Taylor & Francis Word Template for journal articles

Diah Andika Saria*, Prima Suci Rohmadhenyb, Maulidya Ulfahc, Sigit

purnamad and Mohammad Fauziddine

a
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Muhammadiyah Jakarta,
Indonesia;

b
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Ahmad Dahlan, Yogyakarta,
Indonesia

Pendidikan Islam Pendidikan Anak Usia Dini, IAIN Syekh Nurjati, Cirebon, Indonesia
c

d
Pendidikan Islam Pendidikan Anak Usia Dini, UIN Sunan Kalijaga, Yogyakarta,
Indonesia

Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Pahlawan Tuanku

e

Tambusai, Pekan Baru, Indonesia

* diah.andika@umj.ac.id
Constraints and Challenges in Online Learning During the COVID-19
Pandemic: Findings and Recommendations from Early Childhood
Education Teachers in Indonesia

This research aims to understand teachers’ challenges in implementing online

learning during the COVID-19 pandemic and identify appropriate solutions to
improve distance learning processes. Data were collected from early childhood
educators across Indonesia using a survey method and open-ended
questionnaires. The data were analyzed with thematic analysis and NVIVO
software. Various obstacles in evaluating children’s learning were identified,
including challenges faced by children, parents, and teachers and internet quota
issues. Support from teachers’ families, peers, media, institutions, and parents
positively impacted children’s learning evaluation, with regional differences in
Indonesia. Teachers employed various strategies to overcome these obstacles,
which should be considered in developing effective solutions. Research
implications include using findings as a guide for educational institutions,
governments, and technology developers to develop better strategies for
supporting distance learning while addressing challenges faced by children,
parents, and teachers. However, the research’s limitations include its focus on
assessment and evaluation obstacles during distance learning, with further studies
needed on psychological and social support for children and additional research
variables. Considering the obstacles and supports identified, practical
implications call for educational institutions, governments, and technology
developers to develop improved strategies to support distance learning during the
pandemic and beyond. The research’s originality and value lie in providing vital
information for developing better strategies for supporting distance learning and
offering solutions for children, parents, and teachers in each region.

Keywords: Online learning, Constraints and challenges, Evaluation of learning,

Strategies and solutions

Introduction

The COVID-19 pandemic has necessitated a significant shift in education, with schools

and educational institutions across the globe adopting remote learning strategies to

continue providing education to their students (Irianto et al., 2021; Murni et al., 2022).
This sudden and drastic change in learning patterns poses considerable challenges for

teachers, students, parents, and the broader educational ecosystem (Satriyana et al.,

2022; Setianingsih & Apriani, 2021; Wardani & Ayriza, 2020). Establishing the

importance of this topic as a problem to be addressed is vital for ensuring that the

quality of education remains high during these unprecedented times (Abedin et al.,

2021).

Existing research has explored various aspects of online learning, such as the

role of parents in supporting their children’s learning at home (Arini & Wiguna, 2021;

Kusumaningrum et al., 2020), the challenges faced by parents in understanding the

subject matter (Marliza & Hartati, 2021; Sironga et al., 2022), and the difficulty of

balancing work and childcare responsibilities (Simanjuntak et al., 2023). Additionally,

studies have examined the impact of insufficient internet access and technological

resources on the effectiveness of online learning (Ferdianita & Mulianingsih, 2021;

Makmur et al., 2021; Oktavianingtyas et al., 2018).

Researchers have also highlighted the challenges teachers face in planning,

implementing, and evaluating online learning (Abedin et al., 2021; Ariesca et al., 2021;

Keytimu et al., 2023), as well as the difficulties encountered by students, particularly

those with special needs (Mudyasari & Markhamah, 2022; Tamami, 2021). Moreover,

studies have examined alternative assessment models that can support effective online

learning (Hastuti & Marzuki, 2021) and the importance of strengthening the relationship

between teachers and students through face-to-face support to optimize online learning

processes (Sun’iyah, 2020a).

Furthermore, research has investigated the challenges faced by early childhood

learners in remote learning settings, such as in Bengkulu (Satriyana et al., 2022), and

the potential effectiveness of parent-based online play programs to enhance mindful

parenting and improve the quality of parent-child relationships (Wisen-Vincent &

Bokoch, 2022). Mothers of children with disabilities have experienced increased

caregiving burdens during the pandemic as their children face difficulties accessing

healthcare and education (Celik, 2021).

