The purpose of this research is to determine how parents are involved in distance learning during the

Covid-19 pandemic. This research used survey method by distributing research questionnaires using
google form. The sampling technique used purposive sampling with the sample criteria being parents
who have children aged 3-6 years. The questionnaire was distributed online through application
Whatsapp. From 39 parents it was found that 57% of parents were at the undergraduate level of
education. The results showed as many as 25 respondents or 83% of parents were in the good category
in their involvement in accompanying children during distance learning. Based on the results of the
study, it can be concluded that the involvement of parents in distance learning during the Covid-19
pandemic was in a good category. (Dini Kurnia Sari, Rosyidamayani T. Maningtyas 2020)

During the Covid-19 Pandemic, all school activities are carried out at home, including teaching and
learning processes ranging from the student of Elementary, Junior High, and Senior High. Even
universities in Jakarta. The teacher's job is to teach at school, now turning to parents to accompany their
children to study at home. Parents' responsibilities increase and work at home, coupled with children's
assistance with online or online systems. Before the Covid-19 Pandemic, the problem of teaching
children was fully handed over to teachers in schools. However, after the Covid-19 Pandemic,
responsible children learn to turn to parents at home who are not necessarily ready to play a role as a
substitute for teachers. The problem in this study is how the readiness of parents to accompany
children in online learning? The theory used is the theory of CMC (Computer-Mediated Communication).
This research's informant comprises elementary, junior high, and high school children who accompany
children to learn online selected by random sampling. This research method is descriptive quantitative
that describes parents' readiness level as a companion of children to study online. The results showed
that 96% of parents are very ready to accompany children to learn online, 92% instruct children to learn
online according to the schedule of learning at school, 82% of parents do not understand the children's
lessons, and 16% of parents become grumpy accompanying learning and 47% become stressed. Dan
Chen, L., & Chen, L. (2016). In an e-learning environment, students are responsible for their own studies
and actively participate in managing the learning process. It is recommended when the teacher gives the
assignment to the child, accompanied by how to do it on a gadget or notebook to follow. (Chontina
Siahaan, Erni Murniarti, Kerdid Simbolon

2021)

This was a descriptive study which determined and analyzed the perceptions of parents on the printed
modular distance learning in an elementary school. There were 50 parent respondents selected via
convenience sampling. Parents’ perceptions were along the manner of distributing modules, retrieval of
modules, time allotment for learning activities, the learning activities in the module, assessment and
observance of safety and health protocols in the distribution and retrieval of modules. Questionnaires
were distributed to the parents through the Purok Leaders who were responsible in the distribution and
retrieval of the learning modules. Weighted mean was used to analyze the responses of the parents in
the questionnaires. Finding revealed that parents mostly agreed to the strategies in the distributing
modules, retrieval of modules, time allotment for learning activities, the learning activities in the
module, assessment and highly agreed to the observance of safety and health protocols in the
distribution and retrieval of modules. However, parents claimed that time allotment in the completion
of learning activities was insufficient since the activities were so many. In addition, some parents
claimed that they could not understand some topics in the module so they could not help their children
in answering the learning activities. The research then recommended for a review of the learning
activities and conduct seminar for parents to guide them in assisting their children during their “classes
“at home. An action plan was developed to improve the implementation of the modular learning in the
new normal (Olivo,2021)

This study examined the parents’ involvement in students’ Distance Learning during the pandemic of
Covid-19 concerning with the school’s policy. This research aimed to explore the private junior high
school students’ academic achievement in the pandemic of Covid-19 which was influenced by social
factors, such as teachers, parents’ motivational beliefs (Hoover-Dempsey & Sandler, 1995) and home-
based and school-based parental involvement (Epstein, 1995). Qualitative method was used to do this
study specifically employed a case study design. Questionnaire and semi-structured interview were used
to collect the data. 20 parents, eight grade students, homeroom teacher and principle would be the
participants in this study. Likert scale and open-ended questionnaire were used to know the
participants’ responses on parent’s involvement in children’s education in the Distance Learning. Semi-
structured interview would be used to interview the three parents, three students, homeroom teacher
and principle for exploring their deep opinions on parental involvement in children’s education success
in Distance Learning during the pandemic of Covid-19. The results showed the positives beliefs of
parents, students, and school in parents’ involvement in order to influence students’ academic
achievement, especially in Distance Learning. At home, parents agreed to control and guide their
children in doing the assignments, while at school, they took part in school’s meetings and seminars
held by the school.(Yohana Eva Mau Kasi, S. Suparno, Abdul Asib

