Pola Pendampingan Orang Tua dalam Pembelajaran Membaca dan Menulis Anak di Masa Covid-19

Abstract

This study aims to determine the pattern of parental assistance and what parents do in assisting children's reading and writing learning, to find out the obstacles faced by parents, and to find solutions that are carried out by parents in overcoming obstacles in assisting children's reading and writing learning during the COVID-19 pandemic. The research subject is the homeroom teacher of the first class of MIM Giriroto. Samples are taken by using convenience sampling. This research uses a descriptive qualitative approach with a single case study, and the data sources used are interviews, observations, and documentation. The data analysis technique consisted of data reduction, data presentation, and concluding. The results of this study indicate that (1) There are three models of mentoring patterns carried out by parents in assisting children's reading and writing learning during the COVID-19 pandemic, namely active mediation, restrictive mediation, and co-viewing mediation. (2) Obstacles faced by parents in assisting children in reading and writing during the COVID-19 pandemic, such as difficulties in increasing children's interest in learning, lack of time in accompanying learning, and lack of parental learning strategies. (3) The solutions that parents do in facing obstacles when accompanying children's reading and writing learning during the COVID-19 pandemic, such as taking the time to accompany children's learning, provide variations in learning, and provide rewards to increase the children's interest in learning.

Keywords: Parental Assistance Patterns, Reading and Writing Learning, COVID-19 Pandemic