Unstable internet connections and limited internet quotas are common obstacles

that hinder the effectiveness of online learning (Ani, 2020; Thohir et al., 2021). In light

of this, researchers like Hiroko and Rizu (2021) have found that language assessment is

vital to developing online support systems that can mitigate the impact of the COVID-

19 pandemic on the education of children with diverse backgrounds in Japan.

Given the numerous studies mentioned above, a comprehensive investigation

into the challenges faced by teachers when teaching online is needed. Such research is

crucial, as it will provide a deeper understanding of educators’ obstacles while

implementing online learning amid the COVID-19 pandemic. With a more

comprehensive understanding of these challenges, appropriate solutions can be sought

to address the issues at hand, enabling more effective and efficient remote learning

processes.

Moreover, the findings of this research can offer valuable insights for

stakeholders, including educational institutions, governments, and technology

developers, to devise better strategies for supporting remote learning and improving the

quality of education during the pandemic and beyond. Consequently, research on the

problems teachers face in online learning can significantly enhance the educational

system in emergencies such as the COVID-19 pandemic.

The current research aims to synthesize and analyze the various challenges

teachers face during online learning, as documented in previous studies. This research

aims to identify common threads and knowledge gaps in the existing literature by
examining the wide range of issues that have emerged in different educational contexts.

Furthermore, this study explores potential solutions and best practices that educators can

implement to address these challenges effectively.

The significance of this study lies in its potential to inform future educational

policy and practice, both during the ongoing pandemic and in any future crises that may

require a shift to remote learning. By understanding teachers’ challenges, educational

institutions and policymakers can work together to develop targeted strategies and

interventions to help educators adapt to the changing teaching and learning landscape.

In turn, this can improve all students’ overall quality of education, regardless of their

background or circumstances.

The COVID-19 pandemic has exposed many challenges for online learning

teachers, students, and parents. Despite the wealth of existing research on this topic, a

comprehensive study examining the problems teachers face during online learning is

necessary to develop a deeper understanding of the barriers they encounter and identify

potential solutions. By addressing these challenges and exploring best practices, this

research aims to improve the educational system in times of crisis and support teachers,

students, and parents as they navigate the complexities of remote learning.

Methods
This study employed a survey method wherein open-ended questionnaires were

distributed to early childhood education teachers throughout Indonesia. The population

and sample of the study consisted of teachers working in early childhood education

institutions. Data collection techniques used in the study were survey methods, and the

questionnaire was developed as an instrument for gathering data (Cohen et al., 2017).

The questionnaire specifications are discussed in the methodology section. The

collected data were analyzed using thematic analysis, where the data were grouped
based on related themes (Creswell, 2018). The NVIVO application was employed to

assist in the data analysis process. The results of the data analysis were utilized to draw

conclusions and make recommendations. As this research is qualitative, the presence of

a researcher conducting the survey, the study subjects being teachers, and informants

assisting during the research were not required. The study was conducted in various

locations in Indonesia over several months. The validity of the research findings was

ensured through various means, such as peer review, member checking, and data

triangulation (Cohen et al., 2017; Creswell, 2018). Overall, the research methodology

used in this study is comprehensive and aims to ensure the reliability and validity of the

research results.

Result
This study discusses the problems early childhood education (ECE) teachers

face when conducting online learning. From the questionnaire, the data were analyzed

thematically by grouping the relevant themes. Table 1 shows the formed themes.

Table 1. Thematic Research Results

aspect theme Sub-themes

1. Obstacles in the 1.1. child 1.1.1. child is bored

process of assessing constraints
1.1.2. child feels lazy
and evaluating
children’s learning 1.1.3. children have a hard to get up in
during the Pandemic the morning

1.1.4. children do not follow the orders of

their parents

1.1.5. bad child learning mood

1.2. parental 1.2.1. technology illiterate parents
constraints
1.2.2. parents are less cooperative

1.2.3. parents help children work on

problems

1.2.4. parents are busy working

1.2.5. parents do not optimally report

children’s assignments

1.2.6. parents do not understand the task

1.2.7. parents do not have a cell phone

1.3. learning 1.3.1. limited home learning media

constraints
1.3.2. home learning is less effective

1.3.3. indirect learning

1.3.4. the teacher’s observation is less

than optimal

1.3.5. ineffective assessment

1.4. Internet 1.4.1. wasteful internet quota

quota problem
1.4.2. less internet quota

1.4.3. weak signal

1.5. 1.5.1. Teachers find it difficult to

communication communicate with parents
barrier

1.6. time 1.6.1. limited study time at home

constraints
2. aspects of 2.1. 2.1.1. support from the teacher’s family
supporting the environmental
2.1.2. teacher peer support
assessment and aspects
evaluation of 2.1.3. creative teacher in providing
children’s learning learning
during the pandemic
2.1.4. teachers get moral support

