates, H. (2006). Student engagement in campus-based and online education: University connections.  Routledge, ISBN 1134161530. Ha, Young. & Im, Hyunjoo. (2020). The Role of an Interactive Visual Learning Tool and its Personalizability in Online Learning: Flow Experience. Online Learning, 24, n. 1. Harjanto, T. & Sumunar, D. S. E. W. (2018). Tantangan Dan Peluang Pembelajaran Dalam Jaringan: Studi Kasus Implementas Elok (E-Learning: Open For Knowledge Sharing) Pada Mahasiswa Profesi Ners. Jurnal Keperawatan Respati Yogyakarta, 5, p. 24-28. Imron, A. (1995). Kebijaksanaan pendidikan di Indonesia: Proses, produk dan masa depannya.  Bumi Aksara, ISBN 9795262319. Inoue, Y. (2007). Online education for lifelong learning.  IGI Global, ISBN 1599043211. Irma, C. N., Nisa, K. & Sururiyah, S. K. (2019). Keterlibatan Orang Tua dalam Pendidikan Anak Usia Dini di TK Masyithoh 1 Purworejo. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3, n. 1, p. 214-224. Jebba, A. M. & Umaru, N. N. (2019). The role of social media in reshaping the academic activities of vocational and technical education lecturers in Nigeria. Int. J. Eval. & Res. Educ. Vol, 8, n. 4, p. 735-741. Johnson, K. & Manning, S. (2010). Online education for dummies. Canada: John Wiley & Sons Publishing ISBN 0470536209. Juwah, C. (2006). Interactions in online education: Implications for theory and practice.  Routledge, ISBN 1134247494. Kemendikbud. (2020). Surat Edaran Nomor 4 Tahun 2020 Tentang Pelaksanaan Kebijakan Pendidikan Dalam Masa Darurat Penyebaran Corona Virus Disease (Covid-19). Kong, S. C., Chan, T.-W., Griffin, P. & Hoppe, U. et al. (2014). E-learning in school education in the coming 10 years for developing 21st century skills: Critical research issues and policy implications. Journal of Educational Technology & Society, 17, n. 1, p. 70-78. Kwon, J. B., Debruler, K. & Kennedy, K. (2019). A Snapshot of Successful K-12 Online Learning: Focused on the 2015-16 Academic Year in Michigan. 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LEARNING PROCESS DURING THE COVID-19 PANDEMIC IN EARLY CHILDHOOD EDUCATION INSTITUTIONS IN THE CITY OF SAMARINDA

This study focuses on identifying how Early Childhood Education Institutions in the city of Samarinda carry out the learning process during the covid-19 pandemic. After the government rules to carry out learning from home. The emergence of learning from home rules makes educators have to keep innovating and being creative in carrying out the learning process. In order for children's rights to be fulfilled, the learning process from home is carried out online and offline. This study analyzes the learning process during the Covid-19 pandemic at the Early Childhood Education Institution. The method used is qualitative research with a descriptive approach, data collection techniques and research instruments using interview text using google form. This research uses triangulation technique. The results of the interviews were collected from seven Early Childhood Education Institutions, namely KB Al-Mardiah, KB Al-Hijrah, RA Mentari, TK Fastabiqul Khairat, TK Engang Putih, TK Tunas Harapan and TK Negri 11. The results of the identification of this study are 1) Child Education Institutions Early childhood in Samarinda City do a lot of digital learning processes or better known as online learning. What is considered closer to the face-to-face process, 2) assignments are still given in the form of student worksheets which are distributed at the beginning of the week and collected at the end of the week, and 3) meeting hours are much less with one hour meeting consisting of 10 minutes of opening, 40 minutes of core activities and 10 minutes closing. However, for offline learning, educators experience obstacles and difficulties, especially in understanding the implementation of the offline learning process and lack of good cooperation with parents

Strategi Pembelajaran Pendidikan Anak Usia Dini di Masa Pandemi Covid-19

The existence of COVID 19 which still hit Indonesia until September had a negative impact on education in Indonesia, especially early childhood education. This makes learning, which was a face-to-face system, must be changed to distance education. In order for learning to continue optimally, of course, the teacher must be able to apply different learning strategies. The type of research used is qualitative descriptive which is used to obtain safe information and from the effects of the COVID-19 pandemic on teaching and learning activities in PAUD. Research subjects / respondents for this study were teachers and parents of students who followed the PAUD Engineering level, data in the form of interviews. The application of learning strategies carried out by teachers during the Covid pandemic is by learning at home with online and offline methods. Bold learning is carried out through online networks such as through WA Groups as well as text messages and telephone. In addition, using other media such as television shows. While offline learning is carried out through the home visit method. Implementation of house-to-house learning is expected so that students get direct learning material to cover learning deficiencies who dare to experience some disturbances. The results of this study will be useful as a reference for PAUD teachers who have implemented learning during the COVID-19 pandemic