2021)

COVID-19 pandemic has closed-down educational institutions and dramatically shifts the instruction to
distance learning. However, students rooted from the marginalized families and from rural areas have
limited access to technology necessary for online learning. Modular learning addresses this learning
inequality by providing more inclusive access to education. This study explored the lived experiences of
the parents who act as learning supervisor, tutor, and home-schooling teacher for modular learning
during the health crisis. This research surveyed parents from the Philippines and applied Inductive
Content Analysis. The results showed an agreement on the effectiveness of the implemented
educational policies to contain the pandemic including the nationwide closures of schools, delaying the
reopening of classes, and implementation of various instructional modalities. On the other hand,
parents have encountered various challenges from the new mode of learning in virtual setting; delivery
of instruction; unsatisfactory learning outcomes; financial difficulties while working for the family during
lockdown; struggle with the use and availability of technology; and personal problems on health, stress,
and learning style. This study serves as a basis for providing a comprehensive and inclusive education
policies while considering the perspective of the learners’ parents during the pandemic and beyond.
( Casper Boongaling Agaton, Lavinia Javier Cueto,2021)
The Covid-19 pandemic has affected the education sector; as a result, the government has made policies
to conduct a distance learning or known as online learning. In online learning, parents have double roles,
as a parent and as a teacher, to assist children in online learning during Covid-19 pandemic. Lack of
understanding of the importance of assistig children during online learning causes parents to pay less
attention to their role in assisting children during online learning. The aim of this reasearch was to know
parents’ roles to assist children in online learning during Covid-19 pandemic. This research utilized
qualitative methods with the type of case study. This research was conducted in Desa Temulus,
Kecamatan Mejobo, Kabupaten Kudus, involving 5 parents and 5 children. The children attended
learning at SD 1 Temulus, and both children and their parents lived in the researchers’ environment.
Data were collected through observation, interviews and documentation. This research applied a
descriptive qualitative data analysis with triangulation methods to validate the data. The steps of data
analysis were data reduction, data presentation, and making conclusion. The results of this research
revealed that parents played several roles in online learning during the Covid-19 pandemic; they were a)
as caregivers and educators; b) as mentors; c) as motivators; and d) as facilitators. Therefore, parents
should provide time and attention in assisting their children to leaen during(Ririk Woro Hapsari, Sekar
Dwi Ardianti, Erik Aditia Ismaya,2021)
References
Volume Title

Proceedings of the 2nd Early Childhood and Primary Childhood Education (ECPE 2020)

Series

Advances in Social Science, Education and Humanities Research

Publication Date

12 November 2020

ISBN

978-94-6239-272-4

ISSN
2352-5398

. (Dini Kurnia Sari, Rosyidamayani T. Maningtyas 2020)

DOI

https://doi.org/10.2991/assehr.k.201112.018

Olivo, M. G. (2021). Parents’ Perception on Printed Modular Distance Learning in Canarem Elementary School: Basis for Proposed Action Plan.
International Journal of Multidisciplinary: Applied Business and Education Research, 2(4), 296-309. Retrieved from
https://ijmaberjournal.org/index.php/ijmaber/article/view/106

Yohana Eva Mau Kasi

Department of Teacher Training and Education faculty, Sebelas Maret University, Surakarta, Indonesia

Suparno Suparno

Department of Teacher Training and Education faculty, Sebelas Maret University, Surakarta, Indonesia

Abdul Asib

DOI: https://doi.org/10.47175/rielsj.v2i1.202

(Casper Boongaling Agaton, Lavinia Javier Cueto,2021)

COVID-19 pandemic; Distance learning; Education; Modular learning; Parents

Full Text:

PDF

DOI: http://doi.org/10.11591/ijere.v10i3.21136

(Ririk Woro Hapsari, Sekar Dwi Ardianti, Erik Aditia Ismaya,2021)

DOI: http://dx.doi.org/10.33578/pjr.v5i3.8310