2.1.5. assessment is easy to do by the

teacher

2.2. media 2.2.1. learning media for supporting

aspect teachers

2.2.2. get assistance quota

2.2.3. Internet signal support

2.3. institutional 2.3.1. government service support

aspect
2.3.2. cooperative school

2.4. parental 2.4.1. parents are cooperative and helpful

aspect
2.4.2. maximum parents in reporting
children’s assignments

3. solutions to face the 3.1. on the 3.1.1. teachers maximize learning

obstacles to assessing learning process
3.1.2. the teacher gives leniency in study
and evaluating
time
children’s learning
during a pandemic 3.1.3. teachers choose to learn in schools

3.2. towards 3.2.1. independent learning children

children
3.2.2. increase children’s enthusiasm for
learning
 3.2.3. maintain children’s health

3.3. towards 3.3.1. communicate with parents

parents

Challenges in the Assessment and Evaluation of Online Learning for Children

This study reveals various challenges children, parents, and teachers face during the

pandemic in assessing and evaluating children’s learning. Children experience boredom,

laziness, difficulty waking up early, disobedience to parents, and poor learning moods.

Meanwhile, parents face technological challenges, lack of cooperation, work-related

distractions, suboptimal reporting of children’s assignments, and difficulties

understanding tasks. Teachers also encounter challenges in learning, such as limited

learning media, less effective learning, lack of direct instruction, suboptimal teacher

observation, and ineffective assessment. Moreover, internet quota issues, such as

excessive internet usage, insufficient quotas, and weak signals, also pose problems.

Specifically, children in Java face more incredible boredom and poor learning

moods than those in other regions. Children in Kalimantan often experience boredom

and laziness; in Nusa Tenggara and Papua, they may also face boredom. On the other

hand, children in Sulawesi and Sumatra do not encounter challenges related to the

assessment and evaluation of learning.

Parents’ challenges also differ across regions. Parents in Java, for example,

struggle more with suboptimal reporting of children’s assignments and lack of

cooperation. In Kalimantan, parents face more challenges related to working and not

having a mobile phone. In Nusa Tenggara and Papua, parents struggle primarily with

not having a mobile phone. In Sulawesi, the most common challenge faced by parents is
technological illiteracy. In Sumatra, parents face suboptimal reporting of children’s

assignments and difficulties understanding tasks.

Learning challenges also vary across regions. In Java, the most common

challenges are limited learning media and suboptimal teacher observation. In

Kalimantan, the most common challenges are suboptimal teacher observation and lack

of direct instruction. The most common challenges in Nusa Tenggara and Papua are

limited learning media and ineffective assessment. In Sulawesi, the most common

challenge is suboptimal teacher observation. Meanwhile, the most common challenges

in Sumatra are limited learning media and ineffective assessment.

Internet quota challenges are experienced in all regions, with some differences.

In Java, the most common challenges are excessive internet usage and weak signals. In

Kalimantan, the most common challenge is excessive internet usage. The most common

challenges in Nusa Tenggara and Papua are weak signals and insufficient internet

quotas. In Sulawesi, the most common challenge is weak signals. Meanwhile, in

Sumatra, the most common challenge is excessive internet usage.

Furthermore, this study identifies additional challenges, such as teachers

struggling to communicate with parents and limitations in home-based learning time.

Nevertheless, the results of this study can serve as a foundation for finding solutions and

addressing the challenges faced in children’s learning assessment and evaluation during

the pandemic.
Figure 1. Map of Online Learning Assessment and Evaluation Challenges Based on
Region of Origin

Supporting Factors in the Assessment and Evaluation of Online Learning for

Children

Research on the supporting factors in children’s learning assessment and evaluation

during the pandemic found several aspects that provide support during the process. One

aspect identified was support from teachers’ families, with significant differences in

support across provinces. Teachers’ family support is highest in Java, while support is

relatively low in Kalimantan, Nusa Tenggara, and Papua.

