ANALYSIS OF THE DIFFICULTIES IN IMPLEMENTING ONLINE LEARNING IN KINDERGARTENS DURING THE PANDEMIC FROM TEACHERS’ PERSPECTIVES

Abstract

This study aims to describe the difficulties faced by teachers in implementing online learning at TK Satu Atap Sengir during the COVID-19 pandemic, as well as the strategies used to overcome these challenges. This research employed a qualitative descriptive method with data collected through in-depth interviews, direct observations, and documentation involving six teachers. The results indicate that the main difficulties encountered by teachers fall into three categories: technical (100%), pedagogical (83%), and psychological (67%). Technical obstacles included poor internet connectivity, limited access to devices, and insufficient data quotas. Pedagogical challenges arose because teachers found it difficult to assess children’s development directly and to maintain their focus during online learning sessions. To address these issues, teachers implemented various strategies such as the use of visual media and interactive educational games, active communication with parents, and portfolio-based assessment. The implementation of these strategies successfully enhanced children’s participation in online learning and strengthened collaborative relationships among teachers, parents, and students. This study emphasizes that online learning in early childhood education requires methodological innovation, technological support, and strong collaboration between schools and families.