Article Sidebar

Submitted
Feb 8, 2021
Accepted
Mar 9, 2021
Published
Mar 9, 2021
Download
PDF
Statistic
Read Counter : 1010 Download : 511

Main Article Content

Abstract

The COVID-19 pandemic has affected the structure of human life, including in the field of education. The government has established an online learning policy in an effort to suppress the spread of the virus. The application of online learning policies cannot be separated from various obstacles. One of them was experienced by a social studies teacher. This study aims to examine the obstacles to implementing online learning with the 2013 curriculum and the role of social studies teachers in overcoming them. The research method used is qualitative and implemented in MAN 2 Parepare, South Sulawesi. Data collection techniques are interviews and observation. To obtain the validity of the data, triangulation was carried out on methods, sources and theories. After that, the data were analyzed. This study found that the obstacles to the implementation of online learning with the 2013 curriculum were social inequality between students, limited online learning time, difficulty in assessing student learning processes and outcomes, and parents who did not accompany children in the learning process. The role of social studies teachers in overcoming these obstacles is to provide policies to students who have difficulty in learning online, use innovative learning methods, and try to establish communication with parents of students.

Keywords

COVID-19; Curriculum 2013; Online learning

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Zahrawati, F., & Nurhayati, N. (2021). THE CHALLENGE OF ONLINE LEARNING IN CURRICULUM-2013 DURING COVID-19 PANDEMIC: STUDY OF SOCIAL SCIENCE TEACHERS AT MAN 2 PAREPARE. SocioEdu: Sociological Education , 2(1), 9-14. https://doi.org/10.59098/socioedu.v2i1.380

References

  1. Alimuddin. (2014). Penilaian dalam kurikulum 2013. Seminar NAsional Pendidikan Karakter, 01(1), 23–33.
  2. Anugrahana, A. (2020). Hambatan, Solusi dan Harapan: Pembelajaran Daring Selama Masa Pandemi Covid-19 Oleh Guru Sekolah Dasar. Scholaria: Jurnal Pen-didikan Dan Kebudayaan, 10(3), 282–289. https://doi.org/10.24246/j.js.2020.v10.i3.p282-289
  3. Cahyati, N., & Kusumah, R. (2020). Peran Orang Tua Dalam Menerapkan Pembela-jaran Di Rumah Saat Pandemi Covid 19. Jurnal Golden Age, 4(01), 4–6. https://doi.org/10.29408/jga.v4i01.2203
  4. Davis, C. R., Grooms, J., Ortega, A., Rubal-caba, J. A.-A., & Vargas, E. (2021). Dis-tance Learning and Parental Mental Health During COVID-19. Educational Researcher, 50(1), 61–64. https://doi.org/10.3102/0013189X20978806
  5. Fidya, F., Sihaloho, M., & Botutihe, D. N. (2018). Pengaruh Penggunaan Pendeka-tan Saintifik terhadap Hasil Belajar Siswa pada Materi Hidrolisis Garam. Jambura Journal of Educational Chem-istry, 13(2), 143–149.
  6. Hidayat, A. (2017). PENDIDIKAN SE-BAGAI PENGARUH ERA GLOB-ALISASI. Jurnal Justisi Hukum, 2(1), 15–25.
  7. Kementerian Pendidikan dan Kebudayaan. (2014). Implementasi Kurikulum 2013 Konsep dan Penerapan.
  8. Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Project-ing the Potential Impact of COVID-19 School Closures on Academic Achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965918
  9. Masrokhah. (2020). EVALUASI IMPLEMEN-TASI KURIKULUM 2013 DALAM PEMBELAJARAN ONLINE SELAMA MASA PANDEMI COVID-19 DI SDN BINTORO 5 KABUPATEN. (July), 0–5.
  10. Munajim, A., Barnawi, & Fikriyah. (2020). Pengembangan Kurikulum Pembelajaran di Masa Darurat. Dwija Cendekia: Jurnal Riset Pedagogik, 4(1), 114–124.
  11. Putria, H., Maula, L. H., & Uswatun, D. A. (2020). Analisis Proses pembelajaran Dalam Jaringan (DARING) Masa Pan-demi COVID-19 pada Guru Sekolah Dasar. Jurnal Basicedu, 4(4), 861–872. https://doi.org/10.31004/basicedu.v4i4.460
  12. Rosali, E. S. (2020). Aktifitas Pembelajaran Daring Pada Masa Pandemi Covid -19 Di. Geography Science Education Jour-nal (GEOSEE), 1(1), 21–30.
  13. Sadikin, A., & Hamidah, A. (2020). Pembelaja-ran Daring di Tengah Wabah Covid-19. Biodik, 6(2), 109–119. https://doi.org/10.22437/bio.v6i2.9759
  14. Syah, R. H. (2020). Dampak Covid-19 pada Pendidikan di Indonesia: Sekolah, Ket-erampilan, dan Proses Pembelajaran. SALAM: Jurnal Sosial Dan Budaya Syar-i, 7(5). https://doi.org/10.15408/sjsbs.v7i5.15314
  15. Syahrul, & Djaha, S. S. M. (2020, October 15). Pluralism Consciousness for Students at Muhammadiyah University of Kupang Through Multicultural Education. 166–173. Atlantis Press. https://doi.org/10.2991/assehr.k.201015.026
  16. Tatang, S., Omay, K., Ni’mawati, & Qiqi, Y. zaqiah. (2020). Inovasi Kurikulum dan Pembelajaran Pada Masa Pandemi Covid-19 Tatang. 6(3). https://doi.org/10.5281/zenodo.3960178
  17. Zahrawati, F. (2020). Penerapan Model Prob-lem Based Learning untuk Meningkat-kan Hasil Belajar Sosiologi Siswa. Indo-nesian Journal of Teacher Education, 1(2), 71–79. https://doi.org/10.1016/j.solener.2019.02.027
  18. Zahrawati, F., & Aras, A. (2020). Pembelajaran Berbasis Riset dengan Memanfaatkan Google Classroom pada Mahasiswa Tadris Ilmu Pengetahuan Sosial. Jurnal Ilmiah Iqra’, 14(2), 143–154.