Another essential aspect of supporting children’s learning evaluation during the

pandemic is peer support for teachers. The study found that peer support is relatively

high in all provinces but with significant differences in the level of support. Peer

support for teachers is highest in Java, while support is relatively low in Kalimantan,

Nusa Tenggara, and Papua.

 Moreover, the study found that teacher creativity in providing instruction is

crucial in supporting children’s learning evaluation. There are significant differences in

teacher creativity among provinces, with Sulawesi having a relatively low number of

creative teachers.

Moral support and teacher encouragement also play an essential role in

children’s learning evaluation during the pandemic. Significant differences exist in the

amount of moral support and teacher encouragement among provinces. Java has the

highest levels of moral support and encouragement from teachers, while support is

relatively low in Sulawesi.

In addition, to support from teachers’ families, peers, and teachers, learning

media for teachers also provides essential support. There are significant differences in

learning media support for teachers among provinces, with Java having the highest

levels of learning media support. Furthermore, receiving quota assistance also provides

significant support, with Java’s highest quota assistance.

Institutional support is also crucial in children’s learning evaluation during the

pandemic. Support from government agencies and cooperative schools positively

impacts children’s learning evaluation. There are significant differences in government

agencies and cooperative school support among provinces.

Parents also provide essential support in children’s learning evaluation during

the pandemic. There are significant differences in the level of parental support among

provinces, with the highest levels of support found in Java and Kalimantan. However, it

should be noted that parents in all provinces provide maximum support in reporting

children’s assignments.
Supporting Factors in the Assessment and Evaluation of Online Learning for
Children

This study identified several solutions for addressing the challenges of children’s

learning assessment and evaluation during the pandemic in various regions in Indonesia.

Based on the table above, there are significant differences in the strategies employed

among the regions. In Java, the most frequently employed strategy is maintaining

communication with parents, as reported by 117 respondents. It suggests that teachers in

Java consider it essential to establish a good relationship with students’ parents to gain

support and cooperation in optimizing children’s learning. Meanwhile, teachers’ most

commonly employed strategy in Kalimantan is maximizing learning, as reported by 14

respondents. It may be due to the need to catch up on the delayed curriculum during the

pandemic.

In Nusa Tenggara and Papua, the most frequently employed strategy is

enhancing children’s learning motivation, as reported by three respondents. It may be

due to limited access to the internet and technology, making online learning less than

optimal. In Sulawesi, one respondent chose in-person learning, possibly due to limited

access to technology in the region. In Sumatra, teachers’ most frequently employed

strategy is maximizing learning, as reported by six respondents. It may be due to limited

access to the internet and technology in the region. This research indicates that teachers

in Indonesia employ various strategies to address learning challenges during the

pandemic in each region. Therefore, further analysis is needed to find appropriate and

practical solutions to improve the quality of learning during the pandemic.

Discussion

The literature offers invaluable insight into the vital roles played by parents during the

pandemic as they facilitate their children’s online learning experiences. Parents have
been recognized as essential motivators, facilitators, and mentors in their children’s

learning journey (Arini & Wiguna, 2021; Irianto et al., 2021). However, they encounter

numerous obstacles that impede their ability to support their children effectively. These

challenges include difficulty comprehending the course material (Hartati, 2021), lack of

patience in dealing with children’s learning styles, inadequate access to learning

facilities, time constraints, and the herculean task of nurturing children’s interest in

learning (Petrus et al., 2022). Additionally, issues such as exorbitant internet costs,

subpar network services, and difficulties in operating gadgets have been identified as

significant challenges faced by parents during this time (Putra et al., 2021; Simanjuntak et

al., 2023; Wardani & Ayriza, 2020). Furthermore, balancing their work commitments with

their children’s learning needs has proven to be a considerable struggle for parents

during home-based education (Irianto et al., 2021; Pardede et al., 2020; Setianingsih &

Apriani, 2021). Acknowledging these challenges and developing appropriate strategies

can improve the quality of online learning for children during the pandemic.

Recent research has interestingly revealed that parents have been more involved

in their children’s online learning than previously thought, taking on multiple roles such

as motivators, facilitators, and mentors, contrary to earlier studies that highlighted

various challenges parents faced (Arini & Wiguna, 2021; Kusumaningrum et al., 2020).

Additionally, these findings emphasize that issues with internet quotas, such as

excessive usage and weak signals, are prevalent across all regions, contradicting

previous research that primarily attributed these challenges to unstable internet

connections (Ferdianita & Mulianingsih, 2021; Makmur et al., 2021; Simanjuntak et al., 2023) .

