Teacher Intervention for Coping with Students’ Learning Difficulties of Madrasah Ibtidaiyah in the Covid-19 Social Restrictions
(1) Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
(2) Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
(*) Corresponding Author
Abstract
Abstract
Due to the Covid-19 pandemic, the government implemented a large-scale social restriction policy that impacted online learning. There are obstacles where not all students have supporting learning facilities and have learning difficulties requiring teacher intervention in the learning process. The study aimed to determine teacher intervention in the learning process for students with learning difficulties. The research method used descriptive qualitative at Madrasah Ibtidaiyah (Islamic Elementary School) Ats-Tsauroh Serang City, Banten Province. Data collection was limited to interviews with eight informants, including teachers, madrasa heads, and deputy madrasa heads, during the social restrictions period in February-April 2021. The results showed that teacher intervention in overcoming student learning difficulties was carried out directly, namely by understanding student conditions, understanding the typology of student learning difficulties, communicating with students' parents, observing students' family environmental conditions, conducting study visits to students' homes, and assessing student motivation. Teacher creativity is essential in making decisions for the benefit of student learning so that teachers provide the best service under challenging conditions. The implication of this research is that teacher intervention is effective in overcoming students' learning difficulties in the Covid-19 social restrictions.
Keywords: teacher intervention, learning difficulty, home visits.
Â
Abstrak
Akibat pandemi Covid-19, pemerintah menerapkan kebijakan pembatasan sosial berskala besar yang berdampak pada pembelajaran daring. Terdapat kendala di mana tidak semua siswa memiliki fasilitas belajar yang mendukung dan mengalami kesulitan belajar yang memerlukan campur tangan guru dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui intervensi guru dalam proses pembelajaran bagi siswa yang mengalami kesulitan belajar. Metode penelitian yang digunakan adalah deskriptif kualitatif di Madrasah Ibtidaiyah Ats-Tsauroh Kota Serang, Provinsi Banten. Pengumpulan data terbatas pada wawancara dengan delapan informan, termasuk guru, kepala madrasah, dan wakil kepala madrasah selama masa pembatasan sosial pada Februari-April 2021. Hasil penelitian menunjukkan bahwa intervensi guru dalam mengatasi kesulitan belajar siswa dilakukan secara langsung, yakni dengan memahami kondisi siswa, memahami tipologi kesulitan belajar siswa, berkomunikasi dengan orang tua siswa, mengamati kondisi lingkungan keluarga siswa, melakukan kunjungan belajar ke rumah siswa, dan menilai motivasi siswa. Kreativitas guru sangat penting dalam mengambil keputusan untuk kepentingan belajar siswa sehingga guru memberikan pelayanan terbaik dalam kondisi yang penuh tantangan. Implikasi dari penelitian ini adalah intervensi yang dilakukan guru efektif dalam mengatasi kesulitan belajar siswa di masa pembatasan sosial Covid-19.
Kata kunci: intervensi guru, kesulitan belajar, kunjungan rumah.
Full Text:
PDFReferences
Ahmed, A. & Sintayehu, B. (2022). Implementation of Covid-19 protection protocols and its implication on learning & teaching in public schools. Heliyon, 8(5), e09362. https://doi.org/10.1016/j.heliyon.2022.e09362
Akkaya, S. & Kapıdere, M. (2021). How do digital game utilization levels predict a teacher’s digital. World Journal on Educational Technology: Current Issues (WJET, 13(2), 322–335.