Parents’ Role in Children's Learning During and After the Covid-19 Pandemic

When children only see their friends in little squares via Google Meet or Zoom, can teachers really address concepts like the importance of teamwork or how to manage conflict?  This is a learning phenomenon during the COVID-19 pandemic and the era after it. This study aims to see the role of parents as children's learning companions in terms of mentors and motivators when online education takes place. This research using photovoice within phenomenological methodology and have been doing with thematic analysis and collecting data through interviews and observations. The participants were eight parents and one female teacher as a homeroom teacher. The research findings show that although there are many obstacles in online learning for children, learning during the COVID-19 pandemic can still run by involving the role of parents and teachers as pillars of education for preschool-age children. For further research, it is hoped that the findings will be a way in solving learning problems for children. Keywords: early childhood education, parents’ role, online learning References: Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. In Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1813180 Aras, S. (2016). Free play in early childhood education: A phenomenological study. Early Child Development and Care, 186(7). https://doi.org/10.1080/03004430.2015.1083558 Arkorful, V. (2021). The role of e-learning, advantages and disadvantages of its adoption in higher The role of e-learning, the advantages and disadvantages of its adoption in Higher Education . International Journal of Education and Research, 2(December 2014). Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A., & Zúñiga León, I. M. (2021). 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Children’s Online Cognitive Learning Through Integrated Technology and Hybrid Learning

Cognitive learning during the COVID-19 pandemic encountered many obstacles, but the use of various gadgets could be an effective solution in early childhood learning, especially to prepare them to enter the elementary school level. This study aims to describe the online cognitive learning process (OCL) in early childhood during the COVID-19 and new era of the pandemic through integrated technology and hybrid learning. This study uses a qualitative approach with a case study involving two ECE teachers and one principal. Data analysis using Miles and Huberman models. The findings of this study explain the importance of the teacher's role in OCL and its constraints, how parent-teacher collaboration is the key to successful cognitive improvement through online learning, and the implementation of OCL through effective learning to prevent learning loss. Further research in distance and hybrid learning, especially for early childhood, is expected to give birth to various new learning models and methods that are integrated with technology towards online teaching-learning when needed. Keywords: early childhood, cognitive online learning, integrated technology, hybrid learning References: Ansari, A., & Purtell, K. M. (2017). Activity settings in full-day kindergarten classrooms and children’s early learning. Early Childhood Research Quarterly, 38, 23–32. https://doi.org/10.1016/j.ecresq.2016.09.003 Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2021). Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time. Journal of Public Economics, 193, 104345. https://doi.org/10.1016/j.jpubeco.2020.104345 Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). 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Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965918 Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspensio. Early Education and Development, 19. https://doi.org/10.1080/10409289.2020.1843925 Lau, E. Y. H., & Ng, M. L. (2019). Are they ready for home-school partnership? Perspectives of kindergarten principals, teachers and parents. Children and Youth Services Review, 99, 10–17. https://doi.org/10.1016/j.childyouth.2019.01.019 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Mirau, E. (2017). Online Learning for Early Childhood Education Students [University of Victoria]. https://dspace.library.uvic.ca//handle/1828/8513 Neumann, D., Peterson, E. R., Underwood, L., Morton, S. M. B., & Waldie, K. E. (2021). The development of cognitive functioning indices in early childhood. Cognitive Development, 60, 101098. https://doi.org/10.1016/j.cogdev.2021.101098 Orben, A., & Przybylski, A. K. (2019). The association between adolescent well-being and digital technology use. Nature Human Behaviour, 3(2), 173–182. https://doi.org/10.1038/s41562-018-0506-1 Peng, P., & Kievit, R. A. (2020). The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective. Child Development Perspectives, 14(1), 15–20. https://doi.org/10.1111/cdep.12352 Pérez-Pereira, M., Fernández, M. P., Gómez-Taibo, M. L., Martínez-López, Z., & Arce, C. (2020). A Follow-Up Study of Cognitive Development in Low Risk Preterm Children. International Journal of Environmental Research and Public Health, 17(7). https://doi.org/10.3390/ijerph17072380 Ranjitkar, S., Hysing, M., Kvestad, I., Shrestha, M., Ulak, M., Shilpakar, J. S., Sintakala, R., Chandyo, R. K., Shrestha, L., & Strand, T. A. (2019). 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ONLINE LEARNING ASSESSMENT USING THE RECORDING ZOOM MEDIA AT TK COR JESU MARSUDIRINI

This research is based on a number of phenomena in the field during the COVID-19 pandemic that hit the world, including our country, Indonesia, which also had an impact on the world of education, all activities were carried out online or online and carried out from home so that the level of service provided by teachers in early childhood was not optimal. due to lack of direct service. This research uses experimental research method. Collecting data by conducting experiments. The research sample was kindergarten children, totaling 10 respondents at Cor Jesu Marsudirini Matraman Kindergarten, located on Jl. Matraman Raya 129, East Jakarta. This study aims to (1) How is the effectiveness of children's online learning by using zoom? (2) Are there differences in the effectiveness of children's online learning by using zoom and before using recording zoom? The results showed; (1) The use of recording zoom meetings during learning is proven to be more effective and facilitates teachers in assessing learning and providing implementation of the learning process for early childhood students. (2) There is a significant difference between the effectiveness of children's online learning by using zoom and before using recording zoom with a moderate relationshi