Becoming a Teacher

A Phenomenological Study on Mothers Problems in Learning from Home Program

DOI

10.2991/assehr.k.220129.048How to use a DOI?

Keywords

problematic; learning from home; mother; covid 19 pandemic

Abstract

COVID-19 pandemic has forced people to limit their social space in various fields, one of which is education. Schools must conduct online learning according to the educational curriculum in an emergency. This article seeks to know the various types of problems and benefits that occur in learning from home in the era of the COVID-19 pandemic is the goal of this research. Embracing a qualitative approach, the study employed data collection through interviews, observations and documentation. This study employed purposive sampling with 10 female informants as mothers. Triangulations of data, techniques, and analyses were employed to ensure the interpretation of data. The results show that (1). Limited facilities and internet quota at home, (2). The boredom and mood of children when learning changes, (3). Parental mastery of the subject matter is minimal, (4). It takes a teacher figure in learning, (6). Home atmosphere is not conducive to learning, (7). Culture shock experienced by parents in accompanying children to learn. While the benefits include: (1). There is an emotional closeness between parents and children, (2). parents know their children’s abilities, characters and talents better, (3). parents become technology literate, (4). parents have more time with their children, (5). parents are more creative.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Aris Martiana
AU  - Sri Wening
PY  - 2022
DA  - 2022/01/31
TI  - Becoming a Teacher
BT  - Proceedings of the 5th International Conference on Current Issues in Education (ICCIE 2021)
PB  - Atlantis Press
SP  - 266
EP  - 269
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220129.048
DO  - 10.2991/assehr.k.220129.048
ID  - Martiana2022
ER  -