Al-Nasa’h, M., Al-Tarawneh, L., Abu Awwad, F. M., & Ahmad, I. (2021). Estimating students’ online learning satisfaction during COVID-19: A discriminant analysis. Heliyon, 7(12), e08544. https://doi.org/10.1016/j.heliyon.2021.e08544
Alharbi, M. A. (2022). Exploring the impact of teacher feedback modes and features on students’ text revisions in writing. Assessing Writing, 52(February), 100610. https://doi.org/10.1016/j.asw.2022.100610
Ardvin, A. K., Prasetyo, Y. T., Chuenyindee, T., Young, M. N., Doma, B. T., Caballes, D. G., Centeno, R. S., Morfe, A. S., & Bautista, C. S. (2022). Preference analysis on the online learning attributes among senior high school students during the COVID-19 pandemic: A conjoint analysis approach. Evaluation and Program Planning, 92(April 2021), 102100. https://doi.org/10.1016/j.evalprogplan.2022.102100
Assen, J. H. E. & Otting, H. (2022). Teachers’ collective learning: To what extent do facilitators stimulate the use of social context, theory, and practice as sources for learning? Teaching and Teacher Education, 114, 103702. https://doi.org/10.1016/j.tate.2022.103702
Beech, N. (2000). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, 2ndedn. In Management Learning (Vol. 31, Issue 4). https://doi.org/10.1177/1350507600314007
Chena, Z. X. & Chena, C. C. (2015). The Intention of Using Smart Device Messages as Parent-teacher Communication from the View of Parents. Procedia Manufacturing, 3(Ahfe), 5617–5623. https://doi.org/10.1016/j.promfg.2015.07.755
Collins, D. A. J., Tully, L. A., Piotrowska, P. J., Hawes, D. J., & Dadds, M. R. (2019). Perspectives on ParentWorks: Learnings from the development and national roll-out of a self-directed online parenting intervention. Internet Interventions, 15(January 2018), 52–59. https://doi.org/10.1016/j.invent.2018.12.002
Cornett, A., Paulick, J., & van Hover, S. (2020). Utilizing Home Visiting to Support Differentiated Instruction in an Elementary Classroom. School Community Journal, 30(1), 107–137.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mix Methods Approach. Sage Publications.
Ertesvåg, S. K., Vaaland, G. S., & Lerkkanen, M.-K. (2022). Enhancing upper secondary students’ engagement and learning through the INTERACT online, video-based teacher coaching intervention: Protocol for a mixed-methods cluster randomized controlled trial and process evaluation. International Journal of Educational Research, 114(May), 102013. https://doi.org/10.1016/j.ijer.2022.102013
Estrada-Orozco, K., Bonilla-Vargas, K., Cruz, F., Mancera, O., Ruiz, M., Alvarez, L., Pardo, R., & Arboleda, H. (2018). Cognitive Assessment Test: Validation of a Short Cognitive Test for the Detection of Mild Cognitive Disorder. International Journal of Alzheimer’s Disease, 2018. https://doi.org/10.1155/2018/3280621
Fritz, A., Haase, V. G. & Räsänen, P. (2019). International handbook of mathematical learning difficulties: From the laboratory to the classroom. In International Handbook of Mathematical Learning Difficulties: From the Laboratory to the Classroom. https://doi.org/10.1007/978-3-319-97148-3
Graus, M., van de Broek, A., Hennissen, P., & Schils, T. (2022). Disentangling aspects of teacher identity learning from reflective blogs: The development of a category system. Teaching and Teacher Education, 111, 103624. https://doi.org/10.1016/j.tate.2021.103624
Hastasari, C., Setiawan, B., & Aw, S. (2022). Students’ communication patterns of Islamic boarding schools: the case of Students in Muallimin Muhammadiyah Yogyakarta. Heliyon, 8(1), e08824. https://doi.org/10.1016/j.heliyon.2022.e08824
Huijsmans, M. D. E., Kleemans, T., & Kroesbergen, E. H. (2022). The cognitive profiles for different samples of mathematical learning difficulties and their similarity to typical development: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 214, 105288. https://doi.org/10.1016/j.jecp.2021.105288
Jin, X., Tigelaar, D., van der Want, A., & Admiraal, W. (2022). Novice teachers’ appraisal of expert feedback in a teacher professional development program in Chinese vocational education. Teaching and Teacher Education, 112, 103652. https://doi.org/10.1016/j.tate.2022.103652
Kong, S. C., Man-Yin Cheung, W., & Zhang, G. (2021). Evaluation of an artificial intelligence literacy course for university students with diverse study backgrounds. Computers and Education: Artificial Intelligence, 2, 100026. https://doi.org/10.1016/j.caeai.2021.100026
Kraft, M. A., & Dougherty, S. M. (2013). The Effects of Teacher-Family Communication on Student Engagement. Journal of Research on Educational Effectiveness, 6(3), 199–222.
