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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
Language: English
Authors: Isnawan, Muhamad Galang (ORCID 0000-0002-3799-3435), Suryadi, Didi (ORCID 0000-0003-0871-8693), Turmudi, Turmudi (ORCID 0000-0001-7976-211X), Marfuah, Marfuah (ORCID 0000-0001-7587-2055)
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
FullText Text:
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  Data: Parental Obstacles during Distance Learning Mathematics in Indonesia: A Phenomenology Study
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  Data: <searchLink fieldCode="AR" term="%22Isnawan%2C+Muhamad+Galang%22">Isnawan, Muhamad Galang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3799-3435">0000-0002-3799-3435</externalLink>)<br /><searchLink fieldCode="AR" term="%22Suryadi%2C+Didi%22">Suryadi, Didi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0871-8693">0000-0003-0871-8693</externalLink>)<br /><searchLink fieldCode="AR" term="%22Turmudi%2C+Turmudi%22">Turmudi, Turmudi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7976-211X">0000-0001-7976-211X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marfuah%2C+Marfuah%22">Marfuah, Marfuah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7587-2055">0000-0001-7587-2055</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Educational+Research%22"><i>European Journal of Educational Research</i></searchLink>. 2022 11(2):873-883.
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  Data: 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/
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  Data: 11
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2165-8714
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2022
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  Data: EJ1341684
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 873
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: Parent Role
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Junior High School Students
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Parental Obstacles during Distance Learning Mathematics in Indonesia: A Phenomenology Study
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            NameFull: Isnawan, Muhamad Galang
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            NameFull: Suryadi, Didi
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            NameFull: Turmudi, Turmudi
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            NameFull: Marfuah, Marfuah
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            – TitleFull: European Journal of Educational Research
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