DAMPAK PEMBELAJARAN DARING DI TAMAN KANAK-KANAK TERHADAP SENSE OF BELONGING SISWA PADA TEMAN, SEKOLAH, DAN GURU

Authors

  • Resti Yulia Pendidikan Anak Usia Dini
  • Farida Mayar Universitas Negeri Padang
  • Safrizal Safrizal Institut Agama islam Neberi Batusangkar

DOI:

https://doi.org/10.35473/ijec.v3i2.926

Keywords:

Problematika Pembelajaran Daring, Sense of Belonging, Anak Usia Dini

Abstract

Pembelajaran daring menjadi isu yang paling banyak dibacarakan pada saat pandemi. Hal itu disebabkan karena sebagian besar stakeholder belum siap untuk melaksanakan pembelajaran secara daring, baik itu kendala teknis maupun kendala non teknis. sayangnya pembelajaran daring justru menyentuh semua kalangan, baik itu jenjang Perguruan Tinggi hingga jenjang Taman Kanak-kanak. Alhasil, pembelajaran daring pada jenjang TK tidak berjalan maksimal bahkan mengundang keluhan dari para orangtua di rumah. Penelitian ini bertujuan untuk mendeskripsikan dampak pembelajaran daring di taman kanak-kanak terhadap sense of belonging siswa pada Teman, Sekolah, dan guru. Jenis penelitian yang digunakan adalah kualitatif deskriptif dengan peneliti sebagai instrument. Untuk memperoleh data yang lengkap, peneliti menggunakan tigas pores pengumpulan data, yakni wawancara mendalam, observasi partisipasi, serta dokumentasi. Guna memperoleh data penelitian yang kredibel, analisis data merujuk pada model miles and huberman dengan triangulasi sebagai teknik penjaminan keabsahan data. Hasil penelitian menemukan bahwa pembelajaran daring bagi siswa TK yang baru masuk atau yang sudah berekolah membuat mereka kehilangan rasa memiliki. Beberapa temuan dideskripsikan ketidak mauan anak dalam mengikuti pembelajaran daring karena mereka tidak mengenal gurunya, sekolahnya, dan temannya.

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Published

2021-08-11

How to Cite

Yulia, R., Mayar, F., & Safrizal, S. (2021). DAMPAK PEMBELAJARAN DARING DI TAMAN KANAK-KANAK TERHADAP SENSE OF BELONGING SISWA PADA TEMAN, SEKOLAH, DAN GURU. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 3(2), 78–84. https://doi.org/10.35473/ijec.v3i2.926

Issue

Vol. 3 No. 2 (2021)

Section

Articles

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