Peran Orang Tua Dalam Pendampingan Pembelajaran Daring Anak RA Az-zahra Cangkreplor Pada Masa Pandemi Covid-19
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Bibliographic record
Abstract
© 2016 Association of Indonesian Islamic Kindergarten Teachers Education Study Program Abstrak Penelitian ini bertujuan untuk mengetahui peran orang tua dalam pendampingan pembelajaran daring anak usia dini (aud) pada masa pandemi covid-19 di RA Az Zahra Cangkreplor. Penelitian menggunakan metode studi kasus melalui wawancara dengan orang tua wali murid, guru, dan kepala sekolah RA Az Zahra Cangkreplor. Hasil penelitian menunjukkan bahwa secara umum guru dan orang tua merasa puas mengenai fleksibilitas pelaksanaan pembelajaran daring. Guru dan orang tua tidak tertekan oleh waktu dalam memberikan materi serta orang tua dalam mendampingi anak belajar karena mereka bisa mengatur waktu sendiri. Orang tua kini hadir sebagai pengganti peran guru dalam membimbing, pengembangan anak, mendidik serta mengawasi anak.Motivasi yang diberikan oleh orang tua kepada anak mampu menjadikan anak lebih semangat dalam belajar orang tua menjadi memiliki banyak waktu untuk membimbing dan mendampingi anak belajar daring, serta hubungan antara anak dan orang tua menjadi terjalin lebih erat dibandingkan sebelumnya.Kegiatan belajar dari rumah juga menekan angka penyebaran Covid-19. Kata kunci: Pembelajaran Daring, Orang Tua, Anak Usia Dini Abstract This study aims to determine the role of parents in online learning assistance for early childhood during the Covid-19 pandemic in RA Az Zahra Cangkreplor. The research used a case study method through interviews with parents, guardians of students, teachers and the principal of RA Az Zahra Cangkreplor. The results showed that in general teachers and parents were satisfied about the flexibility of implementing online learning. Teachers and parents are not pressured by time in providing materials and guardians of students in accompanying children to learn because they can manage their own time. Parents are now present as a substitute for the role of teachers in guiding, developing children, educating and supervising children. The motivation given by parents to children is able to make children more enthusiastic in learning, parents have more time to guide and accompany children to learn online, and the relationship between children and parents becomes stronger than before. Learning from home also reduces the spread of Covid-19. Keywords: Online Learning, Parents, Early Childhood
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it