@mastersthesis{digilib44640,
           month = {June},
           title = {KOLABORASI KETERLIBATAN ORANG TUA DAN GURU DALAM PEMBELAJARAN ANAK USIA DINI DI MASA PANDEMI COVID-19},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM: 19204030014 Mushab Al Umairi},
            year = {2021},
            note = {Dr. Hj. Erni Munastiwi, MM},
        keywords = {Collaboration, Parents and Teachers, Covid-19 Pandemic},
             url = {https://digilib.uin-suka.ac.id/id/eprint/44640/},
        abstract = {The phenomenon of the Covid-19 pandemic has shaken the whole world. This has also caused all educational institutions to change their habits in the teaching and learning process. The face-to-face learning system changes to distance learning. The goal is to break the chain of the spread of the Covid-19 virus. Therefore, the collaboration of the roles of parents and teachers is very much needed in the learning process during the pandemic. The purpose of the study was to analyze the factors of the role of parents and teachers in learning and describe the collaborative roles of parents and teachers in learning.
The study used descriptive qualitative research methods, the research subjects involved 10 parents and 5 teachers. Data collection methods are observation, interviews, and documentation. The data analysis technique uses the Miles and Huberman model by means of: data collection, data reduction, data display, and drawing conclusions. The technique of testing the validity of the data is by using the triangulation technique.
The results of the study indicate that the collaborative roles of parents and teachers in early childhood learning during the Covid-19 pandemic are as follows: (1) The factors of the role of teachers and parents in learning are seen from 4 items which include individual factors of parents, child factors , teacher and parent factors and social factors. (2) The collaborative role of parents and teachers in early childhood learning during the Covid-19 pandemic is carried out through 3 stages of implementation, which include Problem Setting as an effort to determine and identify problems. Direction Setting as an effort to determine the direction or basic rules. and implementation of the role of parents and teachers in children's learning process.}
}