INDICATORS CONTRIBUTE TO THE IMPLEMENTATION OF EARLY CHILDHOOD EDUCATION IN THE COVID-19 PANDEMIC

Abstract

This paper aims to explain the effect of the number of variables and indicators on the implementation of ECE online learning during the Covid-19 pandemic. The study was conducted in 12 kindergartens and 4 (four) playgroups in 6 (six) cities/districts purposively. The sample of this study were parents, because LFH ECE relied more on their mentoring. Data collection was carried out through distributing questionnaires to parents with the help of online school principals and teachers. The analysis was carried out through the SEM technique of the Lisrel 87.0 program. The results of the study found that the variables of Curriculum (EC), Learning Facilities (LF), Learning Development (LD), and Community Involvement (CI) had a significant effect on parental assistance (PA). The strongest indicators that contribute to the EC variable are the national curriculum and teaching materials sourced from parental initiatives. In the LF variable, the strongest indicator is the availability of digital technology and learning modules. In the LD learning development variable, the strongest indicator is the teacher's ability to develop and utilize ICT, prepare learning materials, and monitor and evaluate children's learning activities. In the community involvement variable, the strongest indicator is participation in maintaining cleanliness, health, and environmental safety, as well as providing a reading garden for children. LFH really needs the ability of parents to adapt to changes in children's learning patterns from face to face to online. In this online learning, both teachers and parents need to emphasize the development of moral, character, emotional, and social aspects. This emphasis will have an impact on the development of awareness and attitude of independence, responsibility, character, social, and interest in continuing studies.