Lefa, B. (2014). The Piaget theory of cognitive development: An educational implications. Research Gate, 1(9), 1–9. https://www.researchgate.net/publication/252532772_Constructing_a_theory_of_learner_autonomy_Some_steps_along_the_way
Li, J. & Che, W. (2022). Challenges and coping strategies of online learning for college students in the context of COVID-19: A survey of Chinese universities. Sustainable Cities and Society, 83(May), 103958. https://doi.org/10.1016/j.scs.2022.103958
Maggio, M. G., Foti Cuzzola, M., Calatozzo, P., Marchese, D., Andaloro, A., & Calabrò, R. S. (2021). Improving cognitive functions in adolescents with learning difficulties: A feasibility study on the potential use of telerehabilitation during Covid-19 pandemic in Italy. Journal of Adolescence, 89(July 2020), 194–202. https://doi.org/10.1016/j.adolescence.2021.05.005
Mali, D. & Lim, H. (2021). How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic? International Journal of Management Education, 19(3), 100552. https://doi.org/10.1016/j.ijme.2021.100552
Marcilla-Toribio, I., Moratalla-Cebrián, M. L., Bartolomé-Guitierrez, R., Cebada-Sánchez, S., Galán-Moya, E. M., & MartÃnez-Andrés, M. (2022). Impact of Service-Learning educational interventions on nursing students: An integrative review. Nurse Education Today, 116(May), 105417. https://doi.org/10.1016/j.nedt.2022.105417
Martin, A., Partika, A., Castle, S., Horm, D., & Johnson, A. D. (2022). Both sides of the screen: Predictors of parents’ and teachers’ depression and food insecurity during COVID-19-related distance learning. Early Childhood Research Quarterly, 60, 237–249. https://doi.org/10.1016/j.ecresq.2022.02.001
McAllister, N., Tavener-Smith, T., & Williams, J. (2022). Roots, prefixes, and suffixes: decoding medical terminology using an online inquiry-based learning intervention for nursing associates. Teaching and Learning in Nursing, 17, 256–262. https://doi.org/10.1016/j.teln.2022.01.005
McCabe, L. A., Ruberti, M. R., & Endres, T. (2022). Sustaining program implementation: A co-constructed technical assistance process to support the continuous high-quality implementation of the Therapeutic Crisis Intervention program. Evaluation and Program Planning, 91(March 2020), 102049. https://doi.org/10.1016/j.evalprogplan.2022.102049
Miles, M. & Huberman, M. . (2005). Qualitative Data Analysis. UI Press.
Nemr, K., Simões-Zenari, M., De Almeida, V. C., Martins, G. A., & Saito, I. T. (2021). COVID-19 and the teacher’s voice: self-perception and contributions of speech therapy to voice and communication during the pandemic. Clinics, 76(6), 1–8. https://doi.org/10.6061/CLINICS/2021/E2641
Neuenschwander, M. P., Mayland, C., Niederbacher, E., & Garrote, A. (2021). Modifying biased teacher expectations in mathematics and German: A teacher intervention study. Learning and Individual Differences, 87(September 2020), 101995. https://doi.org/10.1016/j.lindif.2021.101995
Oinas, S., Hotulainen, R., Koivuhovi, S., Brunila, K., & Vainikainen, M. P. (2022). Remote learning experiences of girls, boys, and non-binary students. Computers and Education, 183(March 2021), 104499. https://doi.org/10.1016/j.compedu.2022.104499
Okuda, P. M. M. & Pinheiro, F. H. (2015). Motor Performance of Students with Learning Difficulties. Procedia - Social and Behavioral Sciences, 174, 1330–1338. https://doi.org/10.1016/j.sbspro.2015.01.755
Ovez, F. T. D. (2012). The Effectiveness of 4mat Teaching Model in Overcoming Learning Difficulties in the Perimeter and Area of Circle and Perpendicular Cylinder among the Seventh Year Students. Procedia - Social and Behavioral Sciences, 46, 2009–2014. https://doi.org/10.1016/j.sbspro.2012.05.419
Penrod, D., Shaw, T., Nash, J., Dierkes, M., & Collins, S. (2022). Community college students’ perspectives on online learning during COVID-19 and factors related to success. Teaching and Learning in Nursing, 17(3), 267–271. https://doi.org/10.1016/j.teln.2022.01.012
Ramli, F., Shafie, N., & Tarmizi, R. A. (2013). Exploring Student’s in-depth Learning Difficulties in Mathematics through Teachers’ Perspective. Procedia - Social and Behavioral Sciences, 97, 339–345. https://doi.org/10.1016/j.sbspro.2013.10.243
Schnekloth, M. (2021). NWCommons Parental Involvement in Education Running head : Parental Involvement in Education.
