Parental Obstacles during Distance Learning Mathematics in Indonesia: A Phenomenology Study
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| Title: | Parental Obstacles during Distance Learning Mathematics in Indonesia: A Phenomenology Study |
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| Language: | English |
| Authors: | Isnawan, Muhamad Galang (ORCID |
| Source: | European Journal of Educational Research. 2022 11(2):873-883. |
| Availability: | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 7 |
| Descriptors: | Foreign Countries, COVID-19, Pandemics, School Closing, Parent Role, Distance Education, Mathematics Education, Junior High School Students, Barriers, Blended Learning, Grade 7, Parent Attitudes |
| Geographic Terms: | Indonesia |
| ISSN: | 2165-8714 |
| Abstract: | The Coronavirus disease (COVID-19) pandemic has caused an inevitable shift from face-to-face to distance learning, a phenomenon known as panic-gogy. Parents are the main students' companions while studying at home. Although various studies show the constraints in this condition, few employ phenomenology that accurately describes people's experience regarding a situation. Therefore, this study aimed to describe parents' experience during distance learning mathematics using a phenomenology approach. The participants comprised 71 35-50-year-old parents of junior high school students. A Google form with open-ended questions was used as the main instrument in data collection. Data were analyzed using NVivo-12-assisted thematic analysis in coding, while source triangulation was used to strengthen the data trustworthiness. The results showed that students did not learn the content well due to poor explanations by the teacher. Furthermore, they did not study well at home due to signal constraints and quota limitations. This study recommends blended learning by combining limited face-to-face and online learning. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1341684 |
| Database: | ERIC |
| Abstract: | The Coronavirus disease (COVID-19) pandemic has caused an inevitable shift from face-to-face to distance learning, a phenomenon known as panic-gogy. Parents are the main students' companions while studying at home. Although various studies show the constraints in this condition, few employ phenomenology that accurately describes people's experience regarding a situation. Therefore, this study aimed to describe parents' experience during distance learning mathematics using a phenomenology approach. The participants comprised 71 35-50-year-old parents of junior high school students. A Google form with open-ended questions was used as the main instrument in data collection. Data were analyzed using NVivo-12-assisted thematic analysis in coding, while source triangulation was used to strengthen the data trustworthiness. The results showed that students did not learn the content well due to poor explanations by the teacher. Furthermore, they did not study well at home due to signal constraints and quota limitations. This study recommends blended learning by combining limited face-to-face and online learning. |
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| ISSN: | 2165-8714 |
