Primary School Teacher Performance During The Covid-19 Pandemic

Jurnal Ilmiah Sekolah Dasar Volume 5, Number 4, 2021 pp. 639-647 P-ISSN: 2579-3276 E-ISSN : 2549-6174 Open Access: https://ejournal.undiksha.ac.id/index.php/JISD/index Primary School Teacher Performance During The Covid-19 Pandemic Salma Ida Nasution1*, Zaka Hadikusuma Ramadan2 1,2 Pendidikan Guru Sekolah Dasar, Universitas Islam Riau, Riau, Indonesia ARTICLE INFO ABSTRAK Article history: Received September 08, 2021 Revised September 11, 2021 Accepted October 20, 2021 Available online November 25, 2021 Dimasa pandemic covid-19 ini efektivitas kinerja guru terlihat dari kualitas kinerja guru dalam menerapkan pembelajaran daring yang melibatkan media teknologi informasi dan komunikasi. Tujuan penelitian ini menganalisis lebih dalam efektivitas kinerja guru dimasa pandemic covid-19 dalam pelaksanaan pembelajaran daring. Jenis penelitian yang digunakan adalah penelitian kualitatif. Subyek penelitian kepala sekolah, 2 guru, 2 siswa dan 2 wali murid. Instrumen penelitian yaitu lembar observasi dan pedoman wawancara. Teknik pengumpulan data yaitu wawancara dan observasi. Teknik analisis data menggunakan model Miles and Hubermen. Hasil penelitian menunjukkan bahwa efektivitas kinerja guru dimasa pandemi covid-19 ini tergolong kurang efektif. Kualitas hasil kerja guru tergolong kurang efektif karena banyaknya hambatan dalam pelaksanaan pembelajaran dimasa pandemi covid-19. Ketepatan waktu guru menurun. Inisiatif guru dimasa pandemi tergolong kurang efektif. Kemampuan guru dimasa pandemi covid-19 tergolong kurang efektif karena keterbatasan sarana prasarana, quota internet, jaringan yang tidak stabil tidak mendukung proses pembelajaran daring yang melibatkan teknologi. Komunikasi dimasa pandemi covid-19 tergolong kurang efektif karena banyaknya kendala yang menyebabkan pembelajaran tidak berlangsung sehingga tidak terjadi komunikasi yang efektif. Kata Kunci: Kinerja guru, covid-19, covid-19 Keywords: Teacher performance, covid-19, covid-19 This is an open access article under the CC BY-SA license. Copyright © 2021 by Author. Published by Universitas Pendidikan Ganesha. ABSTRACT During the COVID-19 pandemic, the effectiveness of teacher performance can be seen from the quality of teacher performance in implementing online learning involving information and communication technology media. This study aims to analyze more deeply the effectiveness of teacher performance during the covid-19 pandemic in the implementation of online learning. The type of research used is qualitative research. The research subjects were principals, 2 teachers, 2 students, and 2 guardians. The research instruments are observation sheets and interview guidelines. Data collection techniques are interviews and observation. The data analysis technique used the Miles and Huberman model. The results showed that the effectiveness of teacher performance during the COVID-19 pandemic was classified as less effective. The quality of the work of teachers is classified as less effective because of the many obstacles in the implementation of learning during the COVID-19 pandemic. The teacher's punctuality decreases. Teacher initiatives during the pandemic are relatively ineffective. Teachers' ability during the COVID-19 pandemic is classified as less effective due to limited infrastructure, internet quotas, and unstable networks that do not support online learning processes involving technology. Communication during the covid-19 pandemic is classified as less effective because of the many obstacles that cause learning not to take place so that there is no effective communication. 1. INTRODUCTION The Covid-19 pandemic has changed many community activities, especially in education, starting from face-to-face to online learning, causing a decrease in the quality of student learning (Dhawan, 2020; Kadafi et al., 2021; Maulana, 2021). During this COVID-19 pandemic, all levels of education are not allowed to meet face-to-face, from kindergarten to university (Ali, 2020; Hanik, 2020; Tamboto et al., 2021). Online learning uses technology media, where teachers and students cannot carry out learning in the same place. However, teachers and students can do face-to-face with the media used, such as cellphones, laptops, and others (Choi et al., 2021; Chou, 2013; Khalil, 2018). One of the efforts made by the government during this pandemic is social distancing (Jogezai et al., 2021; Karasmanaki & Tsantopoulos, 2021; Shirish et al., 2021). Corresponding author *E-mail addresses: Jurnal Ilmiah Sekolah Dasar Vol. 5, No. 4, Tahun 2021, pp. 639-647 640 Students and teachers cannot meet in person, this is what causes online learning (Abidah et al., 2020; Abumalloh et al., 2021). That way, there will be no social interaction between individuals during the COVID19 pandemic. In the implementation of online learning, technology media is the essential ingredient for the ongoing learning process (Ali, 2020; Teräs et al., 2020). The success of the implementation of education is influenced by the readiness of teachers to improve the quality of their performance. Teachers are an essential factor in the success of Education (Bettencourt et al., 2011; Contreras et al., 2020). In improving the quality of learning delivery, facilities and infrastructure must be adequate so that the implementation of online learning is effective (Maican & Cocoradă, 2021; Van Nuland et al., 2020). The success of learning is seen not only from students' achievements but also the facilities and infrastructure that must be completed (König et al., 2020; Meulenbroeks, 2020). The success of online learning is strongly influenced by the ability of teachers to use technology so that learning can be carried out anytime and anywhere through applications that are used when carrying out the learning process (Albashtawi & Al Bataineh, 2020; Li, 2021). In order for students to be able to carry out learning, parents play an essential role in providing guidance and attention to their children regarding the use of technology in the learning process, so parents need to master technology well so that students can follow the learning process at home effectively (Kostyrka-Allchorne et al., 2017; Slovaček & Čosić, 2020). The success of learning can be seen from student learning competence goals which include cognitive, affective, psychomotor competencies and the ability to think and act students (Guo et al., 2020; Suryawati et al., 2020). During this pandemic, teachers also need to improve their understanding of information technology media with teacher training programs to have the skills to use computers. The benchmark of performance is seen from the results achieved, then the performance of professional teachers can improve the quality of learning, especially during the current covid-19 pandemic. Today, teachers must be professional in facing the digital era (Maican & Cocoradă, 2021; Oktaviani & Putra, 2021). The success of students can be seen from the performance of ed (...truncated)