Shah, R. K. (2019). Impact of Parental Involvement in Implementation of Primary Education Curriculum in Nepal Editor-in-Chief. International Journal of Law, Education, Social and Sports Studies, 6(December). https://doi.org/10.33329/ijless.64.19.99
Shepard, L. A. (2019). Classroom Assessment to Support Teaching and Learning. Annals of the American Academy of Political and Social Science, 683(1), 183–200. https://doi.org/10.1177/0002716219843818
Sizoo, E. M., Monnier, A. A., Bloemen, M., Hertogh, C. M. P. M., & Smalbrugge, M. (2020). Dilemmas With Restrictive Visiting Policies in Dutch Nursing Homes During the Covid-19 Pandemic: A Qualitative Analysis of an Open-Ended Questionnaire With Elderly Care Physicians. Journal of the American Medical Directors Association, 21(12), 1774-1781.e2. https://doi.org/10.1016/j.jamda.2020.10.024
Smith, E. M., & Minescu, A. (2022). A test of the maintenance of the effects of imagined contact framed with supportive social norms as a teacher-led field intervention. Journal of School Psychology, 92(May), 324–333. https://doi.org/10.1016/j.jsp.2022.04.005
Suzuki, K., Yamaguchi, E., & Hokayem, H. (2015). Learning Progression for Japanese Elementary Students’ Reasoning about Ecosystems. Procedia - Social and Behavioral Sciences, 167, 79–84. https://doi.org/10.1016/j.sbspro.2014.12.646
Tao, J. & Gao, X. (2022). Teaching and learning languages online: Challenges and responses. System, 107(May), 102819. https://doi.org/10.1016/j.system.2022.102819
Thaiposri, P. & Wannapiroon, P. (2015). Enhancing Students’ Critical Thinking Skills through Teaching and Learning by Inquiry-based Learning Activities Using Social Network and Cloud Computing. Procedia - Social and Behavioral Sciences, 174, 2137–2144. https://doi.org/10.1016/j.sbspro.2015.02.013
Tuti, R. W., Nurmandi, A., & Zahra, A. A. (2022). Handling COVID-19 in the capital city of Jakarta with innovation policy: the scale of social restrictions policy. Heliyon, 8(5), e09467. https://doi.org/10.1016/j.heliyon.2022.e09467
Wahjusaputri, S., Al Khuwarizmi, F. R., & Priyono, D. (2021). Online Learning Program Evaluation to Improve the Education Quality in Primary School. AL-ISHLAH: Jurnal Pendidikan, 13(3), 1670–1679. https://doi.org/10.35445/alishlah.v13i3.659
Wei, X., Saab, N., & Admiraal, W. (2021). Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review. Computers and Education, 163(December), 104097. https://doi.org/10.1016/j.compedu.2020.104097
Wright, K., Shields, S., Black, K., & Waxman, H. (2018). The Effects of Teacher Home Visits on Student Behavior, Student Academic Achievement, and Parent Involvement. School Community Journal, 28(1), 67–90.
Yilmaz, K. (2011). The Cognitive Perspective on Learning: Its Theoretical Underpinnings and Implications for Classroom Practices. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 84(5), 204–212. https://doi.org/10.1080/00098655.2011.568989
DOI: 10.24235/al.ibtida.snj.v9i1.9769
Article Metrics
Abstract view : 0 timesPDF - 0 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Al Ibtida: Jurnal Pendidikan Guru MI
This work is licensed under a Creative Commons Attribution 4.0 International License.
AL IBTIDA Journal Indexed By:
 
 
 
 2.png)
 
 
 Â
Â
 Â
This work is licensed under a Creative Commons Attribution 4.0 International License.
Â
Al Ibtida: Jurnal Pendidikan Guru MI Published by Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, IAIN Syekh Nurjati Cirebon In Collaboration with Perkumpulan Dosen Pendidikan Guru Madrasah Ibtidaiyah (PD PGMI) Indonesia.
Editorial Office:
FITK Building, 5th Floor, Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, IAIN Syekh Nurjati Cirebon. Perjuangan Street of Sunyaragi, Cirebon City, West Java, Indonesia 45132 Phone. 0231-481264, Fax. 0231-489926, Email: alibtida@syekhnurjati.ac.id/ alibtida2@gmail.com