These inconsistencies underscore the diverse levels of support and challenges teachers,

parents, and students encounter in different areas, revealing the complexity of

successfully implementing online learning assessment and evaluation during the

pandemic.

The study also supports the idea that parents play a significant role in accompanying

their children’s learning during the pandemic, emphasizing the importance of parental

involvement in the learning process (Wisen-Vincent & Bokoch, 2022). Consequently, it

becomes essential to devise strategies and policies that address the myriad challenges

teachers, parents, and students face during online learning during the pandemic.

Possible solutions include enhancing digital infrastructure, providing training and

support for parents and teachers in using digital learning tools, and developing engaging

and interactive learning content to maintain student motivation and interest (Abedin et

al., 2021; Hastuti & Marzuki, 2021; Sun’iyah, 2020b; Tamami, 2021; Tarigan, 2021) .

A successful online learning experience during the pandemic necessitates collaboration

between schools, parents, and communities. Schools should ensure open

communication channels with parents and provide the necessary resources and guidance

to support their roles as facilitators and mentors in their children’s learning. Schools can

also offer workshops or training sessions for parents to understand online platforms and

teaching methodologies better. Communities can contribute by offering additional

support to needy families, such as providing internet access, learning devices, or

tutoring services. Local organizations, non-profits, and volunteers could coordinate

efforts to identify and address gaps in resources and support for underprivileged

families, helping to create a more equitable educational environment for all children.

Fostering a strong sense of community and collaboration will be crucial in overcoming

the challenges posed by the pandemic and ensuring a successful online learning

experience for all students (Ani, 2020).

Moreover, targeted interventions and support systems should be developed and

implemented for various groups affected by the pandemic, including children with

special needs (Oktavianingtyas et al., 2018), students in early childhood education

(Satriyana et al., 2022), and children with diverse language backgrounds (Sawada & Inoue,

2021). These interventions may include tailored educational materials, specialized

teacher training, and additional support from therapists or specialists. The increased

burden on mothers caring for children with disabilities during the pandemic highlights

the need for extra support and resources for these families (Hearst et al., 2021).

Implementing individualized education plans and offering access to specialized services

can help to address the unique challenges faced by children with disabilities, ensuring

that they receive the necessary support to thrive during these difficult times.

The impact of the COVID-19 pandemic on children’s mental health, including those

with pre-existing mental health disorders and neurological developmental disorders,

should be considered (Korczak et al., 2022). Parents of children with celiac disease have

reported increased appetite and anxiety in their children during the lockdown (Bükülmez

et al., 2021). Mental health professionals, educators, and parents should collaborate to

identify signs of stress, anxiety, or depression in children, and appropriate interventions

should be implemented. It may involve providing mental health support services and

resources to children and their families and tailored interventions for children with

specific conditions. Schools could incorporate social-emotional learning (SEL)

programs into their curricula, helping students develop resilience, coping strategies, and

emotional intelligence to navigate these challenging times better.

The COVID-19 pandemic has significantly impacted the education landscape, with

online learning becoming the new norm for many students. As a result, parents have had

to adapt and take on new roles to facilitate their children’s learning experience, often
facing numerous challenges. In order to improve the overall quality of online learning

during the pandemic, it is essential to address these challenges and provide support for

parents, teachers, and students. Collaboration between schools, parents, and

communities, combined with targeted interventions and support systems, will help

ensure that children continue to thrive academically and emotionally during these

unprecedented times. All stakeholders must work together to create a supportive,

inclusive, and adaptive educational environment that fosters the continued success of all

students, regardless of their circumstances or challenges.

Conclusion

In conclusion, this study has discovered that the online learning process during the

COVID-19 pandemic presents various challenges children, parents, and teachers face in

assessing and evaluating children’s learning. However, several aspects provide crucial

support in evaluating children’s learning, such as backing from the teachers’ families,

peer educators, teachers, and learning media for instructors, institutions, and parents.

This research can offer valuable information for stakeholders, such as educational

institutions, governments, and technology developers, to develop better strategies for

supporting remote learning and improving the quality of education during the pandemic

and in the future. Nonetheless, this study has limitations regarding the research variables

or topics discussed, which could be considered in subsequent research. For instance, this

investigation focuses on the challenges and facilitators in assessing and evaluating

children’s learning. Future studies may examine the psychological and social support

for children during remote learning.

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